Courses

Community engagement involves incorporation of meaningful engagement in the community into coursework, allowing the students to contribute to the community while gaining knowledge relevant to their academic and professional lives. It is a link between the classroom and community through required, academic experiences.

These courses at the University of St. Thomas are offered from various colleges and disciplines to engage students, faculty, and community partners in working towards eradicating poverty and hunger, closing the achievement gap, promoting human rights,  promoting public health, and contributing to environmental sustainability.

Courses with civic engagement are academically rigorous. They offer students opportunities to link theory and practice through structured engagement in the community. Students gain further understanding and appreciation of the discipline, while achieving an enhanced sense of civic responsibility.

Spring 2016 Courses

CIVIC ENGAGEMENT COURSES

SPRING 2016

BLAW 302
Dr. John Del Vecchio
Business Law for Accounting
Students will examine the business rules and principles of particular relevance to the accounting profession. Students participate in “Field Education” and this term names an experiential learning process that connects collegiate legal studies in business students to the operation of the American legal system in practice. Students are required to observe and assist volunteer attorneys counsel lower income individuals who are representing themselves in legal matters, think about what they saw and write about their experience.

__________


BUSN 200
Dr. Barbara Gorski
Business Learning through Service
Students are encouraged to complete BUSN200 while studying abroad. We assist the students in locating an appropriate service site and then engage them in their four required class meetings via Skype or Google Hangout. Students still submit their reflection journals via Blackboard.

__________


COJO 105
Dr. L. D. Schuelke
Communication in the Workplace
Introduction to basic communication theories and skills as they pertain to the business setting. Text, lecture, class discussion, and exercises, and individual and group presentations will better prepare students to become more effective communicators at work. The course will focus on presentational skills. dyadic communication, and interviewing and group communication. This class may be taken by Communication and Journalism majors only with the permission of the department chair. THIS COURSE WILL HAVE A SUBJECT- MATTER EMPHASIS ON SUSTAINABILITY.

__________


COJO 470
Dr. Paul Omodt
Public Relations and Advertising
COJO470 public relations and advertising campaigns has students put together everything they have learned into one integrated campaign. Each semester, the students prepare fully integrated communications campaigns for two local non-profits that need the expertise of the students.

__________


ENGL 203
Dr. Alison Underthun-Meilahn
Veteran’s Affairs
This course will look closely at texts which were written by veterans. Perspective on warfare, how war impacts the psyche, culture, and how readers respond to literature representing the experience of veterans will all be considered. Veterans will also be invited into the classroom to share experiences and perspectives from their point of view, and their reaction to literature written by veterans. Veterans in the classroom will be part of the service learning component as we look beyond literature to begin to bridge conversations with veterans in real time and their experiences.

__________


ENGL 203
Dr. Michael Raimondi
Baseball Literature
Bernard Malamud once wrote “The whole history of baseball has the quality of mythology.” This course will examine Baseball Literature as we read a variety of writings about our baseball heroes, the men and women, who played the game that we call “our national pastime.” We will look at our country’s romantic attachment to baseball and how writers who wrote about baseball helped give the sport its mythological dimensions. This course will have a service learning component potentially working with 6th grade elementary students who are also English Language Learners.

__________


ENGL 304
Dr. Lucia Pawlowski
Analytical and Persuasive Writing
Writing is not just about describing our world, but changing our world, and in ENGL 304, we will use “community writing” to change our world. In this course, students will write newsletter stories, blogs, and letters to the editor for one of five Twin Cities organizations: Battered Women’s Legal Advocacy Project, Jeremiah’s Hope for Kindness, the Association of Non-Smokers, the Aliveness Project, Neighborhoods Organizing for Change, or Master Water Stewards.

__________


GEOG 331
Dr. Paul Lorah
Conservation Geography
Students in Conservation Geography combine fieldwork, Geographic Information Systems analysis and spatial perspectives to explore Minnesota landscapes and to collaborate with community partners on large-scale restoration projects. Students will generate conservation plans for the Minnesota Nature Conservancy that maximize the benefits of renewable energy production while also promoting the restoration of the state’s tallgrass prairie.

__________


JPST 375
Dr. Amy Finnegan
Conflict Analysis and Transformation
This course is an introduction to issues surrounding conflict and the resolution of conflict in today’s world focusing primarily on its contextual manifestation at the international, regional and intrastate levels. UST students enrolled in JPST 375 will participate in The Connect Program, an innovative cross-cultural education program that brings together university students in the United States, Europe, the Middle East, North Africa, and Central, South and Southeast Asia to collaboratively explore the relationship between their regions via weekly online dialogue sessions.

__________


MKTG 725
Dr. Stephen Vuolo
Brand Management
Topics covered in this course include (but are not limited to) what a brand means, how a brand is created and managed, what brand identity and image mean, the importance of brand equity and frameworks to conceptualize what it is, tactics to create brand identity and build brand equity, the impact (on brands) of brand and line extensions, the impact of mergers and name changes on brands, and global branding. Students groups will consult with a non-profit organization and provide recommendations to maximize their brand equity and positioning effectiveness in the marketplace.

__________


PHIL 214
Dr. Heidi Giebel
Introductory Ethics
Introductory Ethics focuses on philosophical theories regarding the character traits and activites that comprise a good human life. Students will complete a service-learning project regarding ethical development, in which they “extend” benevolence and one other virtue of their choice via activities with a progressively widening circle of impact: personal, local, and global.

__________


PSYC 438
Dr. Lauren Braswell
Theories of Counseling and Psychotherapy
Major approaches to psychotherapy and major elements of effective counseling relationships are studied, observed, discussed, and experienced. Students are required to complete 10 two hour visits to a selected psychiatric unit at Regions Hospital to enhance their comfort level in interacting with people experiencing significant mental health concerns, to practice their empathic listening skills with individuals of various backgrounds, and to observe the extent to which elements of different theoretical orientations are and are not relevant for meeting the needs of different types of clients.

__________


SOCI 100
Dr. Amy Finnegan
Introduction to Sociology (focused on Health)
Introduction to Sociology explores the concepts, theories, methods and applications of the scientific study of society and social concerns. Students in this section will develop a sociological framework through the lens of health. Visiting and volunteering with two different health-related community organizations will help them develop their sociological framework.

__________


THEO 101
Dr. Thomas Bushlack
Christian Theological Tradition
In addition to the primary material covered in THEO 101, in this section we will also read Pope Francis’s encyclical letter on the environment, “Laudato Si,” and engage with local faith communities to examine how they are putting Francis’s vision into action. We will partner with MN Interfaith Power & Light, a local non-profit that works on climate change, to create a project that will support local faith communities in their efforts to protect against climate change.

__________


THEO 422
Dr. Angela Senander
Christian Faith and the Management Professions
The Christian Faith and the Management Professions will focus on corporate social responsibility in light of the Christian Faith tradition. Students will have the oportunity to engage in community service with a partner like the Dorothy Day Center and learn more about how corporations interact with such community partners.

__________

THEO 464-01
Dr. Hans Gustafson
Jesus Christ and Interreligious Dialogue

This course will explore the identity and role of Jesus in Christianity in relation to Judaism, Islam, Hinduism, and Buddhism. It will show the similarities and differences in the various approaches to Jesus in the context of each of these respective religions and of interfaith dialogue. Students will conduct work with the Sholom Sheller Family Center, Minnesota Hindu Milan Mandir, Al-Amal School (Islamic Resource Group), or the Interfaith Youth Leadership Coalition.

J-Term 2016 Courses

CIVIC ENGAGEMENT COURSES
J-TERM 2016

COJO 398U - STUDY ABROAD COURSE
Dr. Debra Petersen
Hawai’i: Multi-Cultural Communication in Diverse Organizations

In Hawai‘i: Multi-cultural Communication in Diverse Organizations, we examine the concepts, theories, and realities of the way individuals and groups work and communicate in organizations where culture and multiculturalism plays a primary or prominent role. Students will conduct a project with students and staff from a K-12 charter school in the Niihau community, which is the last enclave of native speakers of the Niihau dialect of standard Hawaiian in the world. They are preparing their forty students to become the future speakers of this unique language thus we experience first hand the integral nature of language and culture.

__________


JPST 398U - STUDY ABROAD COURSE
Dr. Amy Finnegan
Global Health in Uganda: Towards Analysis, Equity, and Action in Social Medicine
The Global Health in Uganda course will provide students with the opportunity to travel to Uganda to study the social determinants of health and explore global health partnerships while studying with Ugandan university students. The course involves community engagement throughout the 3 weeks in-country for students to learn and see how various global health interventions operate. In particular, they will integrate with Lacor Hospital, The AIDS Service Organisation (TASO), Health Gap, Gulu Hospital, the Catholic Archdiocese operating in Paimol and the associated village health workers, and Partners in Health.

__________


SOCI 398 - STUDY ABROAD COURSE
Dr. Meg Wilkes Karraker
Food, Faith and Families: A Sociocultural Journey through Italy
Using Italian culture and society in the Naples and broader Campania region, Rome and the Lazio region, and Florence and the Tuscany region, this course will provide a deep immersion into the sociology of food. In every society, food production, preparation, and consumption are at the very root of cultural identity. Norms and values around food speak to family, gender, natality, religion, social class, and other social locations. Food is also at the heart of controversial issues around health, family, and social justice, including capital (cultural, human, and society), economic development and empowerment, environmentalism, globalization (cultural, economic, and political), health (individual and public), social justice, social movements, and even crime.

