Service-Learning Courses at the University of St. Thomas

Service-learning incorporates meaningful community partnership 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 academically-based experiences.

Service-learning courses at the University of St. Thomas are offered from various colleges and disciplines to engage students, faculty, and community partners on issues relating to poverty, literacy, education, access, health care, immigration, hunger, affordable housing, environment, and others. Service-learning courses are academically rigorous and offer students opportunities to link theory and practice through structured public service activities in collaboration with local communities, and thus gain further understanding and appreciation of the discipline, while achieving an enhanced sense of civic responsibility.

Courses may not be offered every term.  Use Class Finder to check course availability for present and future terms.

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.

PHIL 354 - Biomedical Ethics

Professor: Heidi Giebel

An investigation of ethical problems in medicine and biomedical technology.  Possible topics include genetic engineering, experimentation with human subjects, the right to health care, and the concept of mental illness.  Students may work with one or two community partners from a list of several choices to explore issues related to patient autonomy, access to health care among disadvantaged groups, HIV/AIDS, and/or care for the elderly and dying. Opportunities for reflection will include class discussions, brief journals, and a final paper.

Prerequisite: PHIL 214 or 215

POLS 205 - Introduction to the American Public Policy Process

Professor: Angela High-Pippert

A survey of the way public policy is made in the American political system including agenda-setting, formulation of alternative policy choices, representation of interests and selection and implementation of policy options.  Students will gain experience with private and public approaches to solving public problems by delivering meals for Open Arms of Minnesota and practicing advocacy techniques with the Minnesota AIDS Project. 

Prerequisite: POLS 104 or permission of instructor

PSYC 111 – General Psychology

Professor: Tonia Bock

Students will learn classic and contemporary examples of research questions, concepts, theories, methods, and findings in psychological science. Because this is a survey course, it focuses more on the breadth of psychology (understanding a broad array of psychological concepts, theory and research) rather than on studying a few psychological topics in depth (that is what the later psych courses are designed to do). Nonetheless, we will work to tie together the breadth of psychological theories and research through focusing on a particular theme this semester: your experiences in tutoring and mentoring students at a K-12 school. More specifically, you will be participating in the UST Tutor-Mentor Program, a community engagement program that matches UST students with kindergarten through 12th grade students for one-on-one and group tutoring at public, parochial, and after-school programs in Minneapolis and St. Paul. So you will tutor at one of these schools or programs for 1.5-2 hours once a week throughout the semester. Your participation in the Tutor- Mentor program serves as the basis for two different course assignments: (1) weekly field notes about your Tutor-Mentor on-site experiences, and (2) writing three letters to the teacher/director at your Tutor-Mentor site.

PSYC 151 - Cross-Cultural Psychology

Professor: John Tauer

Students will work with Service Adventure Leadership Team - Volunteers of America High School (SALT/VOA) students in Minneapolis on a project designed to help them with college preparation. Most of the students at SALT/VOA do not come from backgrounds where attending college is the norm.

PSYC 203 - Psychology of Adolescence

Professor: Tonia Bock

Students are required to participate in the UST Tutor-Mentor program, specifically working with junior high or high school students (i.e., adolescent-aged students). Depending on the school or after-school program that the student is placed in, s/he will be providing academic tutoring and/or mentoring to a diverse group of adolescents. Tutor-Mentor sites vary in terms of how structured or unstructured students' experiences with adolescents will be.

Prerequisite: PSYC 111

PSYC 342 - Psychology and Work

Professor: Elise Amel

Students will design a training system for the City of St. Paul Park and Rec Department. This will entail meeting with Park and Rec Personnel, examining their records and documentation, searching for best practices from other Park and Rec Departments and using course principles to design a training program that includes job analysis, training materials and assessment plans.

Prerequisites: PSYC 111 and junior standing

PSYC 401 - Physiological Psychology

Professor: Roxanne Prichard

This laboratory course includes study of the brain, its function and its control of behavior. Neuroanatomical, neurophysiological, and biochemical substrates of behaviors associated with feeding, drinking, sex, sleep, arousal, emotion, learning and memory are examined.  During National Brain Awareness Week in March, students will prepare educational demonstrations about the nervous system to present to middle school and high school classes at the InterDistrict School in Minneapolis.

