Engaged Courses

In academic community engagement, students interact in meaningful ways with non-profit organizations in order to learn their course content. It enables students to gain knowledge relevant to their academic and professional lives while contributing to an organization that has agreed to partner in the educational work of the University of St. Thomas.

"Engaged" courses at the University of St. Thomas are offered in all seven colleges of the University, and are focused on eradicating poverty and hunger, making education more equally accessible, promoting human rights, improving public health, or contributing to environmental sustainability.

Courses with community engagement are academically rigorous. They offer students opportunities to link theory and practice through structured engagement in collaboration with a community partner. Students gain experience in civic responsibility while acquiring knowledge in their chosen area of study.

J-Term 2018 Courses

Course - Section Title Days Time Location
THEO 422 - 01 Christ Faith & Mgmt Profesn - - - - - - - -

Days of Week:

- - - - - - -

Time of Day:

-

Location:

Course Registration Number:

10276 (View in ClassFinder)

Credit Hours:

4

Instructor:

Angela Senander

This class is taught on line. This section has the additional prerequisite of MGMT 305.

Schedule Details

Location Time Day(s)
THEO 422 - 02 Christ Faith & Mgmt Profesn - - - - - - - -

Days of Week:

- - - - - - -

Time of Day:

-

Location:

Course Registration Number:

10328 (View in ClassFinder)

Credit Hours:

4

Instructor:

Angela Senander

This course has an additional prerequisite of MGMT 305. Please contact the instructor.

Schedule Details

Location Time Day(s)
THEO 431 - L01 Women in the Early Church - T W R F - - 0900 - 1200 MCH 106

Days of Week:

- T W R F - -

Time of Day:

0900 - 1200

Location:

MCH 106

Course Registration Number:

10160 (View in ClassFinder)

Credit Hours:

4

Instructor:

Susan E. Myers

The literature of early Christianity is filled with ambiguity concerning women's role in the churches and in the story of salvation. Women's subordination was justified on the basis of Eve's role in bringing evil and sin into the world. At the same time, women were presented as heroines and models of the ideal Christian life. They held roles of leadership within early church communities, even while early church writers argued against their right to do so. This course will examine a wide range of primary texts by and about women in the early Christian churches in order to explore the relationship between faith and culture as the context for understanding women's role and status in the early church. It will also look at ways in which these texts might be relevant for the modern context. This course fulfills the Human Diversity requirement in the core curriculum. Prerequisite: THEO 101 and one 200-level or 300-level THEO course, and PHIL 115

Schedule Details

Location Time Day(s)
THEO 431 - L02 Women in the Early Church - T W R F - - 1300 - 1600 MCH 118

Days of Week:

- T W R F - -

Time of Day:

1300 - 1600

Location:

MCH 118

Course Registration Number:

10332 (View in ClassFinder)

Credit Hours:

4

Instructor:

Susan E. Myers

The literature of early Christianity is filled with ambiguity concerning women's role in the churches and in the story of salvation. Women's subordination was justified on the basis of Eve's role in bringing evil and sin into the world. At the same time, women were presented as heroines and models of the ideal Christian life. They held roles of leadership within early church communities, even while early church writers argued against their right to do so. This course will examine a wide range of primary texts by and about women in the early Christian churches in order to explore the relationship between faith and culture as the context for understanding women's role and status in the early church. It will also look at ways in which these texts might be relevant for the modern context. This course fulfills the Human Diversity requirement in the core curriculum. Prerequisite: THEO 101 and one 200-level or 300-level THEO course, and PHIL 115

Schedule Details

Location Time Day(s)

Spring 2018 Courses

Course - Section Title Days Time Location
BIOL 350 - 01 Comp. Anatomy/Physiology M - W - F - - 1215 - 1320 OWS 257

Days of Week:

M - W - F - -

Time of Day:

1215 - 1320

Location:

OWS 257

Course Registration Number:

20012 (View in ClassFinder)

Credit Hours:

4

Instructor:

Jerry F. Husak

This course includes an examination of the functional morphology of the vertebrate endocrine, cardiovascular, respiratory, renal, digestive and reproductive systems, including control and integration of organ systems, as well as adaptation to the environment and evolutionary history. Laboratory work will emphasize functional comparisons of vertebrate organ systems and an experimental approach to physiological problems. Four laboratory hours per week. This course may be taken as a part of a two-semester sequence with BIOL 349 or may be taken alone. Prerequisite: BIOL 207, BIOL 208 and a minimum grad of C- in BIOL 209.