__________


THEO 422
Dr. Angela Senander
Christian Faith and the Management Professions
The Christian Faith and the Management Professions will focus on corporate social responsibility in light of the Christian Faith tradition. Students will have the oportunity to engage in community service with a partner like the Dorothy Day Center and learn more about how corporations interact with such community partners.

__________


THEO 424 - STUDY ABROAD COURSE
Dr. Elaine MacMillan and Dr. Edward Ulrich
Christianity and World Religions
Using Christianity as its point of reference, this version of THEO 424 focuses upon the religions of Asia and the Pacific Islands practiced on the Hawai’ian Islands. This course is designed to provide students with as much direct experience as possible with the Indigenous and Eastern religions being studied and includes service learning opportunities with different religious communities on the Islands.

Fall 2015 Courses

CIVIC ENGAGEMENT COURSES
FALL 2015


COJO 470-01
Dr. Paul Omodt
Advertising and Public Relations Campaigns

Public relations campaign focuses on preparing an integrated public relations, advertising and marketing campaign. Students will prepare integrated public relations campaigns for two local non-profits that solve their communication challenge.
__________


ENGL 201-05
Mr. Michael Raimondi
Spiritual Writing of the 21st Century

This course examines a body of literary texts in the framework of a discipline other than literary or English studies per se—in this case, Spiritual Writing of the 21st Century. This course will have a service-learning component. UST students will work with sixth-grade students from College Prep Elementary, who are also English Language Learners.

__________

ENGL 201-01
Dr. Alison Underthun
Too Graphic?

Graphic novels have a deep capacity to inform their readers beyond the written text while utilizing inferences from the visual aspect they use in their form to foster a critical understanding in conjunction with the text. Through working with College Prep Elementary St. Thomas students will directly work with sixth grade students who have a greater propensity to struggle to read inferences in text, and by using the graphic novel form, the hope is the St. Thomas students will gain a deeper understanding through teaching material to sixth graders, and students at CPE will gain stronger reading skills.

__________


ENGL 300-01 / GENG 598
Dr. Susan Callaway
Writing Theory and Practice for Peer Consultants

The Center for Writing partners with high school college-readiness programs to help refugees and immigrants and other underrepresented students prepare for college. “Writing Theory & Practice for Peer Consultants” prepares UST students to consult with their peers on campus and in our community. Through a semester-long service-learning project, consultants mentor high school students who are developing their abilities to read, write, and speak English. Consultants read and reflect extensively on issues of difference, education, and poverty and conduct research that is relevant to us, our campus, and our community partners. While developing intercultural communication skills, through our service-learning focusing on literacy we deepen understanding of others’ experiences and the roles we can take in fighting for social justice both in the community and on our campus.

__________


GERM 440-01
Dr. Susanne Wagner
Introduction to Business German

The course introduces students to German business etiquette and various aspects of the German business world, transatlantic tourism, and environmental issues related to (international) business while continuing to develop communication skills in a business German context (Wirtschaftsdeutsch) that will promote understanding of and respect for different cultures in the German-speaking world and provide a sound basis for students planning to work or intern in a German speaking country. In line with the University of St. Thomas’ mission to educate students to become “morally responsible leaders who think critically, act wisely and work skillfully to advance the common good”, Germ 440 also features a real-world hands-on learning experience (Praktikum) with one of the German-American Community partners located in the Twin Cities.

__________


JPST 365-01
Dr. Mike Klein
Leadership for Social Change

Leadership for Social Justice examines the arc of leadership through the process of creating, sustaining, then institutionalizing positive social change by exploring models and case studies of authoritative, positional, influential and situational leadership in diverse settings such as community organizing, social movements, social entrepreneurship and nonprofit management. Students will learn, practice democratic facilitation in the classroom, then lead a workshop for the Wilder Foundation’s Neighborhood Leaders.

__________


MKTG 725-201
Dr. Stephen Vuolo
Brand Management

Topics covered in this course include (but are not limited to) what a brand means, how a brand is created and managed, what brand identity and image mean, the importance of brand equity and frameworks to conceptualize what it is, tactics to create brand identity and build brand equity, the impact (on brands) of brand and line extensions, the impact of mergers and name changes on brands, and global branding. Students groups will consult with a non-profit organization and provide recommendations to maximize their brand equity and positioning effectiveness in the marketplace.

__________


PHIL 214 (sections 14 and 18)
Dr. Heidi Giebel
Introductory Ethics

This course is an inquiry into the rational foundations and methods of ethics, with attention to the application of ethical principles to areas of personal conduct, institutional behavior, public policy, and diversity within and across cultures.

__________


PSYC 203-01
Dr. Tonia Bock
Psychology of Adolescence

Psychology of Adolescence will explore the psychological changes and challenges that occur during the teen years. One of the topics addressed in the course is the challenges and resilience of homeless youth. Students in this course will visit a homeless youth organization, learning about and reflecting on the specific issues that homeless youth in Minnesota face. For this topic and visit, we will organize a small donation drive for the organization.

__________


SOCI 100-paired course
Dr. Meg Karraker
Introduction to Sociology

Introduction to the concepts, theories, methods, and applications of the scientific study of society and social concerns. The course enables students to understand the connections between the individual and larger social and cultural forces, even as it heightens awareness of the diversity of American (as well as other) society. Students will serve 3-5 evenings at the Dorothy Day Center in St. Paul, a shelter and resource for men and women living homeless in the Twin Cities. The course is paired with Phil. 114, Philosophy of the Human Person.

__________


THEO 101-P1
Dr. Angela Senander
Introduction to the Christian Theological Tradition

As a course paired with African American History, this section of the Christian Theological Tradition engages the Bible, classic writers within the Christian tradition and community engagement as sources for critical refection on faith and justice. Through writing to learn assignments, class discussions and formal papers, students will analyze their experiences of community engagement in care for creation working at the UST Stewardship Garden and in care for the excluded preparing and serving meals at the Dorothy Day Center.

__________


THEO 101-P3 and 08
Dr. Tom Bushlack
Introduction to the Christian Theological Tradition

This course is designed to acquaint students with the contents of the Bible and with Christian history, especially in the context of the Catholic tradition. As an example of applied theology in the world today, we will read and analyze Pope Francis’ recent encyclical, “On Care for Our Common Home,” and then partner with MN Interfaith Power & Light to facilitate “Climate Conversations” with local parishes and groups who are seeking to understand and implement Pope Francis’s vision for care for the earth.

__________


THEO 464-01
Dr. Hans Gustafson
Jesus Christ and Interreligious Dialogue

This course will explore the identity and role of Jesus in Christianity in relation to Judaism, Islam, Hinduism, and Buddhism. It will show the similarities and differences in the various approaches to Jesus in the context of each of these respective religions and of interfaith dialogue. Students will conduct work with the Sholom Sheller Family Center, Minnesota Hindu Milan Mandir, Al-Amal School (Islamic Resource Group), or the Interfaith Youth Leadership Coalition.

__________

Spring 2015 Courses

COJO 472: Family Communication; Dr. Carol Bruess

This course is an examination of communication dynamics within the family system. Patterns of interaction, message exchange, developmental stages, and satisfaction and stability will be explored in light of today's ever-changing family structure. Focus will include traditional (nuclear) and non- traditional family types.  Students will conduct oral histories with elder UST alums of the old guard, writing an oral history of the elder's life and then giving it to that person and his/her family as a gift. Students also work with Cristo Rey Jesuit High School and Carondalet Village.

MGMT 482: Leading Organizational Systems; Dr. Erica Diehn

This course explores the theories, concepts, and skills involved in exercising effective leadership and management from both organizational and individual perspectives. The course covers the concepts of leadership in diverse cultures, how organizational conditions affect competent, ethical leadership, and the actual work of management in organizations today. There is a service learning component embedded in this course: you will immediately put your leadership and course learning into action and reflect on this experience, enhancing your overall personal leadership development.  This course examines the complexity of business leadership through a review of the key theories of leadership and their managerial applications.

PSYC 428: Theories of Counseling & Psychotherapy; Dr. Lauren Braswell

Students learned key theories in counseling and psychotherapy, explored the evidence base for psychotherapy approaches with specific issues, and practiced counseling pre-skills via in-class experiential exercises and service-learning activities on the behavioral health units of a local hospital, Regions Hospital. Based on their own preferences, students were able to participate in diagnosis education, wellness & stress management, music therapy, and/or occupational therapy groups. Students were required to complete a goal-setting meeting and complete electronic journal entries about all Regions contacts.  Observations and questions about the service-learning experience were shared during class discussion and integrated with course materials and tests. All students must have completed Psy 301: Psychopathology or an equivalent course from another university before participating in Psy 428.

SOCI 210: Research Methods in Sociology; Dr. Lisa Waldner

This is a research methods course that provides students a “hands-on” experience where they have access to the same tools that researchers use.  Rather than listening and taking notes, student’s take an active role in their learning.  To make this experience more relevant, the course works with The Family Partnership, social service agency that supports families in need, on a research project needed to assess their programs or answer questions they may have about how clients perceive their services.

SOCI 220: Sociological Analysis; Dr. Lisa Waldner

This course develops students’ critical thinking skills by developing skills to become better consumers of statistical information. It applies some basic statistical concepts to social science questions and teaches an understanding of the link between the application of statistics and research methodology. Working with clients such as the non-profit Family Partnership, a real data analysis project is completed using data from a prior research methods class

ENVR 401: Field Seminar; Dr. Maria Dahmus

This course is the culmination of the major for environmental studies. This course partnered with ESCI 310: Environmental Problem Solving taught by Dr. Small, and community partners: Como Active Citizen Network, St. Paul Parks and Recreation, the Capitol Region Watershed District, and a local artist to explore the ecological, social, and political feasibility of using hydroponic gardens to remove excess nutrients from urban lakes with a focus on Como Lake and created public outreach projects designed to raise public awareness of initiatives in the Como Lake watershed.