Prerequisites: PSYC 212; PSYC 206 or 322; and BIOL 101 or equivalent

PSYC 422 - History and Systems of Psychology

Professor: Tonia Bock

This course explores how contemporary psychology developed from its remote and more recent roots.  It emphasizes the contributions, contributors and perennial issues that led to psychology today and that could help to fashion its future.  Students will be working with Open Arms to collect and analyze oral histories of individuals who have knowledge of experiences with Open Arms in its first ten years of existence (e.g., long-time volunteers, early board members).

PSYC 428 - Theories of Counseling and Psychotherapy

Professor: Lauren Braswell

Theories and procedures of counseling and psychotherapy are discussed, including psychoanalysis, client-centered therapy, cognitive therapy, behavior therapy, and others.  In addition to class time and activities, this course requires a service-learning commitment.   You will need to complete an orientation visit and then have 10 two-hour on-site contacts at Regions Hospital over the course of the semester.  This activity will allow you a special opportunity to work on developing the pre-skills for counseling.

Prerequisites: PSYC 301 and three psychology courses or permission of the instructor.

PSYC 490 - Topics: Qualitative Research with an Aging Population

Professor: Mary Chalkley

Students will interview seniors in a variety of living situations about their life histories and thoughts about their living arrangements and the role of the family in their lives.  The information students collect will be analyzed using qualitative techniques to develop a portrait of the lives of these older adults and will be shared with a group that is working to develop a new living center for seniors in the Twin Cities.

SOCI 100 (Section 06) – Introduction to Sociology

Professor: Meg Wilkes Karraker

Students will partner with Gethsemane Episcopal Church in downtown Minneapolis. Opportunities include staffing Gethsemane's Shelf of Hope (a food shelf), interviewing clients, working with a one stop medical program, or working with Downtown Congregations to End Homelessness. Students with client-service, management, or social justice interests and skills are most welcome in this section! The final product will be a line on a resume and a 1500-2000 word white paper: what you have learned and where do we go from here.

SOCI 100 (Section P1) - Introduction to Sociology

Professor: Peter Parilla

Students will observe and analyze cultural traits and characteristics of refugees and immigrants while assisting teachers in a local elementary.  This course is paired with ENGL 110, which will also inform how we discuss and write about this project.

SOCI 210 - Research Methods in Sociology

Professor: Lisa Waldner

Consideration of alternative strategies for each stage of the research process. Emphasis is on the skills required to design and successfully perform research projects: selection of topics, development and testing of hypotheses, collection and analysis of data and reporting of findings. Some of our assignments will be service-based meaning that someone will actually be using what is produced. Primarily, students will be working with the annual stakeholder data from The Family Partnership and preparing a group PowerPoint presentation summarizing findings.

Prerequisite: SOCI 100 

SOCI 220 – Sociological Analysis

Professor: Lisa Waldner

Methods of data analysis and conclusion formation through application of statistical techniques. Introduction to applied statistics as employed in sociology with emphasis on skill development in the use of data processing techniques and SPSS, the computer statistical package commonly employed by contemporary sociologists in the full range of research settings. Topics covered include graphing techniques, measures of central tendency and dispersion, standard scores, the normal distribution, hypotheses testing including: t-tests, chi-square, correlation, analysis of variance, and regression.

Data Analysis Project: Every semester we apply statistics by doing a real data analysis project usually using data collected by the research methods class the previous semester. Past clients have included the non-profit Family Partnership and programs here at the University. The client this semester is The Family Partnership. Working either alone or in groups of 2, students will choose and implement a data analysis strategy and prepare a final PowerPoint presentation to be presented to our client during the final examination period. Data for the project will come from the annual stakeholder survey administered by The Family Partnership.