Schedule Details

Location Time Day(s)
COJO 470 - 01 Strategic Comm Campaigns - - - R - - - 1800 - 2130 OEC 452

Days of Week:

- - - R - - -

Time of Day:

1800 - 2130

Location:

OEC 452

Course Registration Number:

20545 (View in ClassFinder)

Credit Hours:

4

Instructor:

Paul G. Omodt

Students work as strategic communicators in advertising and public relations to develop an integrated communication campaign plan that will successfully influence key audiences' attitudes and behaviors for the ultimate goal of building and maintaining good relationships with audiences' key audiences. Prerequisites: COJO 344

Schedule Details

Location Time Day(s)
ENGL 121 - W07 Critical Thinking: Lit/Writing See Details * *

Days of Week:

See Details

Time of Day:

*

Location:

*

Course Registration Number:

20821 (View in ClassFinder)

Credit Hours:

4

Instructor:

Alison L. Underthun-Meilahn

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing. This course satisfies the Writing Across the Curriculum Writing Intensive requirement. Please note that this course is half in-class (meets weekly on Thursdays from 3:25-5:00pm) and half online.

Schedule Details

Location Time Day(s)
OEC 2101525-1700- - - R - - -
-- - - - - - -
ENGL 202 - W02 Community Perspectives M - W - F - - 0935 - 1040 OEC 306

Days of Week:

M - W - F - -

Time of Day:

0935 - 1040

Location:

OEC 306

Course Registration Number:

22387 (View in ClassFinder)

Credit Hours:

4

Instructor:

Anne E. Roth-Reinhardt

This course considers the necessity of an engaged, representative citizenry for a healthy democracy. Course readings, class discussion, formal and informal writing, and your participation in a public work project will address the role of the individual in shaping the community and the responsibility of the community toward its populace. We will begin by examining various strategies for growing and maintaining healthy communities. Then, we will listen to the diverse voices that make up our community, both local and national, and consider the benefits of empowerment and the importance of representation. Throughout the semester, our study will consider the impact of community strategies and practices in our public work, listen to the voices that make up our own neighborhoods, and measure the health of our democracy by assessing the power of its people. Possible texts to be studied may include E.L. Doctorow's RAGTIME and Anna Deavere Smith's drama TWILIGHT: LOS ANGELES 1992 as well as selections from works by Hannah Arendt, Ta-Nehisi Coates, and Ralph Ellison. The writing load for this course is a minimum of 15 pages of formal revised writing. This course satisfies the Writing Across the Curriculum Writing Intensive requirement.

Schedule Details

Location Time Day(s)
ENVR 151 - L01 Environmental Challenges M - W - F - - 0935 - 1040 JRC 401

Days of Week:

M - W - F - -

Time of Day:

0935 - 1040

Location:

JRC 401

Course Registration Number:

20098 (View in ClassFinder)

Credit Hours:

4

Instructor:

Paul A. 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 between humans and nature. Specific topics include ecology, population, economic development, resources and sustainable development.

Schedule Details

Location Time Day(s)
ENVR 151 - L02 Environmental Challenges M - W - F - - 1055 - 1200 JRC 401

Days of Week:

M - W - F - -

Time of Day:

1055 - 1200

Location:

JRC 401

Course Registration Number:

22530 (View in ClassFinder)

Credit Hours:

4

Instructor:

Paul A. 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 between humans and nature. Specific topics include ecology, population, economic development, resources and sustainable development.