ESCI 310: Environmental Problem Solving; Dr. Chip Small

This course explored methods of solving environmental problems through an interdisciplinary lens and partnered with ENVR 401: Field Seminar taught by Dr. Maria Dahmus and community partners: Como Active Citizen Network, St. Paul Parks and Recreation, the Capitol Region Watershed District, and a local artist. The focus was a series of projects related to urban lake nutrient management using a systems thinking approach, emphasizing date synthesis and analysis and the communication of results to a variety of different audiences.  

PHIL 215: Introductory Ethics; Dr. Heidi Giebel

Students developed philosophical reading and speaking skills to think analytically, reflectively and creatively about important ethical issues to become more aware of ethically relevant aspects of your own life. This course worked with Feed My Starving Children to engage students in service-learning.

THEO 431: Women in the Early Church; Dr. Susan Myers

Students will work with local women’s organizations to compare the situations of modern women with those of ancient women about whom they read. Students will also reflect on the ways in which women—both ancient and modern—are empowered and silenced. This course is also a Women’s Studies course. Students worked with one of two community partners that serve women and their children, and reflected on how social forces strengthen these women or inhibit their well-being.

WMST 205: Foundations of Women’s Studies; Dr. Susan Myers

This course is the introduction to Women’s Studies, and employs an interdisciplinary approach to analyze women’s experiences and studies the ways that sex and gender manifest themselves in social, cultural, and political contexts. Students worked on at least three occasions with Women’s Advocates, a local domestic-violence shelter. The service-learning aspect of the course will provide students with a means of engaging in activism to improve the lives of women and with a means to integrate this activism with intellectual reflection on the empowerment of women.

J-Term 2015 Courses

COJO 398U: Culture and Communication in Post-Apartheid South Africa; Dr. Kevin Sauter & Dr. Emily Sauter

This J-Term study abroad course in South Africa explored the roots of apartheid and the transition the country experienced in the transition towards a democratic government in the 1990s. It also looked at the cultural dimensions of several of the prominent ethnic groups in South Africa and examined the role that communication strategies and practices play in maintaining civic stability and enhancing interpersonal relationships in the post-apartheid era. The course included a two-day community-based service-learning experience at the Christel House School in Langer township in Cape Town. To understand the future of South Africa it is important to spend time with the young people who will eventually control the destiny of the country and this experience provides the American students with a chance to interact with South African youth for an extended time.

CPSY 680: Diversity Issues in Counseling in Singapore; Dr. Len Jennings & Prof. Karrie Jennings

This J-Term study abroad course will explore fundamental issues concerning the practice of providing counseling for people from different cultural, ethnic, racial, and national backgrounds, as well as those who have been marginalized in some way. In this special edition of the course, students will travel to and live in the highly diverse country of Singapore.  An immersion experience such as this will give students first-hand, lived experience in a country that embraces diversity and has significant expertise in multicultural counseling. This course is designated as a service-learning course and will involve community service in Singapore.  We will provide psychoeducational programming to DaySpring Residential Treatment Centre.

JPST 250: Intro to Justice and Peace Studies; Dr. Mike Klein

This course offers an introduction to the study of major aspects of world and local conflict including theories of social science relating to conflict, violence and the meaning of justice.  Among the aspects of conflict studied will be cultural differences, environmental perspectives, international trade, the arms race, and oppression. Proposed solutions are examined in the context of social injustice and the need for systemic change.  Students do a guided research paper on justice and peace in the context of a particular country, examining the historical roots of present injustice and conflict, human rights, media representation, and possible future steps. In January we have the unique opportunity to learn alongside people who are immigrants, refugees and asylees who have experienced injustice and oppression in their country of origin. Local immersion experiences will take place through three evening trips to Baker Community Center to participate in Jane Addams School for Democracy learning circles. 

THEO 489: AIDS, Apartheid, and the Arts of Resistance: Theological Reflection in South Africa; Dr. Kimberly Vrundy & Father Richard Cogill

This J-Term study abroad course analyzed works of artistic resistance to examine the interrelationships between two catastrophes of the modern era in South Africa: Apartheid and AIDS, especially attentive to the impact of the correlation between the two on the lives of women. Service-Learning was a key element of the course, with students spending a day at the Central Methodist Mission in Johannesburg, which is an urban shelter for the homeless. Students worked a shift at the Scalabrini Center’s program to welcome refugees and asylum seekers to urban Cape Town; and they shadowed community health workers in the townships outside of Cape Town through the St. Luke’s hospice program.

Fall 2014 Courses

COJO 276: Argumentation and Advocacy; Dr. Bernard Armada

This course was designed to help the students become better authors and consumers of arguments in their everyday life by sharpening critical thinking skills through the course objectives. These objectives included examining and improving upon: written, spoken, and mass mediated messages. Objectives were developed through participating in debates and writing an argumentative advocacy letter about HIV/AIDS. This service-learning course allowed students to apply what they learned outside of the course through an advocacy letter that was addressed to a legislator or newspaper about HIV/AIDS.

THEO 215.02: Christian Morality; Dr. Bernard Brady

This course introduced principles, methods, and topics of Christian theological ethics through morality, Christian tradition, community, culture, and relation of spirituality to the Christian moral life. Through these topics, students had a clearer understanding and commitment to personal values and how to analyze arguments and other points of view. This course was a service-learning course that partnered with Dorothy Day, a Catholic charity center. Dorothy Day provides meals, mental and medical health services, showers, and shelter for more than 200 people experiencing homelessness. This course worked the emergency shelter in the evenings, multiple times during the semester to learn about community and morality.

THEO 215.41 Christian Morality; Dr. Bernard Brady

This course is an honors class that introduces principles, methods, and topics of Christian theological ethics. It addresses the relation of Christian faith to moral reflection and decision making – both individual and social, Christian tradition, nature and function of community, critique and transformation of culture, and spirituality to the Christian life. Through these objectives, the students had a clearer understanding and commitment to personal values. This course was a service-learning course that partnered with Dorothy Day, a Catholic charity center. Dorothy Day provides meals, mental and medical health services, showers, and shelter for more than 200 people experiencing homelessness. This course worked the emergency shelter in the evenings, multiple times during the semester to learn about community and morality.

COJO 472: Family Communication; Dr. Carol Bruess

The course focused on understanding how we develop, maintain, manage, and/or disturb family relationships through communication. The course studied classic theories, models, and research in family communication and how it affects family interaction. Part of the class was a service-learning project where students interviewed and wrote an oral history of a senior citizen in the community about his or her family life and analyzed the family life described through the principles and topics learned in the class.

MGMT 382: Leadership & Management; Dr. Erica Diehn

The course explored theories, concepts, and skills involved in exercising effective leadership and management in organizational and individual arenas. The course covered leadership in diverse cultures, and how organizational conditions affect ethical leadership. As a service-learning course, they partnered with the Women at the Well International, a non-profit organization that provides assistance for refugees in Ethiopia. By working with their partner, the goal for students was to learn more about diverse cultures and apply what they had been taught in the area of leadership through service-learning, all while improving upon their leadership skills.

BIOL 497: The Biology of Emerging Infectious Diseases; Dr. Jill Manske

The course concentrated on the evolutionary and ecological drives of disease emergences and the effect of these diseases on human health. Themes were also brought up on how to use and control diseases and why they succeed or failed. There was a service-learning component, with Open Arms of Minnesota, a nonprofit organization that delivers free meals to those with cancer and diseases. This gave students exposure to an organization that helps those with diseases discussed in class within their own community.

BLAW 301: Legal Environment of Business; John Del Vecchio

The course examined the business law rules and principles of entrepreneurship, finance, management, and marketing. The course focuses included contracts, negligence, products liability and warranty, sales of goods, intellectual property, employment law, as well as general concepts of legal reasoning, legal process, and alternative dispute resolution. A critical objective of the course was to improve their knowledge base regarding the law’s effect on business, and identifying and applying law to legal issues related to business. There was an out of class field education component available to all students in the course, the professor would like to keep the community partner unnamed.

BLAW 354: Marketing Law; John Del Vecchio

The course explored legal principles and government regulation connecting to marketing, advertising, and intellectual property. Themes in the course comprised of patent, trademarks, copyrights and intellectual property law. The critical objective for students was to improve their knowledge base regarding the law’s effect on business and improve their skills in identifying legal issues related to business, applying law to those issues, and analyzing that effect on these issues. The students did this through working with their community partner, who the professor would like to keep unnamed.

SOCI 474: Seminar in Sociology; Dr. Meg Karraker

This course offered graduating students an opportunity to actively reflect upon theory, methodology, and substantive sociological knowledge in this senior capstone experience. Students had the opportunity to integrate these components to assess the role of sociology in understanding sociological problems. The students were required to complete a research project that doubled as their service-learning project with Catholic Charities and drew on their particular interests and their previous sociology coursework. The course also discussed careers, vocation, and preparation for graduate school.

SOCI 220: Sociological Analysis; Dr. Lisa Waldner

This course was centered on methods of data analysis in the career of sociology. Students were introduced to applied statistics, with an emphasis on skill development in the use of data processing used by sociologists in research settings. Students applied what they learned through the course in a real data analysis project by collecting data with a partnership such as the non-profit Family Partnership and other programs at UST.