Prerequisite: SOCI 210 

SOCI 498 - Topics: Mali Development

Professor: Susan Smith-Cunnien

Students will be assisting villagers in Borko, Mali with their decision to move ahead with piloting a new crop (seed potatoes) by holding discussions with them exploring the potential social impacts of this change.

This is an independent study course.

SOWK 380 - Social Work Research

Professor: Sheila Brommel

Students in this course will partner with Partners for Violence Prevention to develop and conduct focus group research regarding identity and the media.

Prerequisite: SOWK 281/2810 and junior status or consent of the program director

SOWK 402 - Generalist Practice for Social Change

Professor: Sheila Brommel

This course is a continuation of SOWK 401 and the final of four courses in the practice content area of the social work curriculum. The focus is on the development of intervention methods based on generalist social work knowledge that can be applied to all client systems. A special emphasis is placed on effecting social changes in organizations, communities, and national and global society that will change oppression and advance social and economic justice. Students participate in a service learning project to develop their macro practice skills. Activities provide students with knowledge and skills for client advocacy and social change.

Prerequisite: SOWK 401/4010.  Note: SOWK 402 is the same course as SOWK 4020C at St. Catherine University

SPAN 300 – Advanced Spanish Grammar

Professor: Sonia Rey-Montejo

Students will be required to get involved with the Twin Cities Latino community by working hand-in-hand with one local organization from a variety of Hispanic Community Partners during the duration of the semester. Students will engage in reflective writing, and will create a final reflection project and an oral presentation.

Prerequisite: Completion of SPAN 212 or its equivalent with a C- or better average in all lower division language courses (SPAN 111, 112, 211, 212).

SPAN 301 - Advanced Written Spanish and Culture

Professor: Paola Ehrmantraut

Students will translate critical documents to help reach Latino community members in Minneapolis and St Paul. Examples of documents include forms, brochures and manuals. Students will apply their knowledge of grammar and writing in both languages (Spanish & English) to help Centro bridge the linguistic gap.

Prerequisite: Completion of SPAN 300 or its equivalent with a C- or better. 

SPAN 305 - Oral Expression and Culture

Professor: Jane Tar

Students will further develop their conversational ability in Spanish through the study and discussion of cultural topics relating to the Spanish-speaking world. As part of the course, students will participate in a language/cultural exchange with high school students of Hispanic heritage in the Twin Cities.

Prerequisite: Successful completion of SPAN 300 or its equivalent with a C- or better. May be taken simultaneously with SPAN 301 or 315 

SPAN 490 - Spanish English Translation

Professor: Paola Ehrmantraut

Students will translate from English to Spanish pro bono for Open Arms of Minnesota. This organization delivers meals to people who suffer from HIV/AIDS and other life threatening diseases.

STAT 314 - Mathematical Statistics

Professor: Arkady Shemyakin

Formerly MATH 314.  Populations and random sampling; sampling distributions. Theory of statistical estimation; criteria and methods of point and interval estimation. Theory of testing statistical hypotheses; non-parametric methods. Offered in fall semester.  Students will perform statistical analysis of various activities of community organizations.

Prerequisite: MATH 240 and 313. NOTE: Students who receive credit for MATH 314 may not receive credit for MATH 303.

STAT 333 - Applied Statistics Methods: Regression, Time Series, Forecasting

Professor: Arkady Shemyakin

Formerly MATH 333. Students work on practical statistical analysis for not-for-profit community partners outside UST (Cristo Rey Jesuit High School, ACES) or work on service projects for UST clubs and organizations (The Aquin, IRT, MARC). In the first month of the semester small groups are formed, the topics are chosen, and partnerships established. In the second month the general plan of action (objectives of the project, methods and timeline for data collection, study methods, working schedule) is developed and discussed. In the course of semester, communication of student groups with community partners and their progress is monitored and facilitated by the professor. The emphasis is on providing meaningful statistical results by the end of semester. These results should be presented as a research report accessible to the community partners and external agencies (school boards, trustees of non-profits, UST clubs and organizations).