Schedule Details

Location Time Day(s)
GEOG 331 - L01 Conservation Geography - T - R - - - 1330 - 1510 JRC 426

Days of Week:

- T - R - - -

Time of Day:

1330 - 1510

Location:

JRC 426

Course Registration Number:

21088 (View in ClassFinder)

Credit Hours:

4

Instructor:

Paul A. Lorah

This course uses basic Geographic Information Systems (GIS) to study a wide range of conservation issues. GIS is ideal platform for exploring the relationships between the economic, political and environmental processes shaping our landscapes. Typical class projects include locating the best lands in Minnesota for carbon sequestration projects and helping the Minnesota Nature Conservancy target valuable forest habitat for conservation purchases.

Schedule Details

Location Time Day(s)
GEOL 115 - 01 Environmental Geology M - W - F - - 0935 - 1040 OWS 250

Days of Week:

M - W - F - -

Time of Day:

0935 - 1040

Location:

OWS 250

Course Registration Number:

22090 (View in ClassFinder)

Credit Hours:

4

Instructor:

Melissa A. Lamb

This course emphasizes the interactions between humans and their environment, focusing on those processes and issues that are fundamentally geological in nature. Early in the course, students will be introduced to basic geoscience concepts and principals, the scientific method, plate tectonics, and earth materials (rocks and minerals). The remainder of the course will focus on specific topics at the interface between humans and their environment, including volcanic and earthquake hazards, human impacts on the hydrological cycle, surface and groundwater contamination, climate and the carbon cycle, nuclear waste storage, soil erosion, non-renewable resources, and slope stability. LEC 115-01 must be registered with LAB Section 51, 52, or 53. NOTE: Students who receive credit for GEOL 115 may not receive credit for GEOL 102, 110, 111, or 114.

Schedule Details

Location Time Day(s)
GERM 440 - W01 Intro to Business German M - W - F - - 1055 - 1200 OEC 318

Days of Week:

M - W - F - -

Time of Day:

1055 - 1200

Location:

OEC 318

Course Registration Number:

22289 (View in ClassFinder)

Credit Hours:

4

Instructor:

Susanne M. Wagner

An introduction to the vocabulary of business and economics in German. A survey of German business structure, economic principles, business-government-union interrelationships and international trade status. Readings, discussions and tests are primarily in the German language. Prerequisite: GERM 300

Schedule Details

Location Time Day(s)
HIST 298 - 03 Topics: Latin Amer Urban Hist - T - R - - - 0955 - 1135 OEC 308

Days of Week:

- T - R - - -

Time of Day:

0955 - 1135

Location:

OEC 308

Course Registration Number:

22003 (View in ClassFinder)

Credit Hours:

4

Instructor:

Kari E. Zimmerman

What were the causes and consequences of urban development in Latin America? This course considers the history of urbanization in Latin America as both an official project and a lived experience. Beginning with the colonial city that served as a political and religious center, we explore the evolution of the Latin American city through nation-state formation, twentieth-century modernization projects, and up to contemporary megacities. Major themes such as market development, class conflict, labor and workers’ movements, migrations, gendered spaces, public health and social control, built environments, and urban culture are considered in a comparative framework.

Schedule Details

Location Time Day(s)
JPST 250 - L02 Intro to Justice & Peace - T - R - - - 1525 - 1700 OEC 305

Days of Week:

- T - R - - -

Time of Day:

1525 - 1700

Location:

OEC 305

Course Registration Number:

21087 (View in ClassFinder)

Credit Hours:

4

Instructor:

Michael C. Klein

Major aspects of world and local conflict, theories of social science relating to conflict and violence, and various proposals for solutions. Among the aspects of conflict studied are cultural differences, scarcity of resources, economic and social structures, international trade, the arms race, corruption, oppression and war. Proposed solutions assessed include development, structural changes, world governance, multinational agencies, military power, civilian-based defense, active nonviolence for social change, conflict resolution, disarmament, cultural exchange, religious revival and prayer. These topics are considered in the light of theory, history, and literature. Students apply these concepts by investigating one country or geographic area in depth through a semester long research project. Usually offered every semester. This course fulfills the Human Diversity requirement in the core curriculum.