ENGL 201 Spiritual Writing of the 21st Century; Michael Raimondi

This course examines bodies of literary texts in terms of a discipline other than literary or English studies. The course helps students become better readers, writers and critical thinkers. Ultimately, the students developed confidence in their writing, recognize the writing tools they already had, enjoyed the literature they read, and took bold rhetorical chances. The course included a service-learning component with College Prep Elementary, a STEM school in St. Paul that focuses on college and career readiness. The students had to work side-by-side with 6th grade students who were also English language learners.

COJO 470: Advertising and Public Relations Campaigns; Paul Omodt

This course was designed for students to apply previously learned strategic communication elements, the emphasis was to learn and apply marketing communication disciplines of research and analysis, planning strategy development, and to build an integrated strategic communication campaign for a real world client organization. The organization the students worked with was either, the Minnesota Independent Schools Form, a non-profit membership organization comprised of independent schools, or Clear Cause, a non-profit organization that has a mission to protect students who travel abroad.

ENGL 300: Writing Theory & Practice; Dr. Susan Callaway

This course was designed for undergraduate and graduate students who have been hired to work in the Center for Writing for the semester. This course provided them with strategies for assisting others in developing their academic literacy. Students were introduced to how writing centers play a role in universities and were challenged as a writer by strengthening their reading and writing abilities using their development of interpersonal communication skills and intercultural competency. The service-learning component included students actively serving as a writing mentor in the community for the Center for Writing.

THEO 431: Women in the Early Church; Dr. Susan Myers

The course introduced students to Christian writings that are by and about women, including those idealizing women and those demonizing women. The course also addressed the methods of modern historical criticism and encouraged students to develop expertise in the application of these methods to texts regarding women. The goals of the course were to develop a framework for understanding these early Christian writings through the examination of religious, political, and social settings out of which the texts arose. Each student was required to participate in a service-learning opportunity at either the Jeremiah Program or Women’s Advocates in Saint Paul. Students constructed a guided journal that contained three entries that reflected upon their experience at their site.

Summer 2014 Courses

BLAW: 301-01 Legal Environment of Business, Dr. John Del Vecchio

An examination of the business law rules and principles of particular relevance to entrepreneurship, finance, management, and marketing. Subjects include contracts, negligence, products liability and warranty, sales of goods, intellectual property, employment law, as well as general notions of legal reasoning and legal process and alternative dispute resolution. Students participate in class phone conference calls, and are offered a field education experience outside of the classroom.

EDLD 869: Leadership in International Contexts of Tanzania, Dr. Jean-Pierre Bongila

This course explores first-hand the challenges that the national, regional and local leaders of Tanzania face as they work to negotiate development in one of the poorest countries in the world.  This course begins with seminars in Minneapolis, then takes you to Tanzania for a two-week immersion, and ends with closure presentations in Minneapolis.  In Tanzania you will exchange insights with national, regional and local leaders who have been instrumental in advancing this developing country and are recognized internationally for their efforts. You will examine and journal about your changing worldview, leadership theories, and general psychosocial and learning theories in this cross-cultural context.  Through immersion in the Tanzanian culture, you will examine the impacts of poverty, AIDS, and lack of healthcare that have resulted in global, national, community, and educational challenges and will meet those instrumental in advocating sustainable change in those arenas. 

CPSY 605: Theories of Career Development Dr. Kate Schaefers

This course focuses on foundations of career theory and application relevant to the counseling psychology professional.  Community partner, Jeremiah Program, is a residential program that helps single mothers pursue advanced degrees.  Students assess the needs of their clients through interviews and career assessment instruments.  Then they recommend next steps for clients as they make career decisions.

CPSY 605: Theories of Career Development, Dr. Kathlene Scholljegerdes

This course focuses on foundations of career theory and application relevant to the counseling psychology professional.  Community partner, Jeremiah Program, is a residential program that helps single mothers pursue advanced degrees.  UST students work in teams to conduct an initial interview with a client, and assess needs and priorities for career counseling; interpret two frequently used career assessment instruments; and synthesize knowledge of client with world of work information, recommending next steps for clients as they make career decisions.

International Courses

Diversity Issues in Counseling in Singapore

Led by Dr. Len Jennings

During January term of 2013, fourteen MA students from the Graduate School of Professional Psychology program participated in a month-long international study course on Diversity Issues in Counseling in Singapore. The course, led by Professor Len Jennings, was intensely experiential. It included traveling, living, and learning in the highly diverse, Southeast Asian country of Singapore, with an excursion into Malaysia. The course consisted of joint experiential learning exercises with Singaporean MA counseling students as well as site visits illuminating the various ways mental health needs are addressed in Singapore (Traditional Chinese Medicine, Shamans, Western trained psychotherapists, etc.).  In addition, the course had a service-learning component in which UST students conducted psycho-educational presentations and group work with abused teen girls living in a residential treatment center. The opportunity to plunge into a highly diverse cultural setting with multiple languages (Mandarin, Malay, Tamil, and English), in multiple religions (Islam, Taoism, Buddhism, Christianity, Hinduism), with multiple ethnicities (Chinese, Malay, Indian, Euro-Asian, ex-pat), made for an unbelievable backdrop for this international service-learning course on diversity.

Team Practicum

Led by Dr. Alla Heorhiadi and Dr. John Conbere

Organization, Learning, and Development has offered free consulting projects in Organization Development to Ukrainian organizations since 2005. These were conducted within the scope of the international practicum course (ODOC 942), which is part of the required series of three 3-credit practica for doctoral students in Organization Development. The international service learning course has provided consulting services to over 45 companies in the Ukraine. 

Dr. Heorhiadi  finds companies in need of Organization Development and negotiates a project that would fit the requirements of the practicum but also fits students' backgrounds, expertise, and interests. In teams of two or individually, the students' work consists of 1) learning needs of a company and negotiating a contract within the scope of work (online phase of work, including emails, skype conversations, etc., 10-25 hours; 2) face-to-face work with the client on site, 40-50 hours; 3) analysis and report writing phase, on-line, 25-50 hours; 4) sometimes follow-up work within the following 6-12 months that includes answering the client's questions, suggesting literature to read, and so forth, 5-15 hours. All projects are pro-bono and help Ukrainian organizations sustain and develop. Many of the doctoral students have taken the trip two and three times and have spoken about the transformative influence on their lives.

The Church in Latin America

Led by Dr. Gerald Schlabach

In Guatemala, students study Christian theology and practice in a context of the great struggle for human dignity. From on-location in the Guatemalan highlands, students study the experiences of Guatemalan churches in the twentieth century. These churches serve as a lens for analyzing the various forms that Christianity has taken in Latin American history since the Spanish Conquest. Students study the politics, history, culture, and economy of Guatemala in order to join with Latin Americans in reflecting theologically on the meaning of the gospel in its historical context. Theological topics explored may include evangelization, Christology, sin, martyrdom, poverty, the nature of the Church, the Eucharist, and the Church’s role in Guatemala’s peace process. Practical service activities are combined with academic study. Most of the time is spent in the Guatemalan highlands at the San Lucas Toliman Catholic mission, on scenic Lake Atitlán. Practical service activities are combined with traditional course work, featured speakers, and field trips in order to bring students into close contact with the local community and to enhance the learning goals of the course. Service activities include light construction, coffee picking, reforestation, and childcare.

The Breadfruit Project: Peace Engineering

Led by Dr. Camille George

For the past decade, the School of Engineering has been involved in service-learning engineering projects aimed at providing sustainable technical solutions for people found at the base of the pyramid. Dr. George has been leading one of the projects which is aimed at transforming surplus fresh breadfruit in Haiti and other Caribbean nations into flour. Over the years, she has engaged undergraduate engineering students through a service-learning option in the two semester engineering capstone course, Senior Design, to design low-tech devices that are adapted to the culture and environment in which they are deployed.  She strongly believes that a community partner is the focus of the service-learning effort and it is the ethical responsibility for our teams to design a device or process that is truly useful for the community. Even if a student team receives an A for their work, a project is not successful until a community actually adopts and embraces the technology and this may take several student teams. The breadfruit processing service-learning effort has designed a manual shredder and drier that can be used to make the flour. Dr. George has also received funding to open up a small bakery in Haiti with her Haitian partners to begin processing breadfruit flour for use in baking. For more information, visit: http://courseweb.stthomas.edu/cmgeorge/

AIDS, Apartheid, and the Arts of Resistance in South Africa

Led by Dr. Kimberly Vrudny and Fr. Richard Cogill

Fr. Richard Cogill and Dr. Kimberly Vrudny have offered the course, “Theological Reflection on AIDS, Apartheid, and the Arts of Resistance,” to three academic groups from St. Thomas, and one Vision group. Through analysis of works of artistic resistance, students in this course examine the interrelationships between two catastrophes of the modern era in South Africa: apartheid and AIDS, especially attentive to the impact of the correlation between the two on the lives of women. Students approach works of art with theological lenses to explore such themes as lament, imago Dei, prophecy, theodicy, memory, covenant, forgiveness, reconciliation, and hope. Artistic focus is drawn to the visual arts, music, literature, and film. Students learn about the arts of resistance through studio tours, guest lectures, and site visits in Johannesburg and Cape Town and their surrounding areas.

It is important to say that, while this is a service-learning course, students in the course are not on a mission trip—and they are encouraged not to think of it as a voluntourism project. We are intentional about NOT going with the intention to encourage people in South Africa to think like us, act like us, or believe as we believe (which, even among the twenty who travel together, is not uniform in any case). Rather, we speak at length about how we are going in order to encounter South Africans—people who have survived a tragic chapter in history and who are imagining a future that is radically inclusive. To borrow language adopted by many humanitarians, we go in order to accompany South Africans, and to learn something about theology from them, as they apply concepts like forgiveness, reconciliation, and hope in very public ways. We travel to South Africa in order to learn how to be open, compassionate, and just in our interactions with human beings—especially those who have been harmed by the ways in which we have structured access to security in our world.