Prerequisite: MATH 303 or STAT 314 or permission of instructor

THEO 101 - Christian Theological Tradition

Professor: Susan Myers

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.  Through careful reading of a core of common texts and a  variety of written assignments, students are expected to  attain a basic understanding of human experience in the  light of major areas of theology, including revelation,  God, creation, Jesus and the Church.  Students will work with a local organization to help provide food for chronically ill individuals, reflecting on what it means to "work skillfully to advance the common good."

NOTE: Students who receive credit for THEO 101 may not receive credit for THEO 102 or 103.

THEO 200 – Christian Belief: Ancient and Contemporary

Professor: Kimberly Vrudny

Students in will explore systematic theology, a discipline that tries to understand the origins of Christian doctrines, their contemporary expression, and manners in which the different doctrines are interrelated. The course will consider perspectives of theologians who are calling for expansions of the doctrinal definitions based on a plurality of understandings and experiences informed especially by diverse ethic backgrounds and economic situations. Students will delve more deeply into questions of the nature of sin and forgiveness through their work at Open Arms of Minnesota, where they will participate in three different aspects of the organization’s mission by growing, preparing and delivering food to people with life-limiting illnesses.

Prerequisite: THEO 101 (or 102 and 103) 

THEO 215 – Honors: Christian Morality

Professor: Bernard Brady

This course is an introduction to the principles, methods and topics of Christian theological ethics. The following themes will be addressed: the relation of Christian faith to moral reflection and decision making (both individual and social); the contribution of the Christian tradition to the understanding of the human person (including freedom, sin, conscience, character and grace); the role of the believing community in its relation to culture; and the connection of worship and spirituality to the Christian moral life. Some application will be made to selected issues in personal, professional and social ethics.  Students will engage in the community through Open Arms of Minnesota, a local organization that provides meals for people living with HIV/AIDS, ALS, MS, and breast cancer in the Twin Cities.

Prerequisite: THEO 101 (or 102 and 103)   

THEO 325 – Catholic Social Tradition

Professor: Bernard Brady

Students will engage in the community through Open Arms of Minnesota, a local organization that provides meals for people living with HIV/AIDS, ALS, MS, and breast cancer in the Twin Cities.

THEO 429 – Women and the Christian Tradition

Instructor: Sherry Jordon

This course will explore the ways in which the Judeo-Christian religious tradition has profoundly influenced our society's definition of women.  We will analyze what some of the major works of this tradition assert about the nature and roles of women.  A major focus of the course will be on reading religious literature written by women to acquire a sense of their religious experience both throughout history and in the present day.

Participation in a service-learning opportunity at the Jeremiah Program is a required component of this course.  The Jeremiah Program provides support for single mothers seeking higher education, including affordable housing, life-skills education, empowerment training and early childhood education for their children. We will be observing and analyzing the connections between our study of women in the Christian tradition and our work at the Jeremiah Program, focusing particularly on issues of power and privilege. You will be asked to reflect on your experience and relate it to the course material in an academic journal and a final synthesis paper.

Prerequisite: THEO 101 (or 102 and 103) and one 200-level or 300-level THEO course, and PHIL 115 

THEO 431 - Women in the Early Church

Professor: 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.

Prerequisite: THEO 101(or 102 and 103) and one 200-level or 300-level THEO course, and PHIL 115 

THEO 452 - Theology and Beauty

Professor: Kim Vrudny

Students  will complete 20 hours of service with an organization of their choice.  Students will select a work of art about the social issue to which their organization is responding, and will write a paper constructing a theology of beauty in an age afflicted by the social problem under discussion.  A student’s work in a community organization is meant to give greater depth to their reflection.

Prerequisite: THEO 101 (or 102 or 103) and one 200-level or 300-level THEO course, and PHIL 115

THEO 455 – The Church in Latin America

Professor: Gerald Schlabach

Students in this course, a study abroad program in Guatemala, will work with San Lucas Toliman parish on various activities, such as providing childcare, constructing lights, picking coffee, and preparing saplings for reforestation projects. The service-learning component will complement their study and analysis of the various forms of Christianity in Latin American history.