Schedule Details

Location Time Day(s)
JPST 298 - W01 Topics:Qualitative Methods - T - R - - - 0955 - 1135 OEC 305

Days of Week:

- T - R - - -

Time of Day:

0955 - 1135

Location:

OEC 305

Course Registration Number:

21644 (View in ClassFinder)

Credit Hours:

4

Instructor:

Amy C. Finnegan, Michael C. Klein

This course introduces students to qualitative research theories, methods, and techniques focused on representing voices of women, people of color, people in poverty and others that are marginalized or excluded from dominant culture. Specifically, students will gain familiarity with the qualitative social science methods of interviews, ethnography, documentary research, and focus groups. Throughout the course, students will be guided through the process of designing and conducting their own unique research projects meanwhile learning from ongoing research with their instructors and partner organizations. In addition to training in data collection techniques, analysis, and varied epistemologies, the course thoroughly explores the ethics of research with marginalized communities and the ways in which research can and does relate to social change. Together, participants in this course will co-create a teaching/learning community wherein we all critically analyze and respectfully value each person’s individual and particular contributions as well as our diverse understandings of social reality and how we position ourselves in the multiple worlds in which we live and work.

Schedule Details

Location Time Day(s)
JPST 375 - D01 Conflict Analysis & Transform - T - R - - - 1330 - 1510 OEC 210

Days of Week:

- T - R - - -

Time of Day:

1330 - 1510

Location:

OEC 210

Course Registration Number:

20965 (View in ClassFinder)

Credit Hours:

4

Instructor:

Amy C. Finnegan

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. The course will explore important structural, social and psychological explanations of conflict. Attention will be given to ethnic and nationalist themes surrounding conflicts and their resolution at the intrastate and international levels. The course will examine how different types of intervention affect conflicts (the media, force, other types of third party intervention). Effective methods that foster an environment conducive to resolving or managing disputes will be studied. As part of the final task, the course will critically study how institutions such as power-sharing arrangements, federalism, and the rule of law figure into establishing a lasting basis for peaceful co-existence. For Justice and Peace Studies majors doing a concentration in Conflict Transformation, the course will complement JPST 370 Conflict Mediation, but there are no prerequisites and the course is open to students in other majors.

Schedule Details

Location Time Day(s)
MKTG 725 - 201 Brand Management - - W - - - - 1800 - 2100 SCH 316

Days of Week:

- - W - - - -

Time of Day:

1800 - 2100

Location:

SCH 316

Course Registration Number:

21939 (View in ClassFinder)

Credit Hours:

3

Instructor:

Stephen D. Vuolo

This course expands upon basic marketing theory, focusing on strategic planning and decision making as it applies to the product/brand manager. It affords you a practical, structured approach to developing product/brand management skills and emphasizes learning through hands-on application of the concepts covered in the course. Develop your skills in the formulation, execution and evaluation of the effectiveness of product/brand strategies and tactics. The course utilizes extensive case studies, applied exercises and, in some sections, a product management computer simulation to develop and increase your understanding of the role of the product/brand manager. -- Prerequisite: MKTG600 or MKTG625.

Schedule Details

Location Time Day(s)
PSYC 428 - 01 Counseling & Psychotherapy - - W - - - - 1730 - 2115 JRC LL62

Days of Week:

- - W - - - -

Time of Day:

1730 - 2115

Location:

JRC LL62

Course Registration Number:

20277 (View in ClassFinder)

Credit Hours:

4

Instructor:

Lauren Braswell

Theories and procedures of counseling and psychotherapy are discussed, including psychoanalysis, client-centered therapy, cognitive therapy, behavior therapy, and others. Prerequisites: PSYC 301 and three psychology courses or permission of the instructor