In many ways, the folks we will be encountering are serving the educational mission of the University of St. Thomas. They will be educating us. And, when possible along the way, we will be working at a number of organizations. We will offer a few hours and a few resources in a gesture of solidarity, in order to live into a different imagination about how to be human in our interdependent world. Visit the blog from 2015 to read more.

Past Courses

ACCT 715 - Auditing

Professor: Jane Saly

Graduate students will study academic content during Fall 2009 and conduct a study that involves the Mali Agri-Business Center. This project will be completed during a 2-week visit to Mali, Africa in January 2010.

BIOL 295 – Biology of HIV/AIDS

Professor: Colin Martin

Students will learn about the history of the HIV/AIDS epidemic, how the virus infects humans and causes its symptoms, and what research and prevention efforts are being done to combat a disease that currently infects more than 30 million people worldwide. Students will also look beyond the statistics and science to learn what it is like to live with HIV/AIDS by working with the non-profit organization Open Arms of Minnesota, which delivers food to people living with AIDS. This activity will help students understand the importance of nutrition and diet in managing HIV infections and what barriers to healthy living people with AIDS may face.

BIOL 490 - Urban Ecosystem Ecology

Professor: Chip Small

Students will serve as science advisors in a collaboration with the Ordway Center for Performing Arts, artists in residence from the Pilobolus Dance Company, the Macalester College Dance Team, and other courses at UST to develop a dance that communicates how societies and individuals interact with and influence the natural and built environments around them. Students will collaborate with Social Dynamics and the Environment (ENVR 212) and Videography (COJO 360) to collect and present observations and analyses of the movement of energy and materials through the urban environment to Pilobolus and the Macalester Dance Team. Pilobolus and the Macalester Dance Team will then translate these observations and analyses into dance. The Macalester Dance Team's performances at the end of the semester will be open to the public. Our students will present related work to the community in conjunction with these performances, and will have the opportunity to participate in the dance as well.

BIOL 497 - The Biology of Emerging Infectious Diseases

Professor: Jill Manske

This class will investigate the evolutionary and ecological drivers of disease emergence. The effect of emerging diseases on human health will be addressed throughout the class. Additionally, the class will consider the mechanisms used to control disease emergence and why they succeed or fail. Finally, students will spend some time at the end of the semester discussing the deliberate initiation of disease emergence, otherwise known as bioterrorism.

Students will spend one afternoon at the Minnesota Department of Health.  We will meet with some of the epidemiologists and learn about their work in infectious disease and have a tour of the infectious disease labs. Students will also go to Open Arms of Minnesota during an HIV/AIDS unit and deliver meals. This experience is meant to provide a brief exposure to a community-based organization that provides outreach to individuals who are infected with HIV.

BLAW 301 - Business Law for Accounting

Professor: John Del Vecchio

Students will participate in "Field Education,” an experiential learning process that connects collegiate legal studies in business students to the operation of the American legal system in practice. As an extracurricular component to the classroom, students are required to observe and assist volunteer attorneys counsel lower income individuals who are representing themselves in legal matters, think about what they saw and write about their experience. Community partnerships include work with Southern Minnesota Regional Legal Services (SMRLS), Volunteer Lawyers Network, Dakota County Law Library Family Law Clinic Program, and The Dignity Center.

Prerequisite: Junior standing

BLAW 403 - Marketing Law

Professor: John Del Vecchio

Students will participate in "Field Education,” an experiential learning process that connects collegiate legal studies in business students to the operation of the American legal system in practice. As an extracurricular component to the classroom, students are required to observe and assist volunteer attorneys counsel lower income individuals who are representing themselves in legal matters, think about what they saw and write about their experience. Community partnerships include work with Southern Minnesota Regional Legal Services (SMRLS), Volunteer Lawyers Network, Dakota County Law Library Family Law Clinic Program, and The Dignity Center.

BUSN 200 - Business Learning Through Service (30 sections)

Professor: Barbra Gorski

BUSN200 is an excellent avenue for students to be immersed in the mission of both the University of St. Thomas and the Opus College of Business.  In this course students have the opportunity to strengthen their development as a highly principled global business professionals who is are effective and ethical leaders, and constructive contributors to society.  BUSN200 structures this opportunity for personal and professional development in a way no other course on campus offers. This course is designed to engage students in the partnerships that are necessary between businesses and the community to ensure the long-term health and vitality of both.  Students provide 40 hours of non-paid service in a non-profit setting.  During their service students engage in reflective writing, exploration of non-profits as businesses that could benefit from students’ business skills, learning BUSN200s and the creation of a final reflection project. Since 1991, all undergraduate students at OCB have been required to invest 40 hours of service in their communities.  Students are also required to continually reflect on their Service Learning in Learning BUSN200s, on-going Journals, and Creative Projects—all of which explore what the student has given to others and what the student has learned about herself.  Because of this requirement, BUSN200 students provide over 32,000 hours of direct service each year, making an enormous difference in community non-profits.

CHEM 320 - Instrumental Analysis

Professor: Gary Mabbott

In the last five weeks of the course students work in teams to solve a problem for a client. Each team is given a separate problem from one client. These problems are usually questions that have arisen in the normal operation of a business that are chemical in nature (such as, "what is causing the interference in our quality control test on our cleaning baths?"). Occasionally, the client is a private individual with a specific problem, such as "what are the black particles that form in my tea kettle when I boil purified water in it?" They are real questions that the client wants to answer, but does not have the time or, perhaps, equipment to work on. The students apply their knowledge in analytical chemistry and use instrumentation here at St. Thomas to solve the problem.

Prerequisites: CHEM 202, CHEM 300

CISC 200 - Introduction to Computer Technology and Business Applications

Professor: Steve Hansen

Formerly QMCS 200.  Students volunteer ten hours with community sites to give people with weak computer skills with the use of the computer, operating systems, and software packages.

Note: Students who receive credit for CISC 200 may not receive credit for CISC 110 or 216.

COJO 100 - Public Speaking

Professor: Kevin Sauter or David Schuelke

Preparation, presentation, and evaluation of original speeches by each student throughout the semester; special emphasis given to selecting and researching topics, organizing evidence, analyzing audiences, sharpening style and tone, communicating ethically and listening critically. Students will work on three assignments in conjunction with faculty and students at Community of Peace Academy Charter School in St. Paul.  Assignments will focus on dyadic commentary, storytelling, and conflict management.

Note: This class is not open to Communication and Journalism majors.

COJO 111 - Communication and Citizenship

Professors: Kevin Sauter, Wendy Wyatt, Carol Bruess, Thomas Connery (varies per term)

Communication and Citizenship presents theories and principles of communication in all its forms (interpersonal, intercultural, organizational, rhetorical and mass-mediated) and emphasizes relationships between communication and the public realm. The course encourages students to develop a sense of their own agency in the communication process, whether they're creating interpersonal and mediated messages as communication professionals, or receiving and evaluating messages as citizens. It also helps students recognize what inhibits individuals and groups from being full citizens, and it helps students discover ways of empowering those individuals and groups through communication. Finally, the course aims to foster in students a commitment to being critically reflective, informed and active citizens.   In COJO 111, we have the unique opportunity to participate in a partnership with a local community organization.  Our partnership with Cristo Rey High School – a college-prep school in Minneapolis attended by some of the Twin Cities’ most underserved youth – will both significantly enhance our learning and have an important impact on the students at Cristo Rey.

COJO 212 - Rhetorical Criticism

Professor: Bernard Armada

This course teaches students to become more critical consumers and producers of public messages. Students will examine a mix of historical and contemporary examples of persuasive communication in order to develop an awareness of the rhetorical power of messages in everyday life. Students in this course will deliver meals for Open Arms of MN, which supports people living with HIV/AIDS, breast cancer, MS, and ALS in the Twin Cities.  Students will examien the entire experience - the Open Arms building, language used by the organization's staff, and the experience of delivering meals and interacting with those receiving meals - as an act of communication with persuasive dimensions.

Prerequisite: COJO 111 or permission of instructor

COJO 276 - Argumentation and Advocacy

Professor: Bernard Armada

Students will prepare a speech in which they analyze and evaluate the cogency of a persuasive public message that deals with the topic of HIV/AIDS and identify any fallacies that diminish the message’s cogency. Students will also craft an argument via a letter to either a legislator or a newspaper dealing with any issue related to HIV/AIDS. Those who mail their letters will have their assignment grade raised for participating actively in public life.

Prerequisite: COJO 212 or sophomore standing

COJO 360 – TV Field Production

Professor: Tim Scully

Students will explore the aesthetic and technical components associated with the production of video projects outside of the television studio.  They will examine current theory and practice of field production and will engage in the conceptualization, execution, and analysis of field-produced video.