Schedule Details

Location Time Day(s)
SOCI 100 - L05 Intro to Sociology - HEALTH - T - R - - - 1525 - 1700 OEC 206

Days of Week:

- T - R - - -

Time of Day:

1525 - 1700

Location:

OEC 206

Course Registration Number:

20994 (View in ClassFinder)

Credit Hours:

4

Instructor:

Amy C. Finnegan

Introduction to the concepts, theories, methods and applications of the scientific study of society and social concerns. Enables students to understand the connections between the individual and larger social and cultural forces. Heightens awareness of the diversity of American and other societies. This course fulfills the Social Analysis and Human Diversity requirements in the core curriculum.

Schedule Details

Location Time Day(s)
THEO 215 - W01 Christian Morality - T - R - - - 0955 - 1135 MHC 210

Days of Week:

- T - R - - -

Time of Day:

0955 - 1135

Location:

MHC 210

Course Registration Number:

22515 (View in ClassFinder)

Credit Hours:

4

Instructor:

Mary K. Twite

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. Prerequisite: THEO 101

Schedule Details

Location Time Day(s)
THEO 215 - W02 Christian Morality - T - R - - - 1330 - 1510 JRC 222

Days of Week:

- T - R - - -

Time of Day:

1330 - 1510

Location:

JRC 222

Course Registration Number:

22516 (View in ClassFinder)

Credit Hours:

4

Instructor:

Mary K. Twite

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. Prerequisite: THEO 101

Schedule Details

Location Time Day(s)
THEO 468 - L01 Interreligious Encounter part2 M - - - - - - 1525 - 1700 MHC 211

Days of Week:

M - - - - - -

Time of Day:

1525 - 1700

Location:

MHC 211

Course Registration Number:

22541 (View in ClassFinder)

Credit Hours:

2

Instructor:

Hans S. Gustafson

In the last half century religious diversity in the West has rapidly increased, bringing people from different religious traditions into daily contact. This has resulted in new conflicts, sometimes in violence, but also in new collaborations and friendships. Drawing on several approaches to interreligious conflict and relations, this course will examine the dynamic encounters that take place between and among people of different religious identities and ask students to reflect on their own role in religiously complex situations. Students will consider this interreligious reality and their role in it against the backdrop of their own individual relationship to spirituality, faith, and theology. To foster interreligious understanding beyond the classroom, students in this course will directly engage with the religious diversity of Minneapolis-St. Paul. This course is a community-engagement course requiring a minimum of 15 hours of interreligious community engagement for all students enrolled (NOTE: service hours may contribute toward BUSN 200 requirement when BUSN200 is taken in same semester). Prerequisites: THEO 101, and one 200-level or 300-level THEO course, and PHIL 115.

Schedule Details

Location Time Day(s)

Fall 2017 Courses

Course - Section Title Days Time Location
BLAW 354 - 01 Marketing Law - T - R - - - 1330 - 1510 MCH 229

Days of Week:

- T - R - - -

Time of Day:

1330 - 1510

Location:

MCH 229

Course Registration Number:

42860 (View in ClassFinder)

Credit Hours:

Instructor:

John A. Del Vecchio

This course explores the legal principles and government regulation relating to marketing, advertising, and intellectual property. Topics include intellectual property protection such as patents, trademarks, and copyrights; the law of advertising and promotion; and possibly other timely topics relevant to marketing law. Prerequisite: BLAW 301, 302, or 303

Schedule Details

Location Time Day(s)
BLAW 625 - 211 Legal Strategy - - W - - - - 1800 - 2100 SCH 314

Days of Week:

- - W - - - -

Time of Day:

1800 - 2100

Location:

SCH 314

Course Registration Number:

42861 (View in ClassFinder)

Credit Hours:

Instructor:

John A. Del Vecchio

The course examines how the law impacts daily management decisions and business strategies and provide managers with tools to use principles of law to minimize risk, create value, attain core business objectives and to resolve legal issues before they become problems. The course uses exercises, simulations and business cases designed to provide hands-on skill development and practical application of key legal concepts. Because contracts are an essential element of business, much of the course is organized around negotiating and analyzing critical business agreements covering a range of topics, including sales of goods, intellectual property, employment, and dispute resolution with the goal of developing understanding of how to structure agreements to minimize legal and business risk, enhance economic value and relationships, and aid the organization in achieving its goals. -- Prerequisites: None.

Schedule Details

Location Time Day(s)
BLAW 625 - 222 Legal Strategy See Details * *

Days of Week:

See Details

Time of Day:

*

Location:

*

Course Registration Number:

42862 (View in ClassFinder)

Credit Hours:

Instructor:

John A. Del Vecchio

The course examines how the law impacts daily management decisions and business strategies and provide managers with tools to use principles of law to minimize risk, create value, attain core business objectives and to resolve legal issues before they become problems. The course uses exercises, simulations and business cases designed to provide hands-on skill development and practical application of key legal concepts. Because contracts are an essential element of business, much of the course is organized around negotiating and analyzing critical business agreements covering a range of topics, including sales of goods, intellectual property, employment, and dispute resolution with the goal of developing understanding of how to structure agreements to minimize legal and business risk, enhance economic value and relationships, and aid the organization in achieving its goals. -- Prerequisites: None.

Schedule Details

Location Time Day(s)
-- - - - - - -
SCH 3161800-210031 Oct '17
SCH 3161800-210014 Nov '17
SCH 3161800-210028 Nov '17
SCH 3161800-210012 Dec '17
BUSN 200 - 05 BUSN 200 ORIENTATION M - - - - - - 1715 - 1845

Days of Week:

M - - - - - -

Time of Day:

1715 - 1845

Location:

Course Registration Number:

41751 (View in ClassFinder)

Credit Hours:

0

Instructor:

Jean M. Gabler

This experiential, student-designed course is required of all undergraduate students in the Opus College of Business - both majors and minors. The course embodies the Statement of Purpose of the university to “develop morally responsible individuals who combine career competency...while fostering in the student a tradition of service to the public welfare.” The learning objectives include: 1) providing students the opportunity to experience the necessary partnerships between and among healthy, vital communities and healthy, vital businesses; 2) stretching beyond their current comfort zones, especially in terms of being involved with people different from themselves; 3) providing direct service to a nonprofit while meeting individually established personal learning objectives; and 4) exploring the business dynamics of non-profit organizations. Students are encouraged to complete BUSN 200 either during the second semester of their sophomore year or the first semester of their junior year. Students register for BUSN 200 as they would any other academic course at the university. Students should note that their formal BUSN 200 class meets only four times during the semester and that 100% attendance of those four classes is mandatory to complete BUSN 200 successfully. In addition to the 40 hours of service and four class meetings, students will maintain an online journal of their reflections and learnings, and present a final-reflection creative learning project to their classmates. All BUSN 200 requirements - including the 40 hours of service - are completed within the traditional one-semester structure. Service hours or other assignments from one semester cannot be “rolled over” to the next semester. Thus, students should consider carefully the timing of their decision to participate in BUSN 200 for any given semester. This course is graded S/R. Students can complete BUSN 200 while studying abroad or while away from campus during J-term or summer. Note: London Business students complete their BUSN 200 course while studying in London; students considering participation in this program should wait to complete BUSN 200 until that semester.

Schedule Details

Location Time Day(s)
COJO 366 - 01 Persuasion M - W - F - - 0935 - 1040 BEC 114

Days of Week:

M - W - F - -

Time of Day:

0935 - 1040

Location:

BEC 114

Course Registration Number:

41615 (View in ClassFinder)

Credit Hours:

4

Instructor:

Kevin O. Sauter

Study of the various strategies used to influence choice in modern society, including sources, content (such as evidence and argumentation) and audience factors (such as beliefs, attitudes, and values) that influence the persuasive process. Ethical consideration of persuasive tactics will be discussed. Students apply theory through analysis of, and practice in, written, mediated and oral forms of persuasion. A final project in applied persuasion is developed in the course. Prerequisite: COJO 212 or sophomore standing