COJO 398U – Hawai’I: Multicultural Communication in Diverse Organizations

Professors: Debra Petersen and Tim Scully

In Hawai‘i: Multi-Cultural Communication in Diverse Organizations we have the unique opportunity to participate in a community-based partnership with the Ke Kula Ni’ihau O Kekaha Learning Center on Kaua’i.   Our partnership with Ke Kula Ni’ihau O Kekaha Learning Center will significantly enhance our learning.   We view service-learning and community-based learning as a teaching and learning strategy that “incorporates meaningful community partnerships into coursework, allowing the students to contribute to the community while gaining knowledge relevant to their academic and professional lives.”  In other words, when we take our learning out into the community, we put our skills into practice.  Learning that takes place in the community is essentially another “text” in our course.  In all ways, we are mindful about how good service-learning is reciprocal; our community partners sometimes teach us and other times learn from us.  All involved benefit equally from the work we do together.  We will spend December 31- January 13 on Oahu and January 14- 23 on Kaua‘i, including three partial travel days.  Course activities include: classroom sessions, guest presenters, guided tours, a panel discussion on multi-cultural communication led by UST alumni, and, a service-learning project at a bilingual Hawaiian school.

COJO 460 - Advanced Video Production

Professor: Tim Scully

This course offers students familiar with basic video production a chance to further develop their skills and to acquire a greater understanding of the video communication process.  Students will produce a documentary about the music of immigrant communities in the Twin Cities.

Prerequisite: COJO 360

COJO 470 - Advertising and Public Relations Campaigns

Professor: Dina Gavrilos

Students will create a communication campaign for a “real-world” client. They will work on behalf of a non-profit organization or social cause that serves the community in which they live and work. This service-learning approach will allow them to build their advertising and public relations skills while learning more about issues and most vulnerable publics in the community.

Prerequisites: COJO 234 and COJO 268, or 270 or 272, or permission of instructor

COJO 472 – Family Communication

Professor: Carol Bruess

Examination of communication dynamics within the family system. Patterns of interaction, message exchange, developmental stages, and satisfaction and stability will be explored in light of today's ever-changing family structure. Focus will include traditional (nuclear) and non- traditional family types.   Students will conduct oral histories with elder UST alums of the old guard, writing an oral history of the elder's life and then giving it to that person and his/her family as a gift.

Prerequisite: Junior or senior standing or permission of instructor

COJO 480 - Communication Ethics

Professor: Debra Petersen

Students in this course will create and present a public speaking workshop for approximately 30 5th graders at Hiawatha Community Elementary School in Minneapolis, followed by small group sessions assisting students in preparing their family history presentations. The project involves: meeting with the client (teacher Mr. McGowan) to determine their needs, planning the workshop, scheduling small group follow-up sessions, and, if scheduling allows, attending student presentations.

Prerequisite: graduating seniors only and permission of instructor

CPSY 605 (Section 01) – Theories of Career Development

Professor: Tatyana Avdeyeva

Students will provide career assessment and brief career counseling to juvenile delinquent males at Boys Totem Town. During the course of these field trips, they will meet with their volunteer BTT clients to conduct a career interview, interpret results of two career inventories and provide career resources and guidance. This work will be carried out in small groups. In addition, students will develop handouts containing summaries of test results and information about world of work, scholarships and educational opportunities. These handouts will be tied to the individual needs of each client; they will also be shared with BTT staff who are invited to integrate the information in their further work with the BTT clients.

CPSY 605 (Section 02) – Theories of Career Development

Professor: Kathleen Schaefers

Students will provide career assessment and brief career counseling to participants in the Jeremiah Program, a residential, multifaceted program targeting single mothers who are college students. They will meet with volunteer residents from the Jeremiah Program for a total of three times. UST students will conduct career interviews, interpret results of two career inventories, and provide clients with career resources and guidance. This work will be carried out in small groups. In addition, students will develop handouts containing summaries of test results and information about world of work, scholarships and educational opportunities. These handouts will be tied to the individual needs of each client. Students may also incorporate additional learning experiences, such as helping with a job transition project called Jeremiah Works! and/or a career and life skills training program.

CPSY 680 - Diversity Issues in Counseling

Professor: Len Jennings

Students will study abroad in Singapore.  Students will engage in multiple activities to learn more about diversity and counseling in Singapore.  Activities include inclusion in several counseling classes at the National Institute for Education in Singapore in which our students will interact with Singaporean counseling students.  In addition, multiple outings are scheduled to lean more about community mental health providers including Traditional Chinese Medicine doctors and inigenous healers.  Also, students will provide weekly psychoeducational programming at the DaySpring Residential Treatment Centre for Troubled Teen Girls.  The course requires extensive reflection, in both written and verbal form, on all service learning activities.

EDLD 780 - Masters Integrative Seminar

Professor: Jean Pierre Bongila

This seminar fulfills the requirements for service learning.  Your civic engagement will be rewarded with a completion mention on your transcript, indicating that you are international leader who thinks and works both locally and globally for the common good. Several local organizations have been selected that will provide you with the opportunity to attend to the needs of our local community. You will commit between 15 to 40 hours doing a hands-on activity in accordance to the mission of the local organization for which you will work. The ILP will rely heavily on onsite student supervisors to identify the practical tasks you will operate; they will report on your progress throughout the service learning.

Each will choose one partner organization among the following:

  1. Feed My Starving Children. The Mission of this FMS is “to feed God’s Starving Children in Body and Spirit”. Here you will participate in packing foods and raising fund to buy food for starving children in Chanhassen, Coon Rapids and Eagan (Minnesota).
  2. Emerge Community Development.  This organization invests in people through social enterprise, developing human capital by connecting disadvantaged individuals to economic opportunities”. You may assist with computer class, career search, mock interviews, and resume and cover-letter writing.
  3. AmeriCorps Promise Fellow program. “Promise Fellows increase the capacity of the schools and community-based organizations by connecting youth to caring adults, service-learning, and high quality academic supports. Using an array of research-based approaches, they track attendance, monitor behaviors, and support academic growth. Promise Fellows also provide a powerful and cost-effective solution for school districts and community-based organizations striving to meet the needs of youth, grades 6-10” (Minnesota Alliance for Youth).  Here you will help children to acquire skills needed to be successful in school.
  4. KFAI Radio. As volunteer-based community radio station, KFAI broadcasts information, arts and entertainment programming for an audience of diverse racial, social and economic backgrounds. It provides a voice to people ignored and misrepresented by mainstream media by increasing understanding between peoples and communities and by fostering the values of democracy and social justice. You will be engaged in producing on-air contents, maintaining KFAI.org, and extending the station’s reach into communities.

EDLD 841 - Federal/National Education Policy Making

Professor: Cindy Lavorato

Students will visit several profit organizations, public agencies, and the Library of Congress for research briefing; spend a day on Capital Hill--lots of great policy experiences!

EDUC 330 - Psychology of Teaching and Learning

Professor: Margaret Reif

This course integrates principles of learning with evidence-based strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Students will complete thirty hours of field work in a grade 5-8 school setting.

Prerequisite: EDUC 210 or permission of chair. Concurrent registration: EDUC 332 Field Experience II: Learning and Teaching.

ENGL 110 – Intensive Writing

Professor: Susan Callaway

Students in will observe and affect the literacy development of refugee and immigrant students at Wellstone International High School in Minneapolis and Hmong College Prep Academy in St. Paul. The project will be fully integrated into the course and include time at the sites working with individuals and teachers in classrooms. Students will spend time on training, orientation and reflection. They will keep field notes in an online journal and write final reflection papers and letters to the school about their experiences.

ENGL 112 - Critical Reading and Writing II

Professor: Michael Raimondi or Kelli Larson

As part of our course readings and reflections on the mythology of the “American Dream,” we will tutor reading and writing for students at a local high school. Students will serve not only as tutors, but also as role-models and mentors. This experience is designed to deepen and enrich our readings and writings about the realities of the “American Dream” in our classroom and to provide students with an opportunity to learn more about themselves and their world. Please be aware that all students enrolled in ENGL 112-28 must participate in the UST Tutor/Mentorship Program and will be required to tutor once a week for 1.5-2 hours (outside of class for 10 weeks) at Lincoln International High School or Wellstone International High School.

ENGL 121 – Critical Thinking

Professor: Michael Raimondi

Students will focus on literary non-fiction, drama, and poetry including critical writing in connection with sixth grade students from College Preparatory Elementary (CPE) in St. Paul. UST students will work together with CPE students to document oral histories of their families' journeys to Minnesota applying academic concepts in their writing.

ENGL 202 – Spiritual Writing of the 21st Century

Professor: Michael Raimondi

This course examines a body of literary texts in the framework of a discipline other than literary or English studies per se--e.g., the physical or social sciences, religion/theology, history, the other arts. The writing load for this course is a minimum of 15 pages of formal revised writing.   Students will partner with 6th grade students at College Prep Elementary school to examine spiritual writings of the 21st century and work on a special writing project together.

ENGL 203 – The Summer Game: Baseball Literature

Professor: Michael Raimondi

Students will work with inner-city sixth-grade students to explore and examine great baseball writing, including topics in baseball and social issues, baseball and language, baseball in fiction and poetry, and baseball in drama. They will read works by men and women who love the game and write about it passionately.

ENGL 300 (Section 01) - Theory and Practice of Writing

Professor: Erika Scheurer

Students will have the opportunity to support students at Cristo Rey Jesuit High School in their development as readers and writers. In their writing for the course, students will integrate the composition theory they are learning with their experience tutoring at the school.

ENGL 300 (Section 02) - Theory and Practice of Writing

Professor: Susan Callaway

Consultants-in-training will observe and support the literacy development of refugees and immigrants at Wellstone International High School in Minneapolis. This project will be fully integrated into the course and include time at the site throughout the semester and in class for: training, orientation, and reflection; field notes kept in an online journal; a final reflection paper; and a letter to the school about your experiences. This course is designed for students who have been hired the previous spring semester to work in the Center for Writing, our campus-wide writing center.