Schedule Details

Location Time Day(s)
ENGL 121 - W22 Critical Thinking: Lit/Writing - T - R - - - 0800 - 0940 SCB 206

Days of Week:

- T - R - - -

Time of Day:

0800 - 0940

Location:

SCB 206

Course Registration Number:

40987 (View in ClassFinder)

Credit Hours:

4

Instructor:

Michael Raimondi

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

Schedule Details

Location Time Day(s)
ENGL 300 - W01 Thry/Prac. Writng (Peer Cons.) M - W - F - - 1335 - 1440 JRC 481

Days of Week:

M - W - F - -

Time of Day:

1335 - 1440

Location:

JRC 481

Course Registration Number:

40090 (View in ClassFinder)

Credit Hours:

4

Instructor:

Susan J. Callaway

This course introduces students to current writing, rhetorical, and pedagogical theory, and helps them develop a vocabulary for talking about writing and strengthen their abilities to write and to assist others in developing their academic literacy. Students will practice writing in a variety of forms such as academic writing, professional writing, experimental writing, and writing with particular attention to social justice. Required for secondary licensure in communication arts and literature students. This course fulfills the Theory and Practice requirement in the English major and satisfies the Writing Across the Curriculum Writing Intensive requirement. Prerequisites: ENGL 201, 202, 203, or 204. NOTE: This section is restricted to students who have been hired as peer writing consultants in the Center for Writing. A standard section of this course will be offered in Spring 2018.

Schedule Details

Location Time Day(s)
ENVR 151 - 01 Environmental Challenges M - W - F - - 1055 - 1200 JRC 401

Days of Week:

M - W - F - -

Time of Day:

1055 - 1200

Location:

JRC 401

Course Registration Number:

41669 (View in ClassFinder)

Credit Hours:

4

Instructor:

Paul A. 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 between humans and nature. Specific topics include ecology, population, economic development, resources and sustainable development.

Schedule Details

Location Time Day(s)
ENVR 298 - 01 Topics: Conservation Planning - T - - - - - 1800 - 2100 JRC 401

Days of Week:

- T - - - - -

Time of Day:

1800 - 2100

Location:

JRC 401

Course Registration Number:

42182 (View in ClassFinder)

Credit Hours:

4

Instructor:

Douglas T. Shaw

This course covers the why, where, how, and what of conservation planning by studying local and global issues in conservation, conservation history, and the laws that are currently being enforced by local and governmental agencies. Students learn about the history and necessity of wilderness, problem-solving theories, and the effects of natural resource use and climate change on wildlife. This course includes several Saturday field trips to local Nature Conservancy preserves.

Schedule Details

Location Time Day(s)
GERM 300 - D01 Intro to German Studies M - W - F - - 0935 - 1040 OEC 318

Days of Week:

M - W - F - -

Time of Day:

0935 - 1040

Location:

OEC 318

Course Registration Number:

40127 (View in ClassFinder)

Credit Hours:

4

Instructor:

Susanne M. Wagner

Intended as an introduction to more advanced work in German, this course, which is required of all majors and minors, will offer an overview of the evolution of German culture and civilization (society, politics, the arts) within an historical context. The course will also contain a review of advanced grammar and offer students an opportunity to improve their reading, writing, and speaking skills. Oral and written skills will be assessed. Prerequisite: GERM 212 or equivalent completed with a C- or better

Schedule Details

Location Time Day(s)
JPST 365 - D01 Leadership for Social Justice - T - R - - - 1525 - 1700 OEC 206

Days of Week:

- T - R - - -

Time of Day:

1525 - 1700

Location:

OEC 206

Course Registration Number:

41234 (View in ClassFinder)

Credit Hours:

4

Instructor:

Michael C. Klein

Leadership for Social Justice examines the arc of leadership through the process of creating, sustaining, then institutionalizing positive social change. The course examines 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. The course also explores approaches to ethical leadership and provides opportunities for students to develop the skills and vision needed to become ethical leaders for social justice. Students will analyze the role of leadership in the tensions between preserving order and promoting transformation. They will develop a critical approach to the dynamics of power in order to effect systemic change.