ENGL 300 – Theory and Practice of Writing

Professor: Susan Callaway

This course is a special section of ENGL 300 to prepare you to consult in the UST Center for Writing. You will be consulting in the Center itself and in the community while enrolled in this course.

UST is committed to providing students with opportunities to partner with organizations within the Twin Cities, and the Center for Writing manifests this commitment through the service learning in the required peer consulting course and our “Community-Based Consulting.”

The service learning in our course is fully integrated—that is, you will be spending one hour weekly at a site working with individuals on their literacy development (primarily writing). You will document your experiences both in the Center and in the community in your journal, reflect on and discuss your experiences in class, and write about your experiences more formally.

The goals of incorporating this community-based consulting into your training as a peer consultant are for you to:

  • Share your knowledge and experience as a college student with others in the community;
  • Learn the power most of us enjoy because we know how to speak and write in the dominant language of our culture, and the powerlessness others experience because they do not;
  • Develop your cultural sensitivity toward and ability to work with those who are different from you racially or ethnically, culturally, educationally, or socio-economically;
  • Ignite your compassion for the complex experiences that your English-speaking peers may be having with their learning at the university;
  • Expand your abilities to work one-on-one with anyone on their literacy: how to listen, observe, ask questions, analyze, and suspend your judgment of others to inspire their learning.

Your work will benefit our community partner, affect your consulting with your peers at the university, and deepen your own understanding of the power of language, literacy, and the complexity of our individual educational journeys.

ENGL 304 – Analytical/Persuasive Writing

Professor: Lucia Pawlowski

Intended for the experienced writer, this course will emphasize the theory and practice of writing in analytical, persuasive and research-based rhetorical modes as preparation for advanced or professional writing in a variety of disciplines. Writing is not just about describing our world, but changing our world, and in 304, we will use community writing to change our world.  In this course, students will partner with one of four non-profit organizations in the Twin Cities to make this change.  Students who write for the Domestic Abuse Partnership in Minneapolis will write staff, volunteer, and therapist profiles for the DAP website and on-line newsletter.  Students who write for the Legal Rights Center will also conduct interviews and write stories based on these interviews—this time with any stakeholders of the LRC, an organization that represents low-income people and people of color in the court, welfare, and child protective system.  The student who works with Aeon, an organization committed to finding affordable housing for low-income people and homeless people, will work closely with the Communications Director on the Aeon blog to produce two blog entries on historical preservation and one other topic pertinent to affordable housing.

Prerequisite: ENGL 121 and/or ENGL 201, 202, 203, or 204.

ENGL 326 - Topics in Writing Literary Nonfiction: Representations of Consciousness

Professor: Matthew Batt

Students will help Cristo Rey Jesuit High School students in telling their stories as they prepare to write college essays.  UST students will receive feedback about their own stories from Cristo Rey students.

Prerequisite: ENGL 255 or permission of instructor

ENGR 350 - Introduction to Electronics

Professors: Kundan Nepal and Steve Albers

This is a two-part course. The first part provides Mechanical Engineering students with a background in electricity, electronics, and instrumentation. Part-1 topics include DC and AC circuit analysis, AC power, frequency response, filters, feed-back, operational amplifiers, and transducers. The second part of this class is an introduction to electric machines (aka electric motors). The course consists of lectures, demonstrations, discussion, project and an associated laboratory. As a part of the course, you will perform a project. The project will be an exercise in real-life engineering and involves finding a solution for your client – the City of Saint Paul.

The Traffic and Lighting Division of St. Paul’s Public Works Department has been considering a transition to LED lighting for some time. St. Paul could potentially cut electricity use for public lighting in half using LED lights. In addition, LEDs could last up to 13 years longer than the current HPS lights and the transition would also benefit St. Paul with the imminent switch to metered circuits by Xcel Energy. The cost and performance of LED lights have reached a place where it is feasible for the city to move forward with the transition, however, there are challenges. St. Paul has approximately 37000 public lights and well over half (~23000) are a lantern-style for which standard LED fixtures and bulbs are not produced. These lanterns either need to be replaced entirely or have their fixture retrofitted to accommodate LED bulbs.

Engineering students will assist in determining whether these lanterns can be easily redesigned to retrofit LED fixtures and what products/options work best from a street illumination perspective. Also, students will assess the power consumed by LED lights in preparation for changes in metering practices. Ultimately, a better understanding of St. Paul’s options with regards to LED lighting will streamline the transition and accelerate progress toward this city goal.

Prerequisite: A minimum grade of C- in PHYS 112

ENGR 481 - Engineering Design Clinic II

Professors: Perry Parendo and Jeffrey Jalkio

A continuation of ENGR 480, the application of engineering principles to the solution of real problems in an actual industrial setting.  Student teams will work under the direction of faculty advisers and industry liaisons.  All students design and build projects for corporate community partners. This year's projects include alternative energy, sustainability, medical and health themes.

Prerequisites: Either (ENGR 320 and 382) or (ENGR 331, 346, and 410)

ENVR 151 - Humans and the Environment

Professor: Paul Lorah

A study of the interaction of humans and the environment over time and space; a broad introduction that integrates a variety of social-science perspectives into an understanding of the environment and the relations betwee  humans and nature. Specific topics include ecology, population, economic development, resources and sustainable development. In this course students will be mapping the spread of buckthorn along the Mississippi River; a project for the Great River Greening.

ENVR 212 – Social Dynamics and the Environment

Professor: Maria Dahmus

Students will collaborate with the Ordway Center for Performing Arts, artists in residence from the Pilobolus Dance Company, the Macalester College Dance Team, and other courses at UST to develop a dance that communicates how societies and individuals interact with and influence the natural and built environments around them. Students will collaborate with Urban Ecosystem Ecology (BIOL 490) and Videography (COJO 360) to collect and present observations and analyses of social dynamics and the environment to Pilobolus and the Macalester Dance Team. Pilobolus and the Macalester Dance Team will then translate these observations and analyses into dance. The Macalester Dance Team's performances will be open to the public. Students will also have the opportunity to present related work to the Twin Cities community at dance performances and to participate in the dance.

ENVR 401 - Field Seminar

Professor: Maria Dahmus

This course project seeks to engage students with the City of St. Paul in field research about an important component of the urban ecosystem --the urban canopy, specifically the American Elm.  Students will collaborate with city project specialists to design and conduct research about the historical, ecological, and social importance of the American Elm in St. Paul.  The results of students' research will be a narrative about the American Elm over time and a reflection about what this story teaches us about current and future challenges for the urban canopy, especially in light of threats to other tree species (e.g., the Emerald Ash Borer).  Students will transform this information into an educational exhibit for the public. This project therefore seeks to advance the common good in St. Paul by informing the City of St. Paul and St. Paul residents about the past and future of the urban canopy and its links to people through collaborative research with the city.  Students will also have opportunities for reflection about the on-going research project during each class period as well as a written reflection at the midterm and end of class to assess the project experience. Students will spend the majority of the semester in the community conducting interviews and examining archives.  Other class time will be spent designing the research, analyzing the data, and creating an educational exhibit.  Students will present their work to the City of St. Paul at the end of the semester.  

Prerequisite: 301 and 351 or permission of the instructor.

ESCI 310 – Environmental Problem Solving (Sec. 01 and 51)

Professor: Jennifer McGuire

This course explores methods of solving environmental problems. These problems are by nature, interdisciplinary and are rarely addressed in a substantive fashion in traditional science textbooks. In this course, students and faculty work together to develop a working model of a critical earth system or biogeochemical cycle (i.e. the carbon or nitrogen cycle), and learn how to make calculations of human-induced changes to that system. Students from all concentrations of the environmental science major will work together on this interdisciplinary research project using modeling and systems analysis software to more fully understand specific environments and the quantitative methods of assessing challenges to those environments. This course should be taken by all ESCI students during their junior year.  The goal of any community-based (service) learning project is to integrate a community service experience with academic study such that learning is enhanced and a community need is met.  In this class, you will be working with various community partners to enhance your ability to inform educated, non-scientists about an environmental concern while providing critical information to those who might be able to use it best.

Prerequisite: Environmental Science majors should have completed BIOL 204, CHEM 201, or GEOL 211/252. Environmental Studies majors that wish to take this course need to have completed one course each from BIOL, CHEM and GEOL.

GENG 598 – Theory and Practice of Writing

Professor: Susan Callaway

Students will observe and affect the literacy development of refugee and immigrant students at Wellstone International High School in Minneapolis and Hmong College Prep Academy in St. Paul. The project will be fully integrated into the course and include time at the sites working with individuals and teachers in classrooms. Students will spend time on training, orientation and reflection. They will keep field notes in an online journal and write final reflection papers and letters to the school about their experiences.

GEOG 298 - Topics: Conservation Geography

Professor: Paul Lorah

GEOG 298 students will be analyzing conservation opportunities in Itasca County; a project for the Nature Conservancy.

HIST 113 - Early America in Global Perspective

Professor: Joseph Fitzharris

Students are required to do a "Veteran History Project" (in conjunction with the Folklife Center, Library of Congress). They find and interview a veteran, do contextual historical investigation first to derive questions for the interview, and then further research to build the context for the veteran's story. They make a transcript of the interview, write that full story, and provide the veteran with a copy - to get a final grade for the project and the course.

HIST 114 - The Modern U.S. in Global Perspective

Professor: Joseph Fitzharris

Social, political, cultural, and economic history of the peoples of the United States from the Reconstruction period following the Civil War to the present.  Special emphasis is given to the relation of racial minorities, ethnic groups, and immigrants to the dominant culture, and to the changing role of the U.S. within its larger global context.  Students will conduct a contextual historical investigation to develop interview questions and then interview a veteran.  Students will make a transcript of the interview, write the veteran’s story, and give the veteran a copy.

HLTH 345 - Nutrition for Health and Fitness

Professor: Christina Meyer-Jax

An examination of essential nutrients, energy balancing, metabolism, nutritional deficiencies and over-consumption, diet fads and fallacies, healthful eating patterns and nutritional needs throughout the life cycle. Individual nutritional analysis and recommendations will be included. This course is open to all students from all fields of study.  Students will apply what they are studying through a service-learning project in the areas of child nutrition, sustainable food systems, or food insecurity issues with a not-for-profit organization or local school.

HLTH 400 - Epidemiology

Professor: Jennifer Oliphant

Epidemiology provides an overview of the approaches used in epidemiological studies to measure the disease or health state in a population and to identify possible causes of a disease or health state. Included will be an examination of study designs, strengths and weaknesses of each. The ability to evaluate the findings from epidemiologica  studies will be emphasized. Learners will explore associations, correlations, between disease or health state and possible causes. The factors of bias, confounding or chance causes will be included. This course invites learners to study causality and criteria for assessing causality. Students will visit Open Arms of Minnesota, tour their new facility, and prepare food safety kits.

Prerequisite: PHED 430 or STAT 220

JPST 250 - Intro to Justice and Peace Studies

Professor: Philip Stoltzfus

This course offers an introduction to the study of major aspects of world and local conflict including theories of social science relating to conflict, violence and the meaning of justice.  Among the aspects of conflict studied will be cultural differences, environmental perspectives, international trade, the arms race, and oppression. Proposed solutions are examined in the context of social injustice and the need for systemic change.  Students do a guided research paper on justice and peace in the context of a particular country, examining the historical roots of present injustice and conflict, human rights, media representation, and possible future steps.  Local immersion experiences will take place through three evening trips to Baker Community Center (209 Page St. W, St. Paul) to participate in Jane Addams School for Democracy (JAS) learning circles.  Each student will choose either Monday or Wednesday evenings from 6-9 pm (three evenings total) to carry out this learning goal.  One three-page paper will relate to your JAS experience.

JPST 470 - Conflict Resolution

Professor: Mike Klein

Our two community partners will provide service-learning projects exploring local and international level conflict resolution in practice. The Dispute Resolution Center offers mediation services to low income residents of the Mr. Airy Public Housing Project in St. Paul.  The Center for Victims of Torture coordinates the New Tactics in Human Rights Project, linking international activists online to share and develop tactics for managing, resolving, and transforming conflict in nationally and culturally diverse settings.

LAWS 910 - Judicial Externship

Professor: Pamela Alexander

This class offers the students the opportunity to learn about the judicial branch of government by directly working with judges and other court personnel in the day to day functioning of the court. Judicial externs will have the opportunity to study the process by which judicial decisions are made as well as gain insight into the various legislative influence judicial decisions. Students give a valuable service to the court through their work while learning the judicial process.

Prerequisites: LAWS 620, 625, 705, and 725; enrollment in School of Law.

LAWS 941 – Community Justice Project

Professors: Artika Tyner and Nekima Levy-Pounds

Students will focus on bridge-building with community stakeholders and problem solving in communities of color. Students will gain valuable advocacy, legal research, writing, litigation and outreach skills. Students in the practice group will be agents of change to ensure that justice is obtained for underserved members of the community.

Prerequisite or Concurrent enrollment: Professional Responsibility

LAWS 944 - Advanced Community Justice Project

Professor: Nekima-Levy Pounds

The Community Justice Project offers an opportunity for students to integrate the University's mission into their Clinic experience as they work for justice and reconciliation. Following the sub-Saharan African ideology of "ubuntu," students will focus on creating systemic changes that will further humanitarian goals. The Community Justice Project focuses on bridge building with community stakeholders and problem solving in distressed communities. Students will gain valuable advocacy, legal research and writing, litigation and outreach skills. Students in the practice group will be agents of change to ensure that justice is obtained for undeserved members of the community. For example, in the past students have conducted research related to juvenile justice, community policing models and restorative justice.  Students in LAWS 944 assume greater leadership.

MGMT 384 – Project Management

Professor: Ernest Owens

Students in will conduct a project with a community partner for the semester to achieve a business outcome of the sponsors choosing. Through this service-learning experience, students will also learn about the basic principles of project management, timelines, customer/client satisfaction, and collaboration. Students will work with various community partners throughout the term.

Prerequisite: Junior Standing; MGMT 305 and OPMT 310

MGMT 623 - Project Management

Professor: Ernest Owens

Students in will conduct a project with a community partner for the semester to achieve a business outcome of the sponsors choosing. Through this service-learning experience, students will also learn about the basic principles of project management, timelines, customer/client satisfaction, and collaboration. Students will work with various community partners throughout the term.

Prerequisite: Standard core courses

MKTG 430 - Marketing Management

Professor: Jamal Al-Khatib

Understanding the management of marketing is basic to understanding the management of a business as a whole. In this course, students work as marketing is basic to understanding the management of a business as a whole. In this course, students work as marketing consultants for small for profit and not-for-profit organizations operating in the seven-county metro area. Students are required to bring together much of what they have been learning the past several years in their business and marketing curricula. The course accomplishes this by developing the students' analytical and decision-making skills as applied to issues, opportunities, and problems affecting various organizations. In particular, students utilize knowledge gained from previous course work, along with the development of new skills, to provide courses of action in response to actual circumstances faced by marketing managers in private, public, for-profit, and not-for-profit organizations.

Prerequisites: MKTG 340 or 345; one additional Marketing elective; BETH 301 and senior standing

MKTG 714 – Marketing Medical Technology

Professor: Karin Roof

Students will provide "consulting on research" services for a non-profit entity in the healthcare arena by developing a business plan and development approach for introducing beneficial new technologies into non-profit care entities. Students will evaluate one of two new medical technologies with respect to their utility for one of two different community partners. They will assess the technology’s value to patient, provider, and payer stakeholders, develop the "business plan" analysis for implementing the technology, and develop the "marketing plan" to achieve full adoption for the technology with the community partner over the course of the 14-week semester.

MUSP 131 - Piano Lessons

Professor: Vanessa Cornett-Murtada

Every semester, each student enrolled in piano lessons (either for their music degree or as an elective credit) is required to participate in the Musician's Volunteer Project. They are expected to initiate a minimum of one volunteer service activity in the community, which may include a solo or ensemble performance, or teaching a music lesson or class for members of a nursing home, hospital, church, school, or non-profit organization. All service projects are to be offered gratis, in the spirit of helping and/or inspiring others through music.

ODOC 942 - Team Practicum

Professors: Alla Heorhiadi and John Conbere

Organization, Learning, & Development has offered free consulting projects in Organization Development to Ukrainian organizations since 2005 and which were conducted within the scope of  the international practicum (ODOC 942 - Team Practicum), and which is part of the required series of three 3-credit practica for doctoral students in OD. The international service learning course was developed and is conducted by Dr. Alla Heorhiadi and Dr. John Conbere has provided consulting services to over 45 companies in the Ukraine. 

Dr. Heorhiadi finds companies in need of OD and negotiates a project that would fit the requirements of the practicum but also fits students' backgrounds, expertise, and interests. In teams of two or individually, the students' work consists of 1) learning needs of a company and negotiating a contract with the scope of work (online phase of work, including emails, skype conversations, etc.-10-25 hours); 2) face-to-face work with the client on site, actual intervention (40-50 hours); 3) analysis and report writing phase, on-line, (25-50 hours); 4) sometimes follow-up work within the following 6-12 months that includes answering the client's questions, suggesting literature to read, and so forth (5-15 hours). All projects are pro-bono and help Ukrainian organizations sustain and develop. Many of the doctoral students have taken the trip two and three times and have spoken about the transformative influence on their lives.

OPMT 310 - Operations Management

Professor: Heather Lutz

Students will work with community partners (College Prep Elementary, Open Arms of MN, and Feed My Starving Children) on a specific project.  Each project will enhance your ability to apply some of the concepts learned in class, while providing the partners suggestions on how to improve their processes.  You will work as a participant and observer in the class project. 

Prerequisite: Junior standing, STAT 220, and MATH 101 or higher; concurrent or previous enrollment in MGMT 305 recommended

OPMT 610 - Operations Management

Professor: Debasish Mallick

Formerly DSCI 610.  A semester-long consulting project requiring students to conduct an in-depth assessment of a manufacturing or service operation. The project reinforces the subject matter covered in class through hands-on experience with a real operations management situation, provides opportunity to develop skills in applying the concepts covered in the class, and to improve leadership and communication skills. The project deliverables includes a written report and a professional presentation.

Prerequisite: OPMT 600

PHED 304 – Physical Education Methods: Middle/Secondary

Professor: Tim Mead

Orientation to the Physical Education profession pertaining to current trends and research in middle school physical education. Factors affecting adolescent and multicultural students in physical education will be discussed and analyzed. Appropriate and effective teaching methods utilizing the Tactical Approach to Teaching Games will be introduced and practiced through peer and clinical site teaching experience. Successful completion of a clinical site teaching experience at the middle school level is required. 

Concurrent registration with EDUC 343 required.  Prerequisite: PHED 202.

PHIL 214 – Introductory Ethics

Professor: Heidi Giebel

Students will spend a total of ten hours on at least three different days learning about one of several ethical issues such as homelessness, HIV/AIDS, or conservation through work with a local non-profit organization (there will be a choice among several community partners). We will also schedule a two-hour group project related to world hunger with Feed My Starving Children.