Schedule Details

Location Time Day(s)
MGMT 362 - 01 Attract and Reward Talent - T - R - - - 1525 - 1700 MCH 234

Days of Week:

- T - R - - -

Time of Day:

1525 - 1700

Location:

MCH 234

Course Registration Number:

42926 (View in ClassFinder)

Credit Hours:

Instructor:

Kevin E. Henderson

This course focuses on the theories, concepts, research and practice of staffing and compensation/reward programs that impact organizational employee behavior. Topics include, law , labor markets, human resource planning, including recruiting, hiring and layoffs, job analysis, staffing and selection, compensation strategy, policies and practices and benefits programs. Prerequisite: MGMT 305

Schedule Details

Location Time Day(s)
MKTG 320 - 02 Integrated MKTG Communications M - W - - - - 1525 - 1700 MCH 115

Days of Week:

M - W - - - -

Time of Day:

1525 - 1700

Location:

MCH 115

Course Registration Number:

42967 (View in ClassFinder)

Credit Hours:

Instructor:

Kim R. Sovell

This course is designed to develop an appreciation for the promotion mix (personal selling, advertising, public relations, sales promotion) by exploring how and why these elements are used by organizations to reach their goals and objectives. Concept fundamentals are explored, then integrated into case analysis. Prerequisite: MKTG 300

Schedule Details

Location Time Day(s)
PHIL 214 - W01 Introductory Ethics - T - R - - - 0800 - 0940 SCB 104

Days of Week:

- T - R - - -

Time of Day:

0800 - 0940

Location:

SCB 104

Course Registration Number:

42102 (View in ClassFinder)

Credit Hours:

4

Instructor:

Heidi M. Giebel

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 and public policy, and diversity within and across cultures. This course, with PHIL 115, fulfills the Moral and Philosophical Reasoning requirement in the core curriculum. Prerequisite: PHIL 115 NOTE: Students who receive credit for PHIL 214 may not receive credit for PHIL 215.

Schedule Details

Location Time Day(s)
SOCI 100 - L04 Intro to Sociology - HEALTH - T - R - - - 1525 - 1700 OEC 310

Days of Week:

- T - R - - -

Time of Day:

1525 - 1700

Location:

OEC 310

Course Registration Number:

41915 (View in ClassFinder)

Credit Hours:

4

Instructor:

Amy C. Finnegan

Introduction to the concepts, theories, methods and applications of the scientific study of society and social concerns. Enables students to understand the connections between the individual and larger social and cultural forces. Heightens awareness of the diversity of American and other societies. This course fulfills the Social Analysis and Human Diversity requirements in the core curriculum.

Schedule Details

Location Time Day(s)
SOCI 480 - D1 Seminar in Criminal Justice - T - R - - - 0800 - 0940 OEC 307

Days of Week:

- T - R - - -

Time of Day:

0800 - 0940

Location:

OEC 307

Course Registration Number:

40594 (View in ClassFinder)

Credit Hours:

4

Instructor:

Tanya Gladney

The senior seminar serves as a capstone experience for students to address several central issues in the study of crime and justice. The major focus is to build upon students knowledge from previous courses with a focus upon an integration of knowledge from material learned throughout the major. Students will complete a final project that demonstrates an in-depth understanding of a criminal justice topic that could lead to future work in the criminal justice field. Prerequisite: SOCI 210 and 312 or permission of instructor

Schedule Details

Location Time Day(s)
THEO 215 - 02 Christian Morality - T - R - - - 1525 - 1700 MHC 208

Days of Week:

- T - R - - -

Time of Day:

1525 - 1700

Location:

MHC 208

Course Registration Number:

40326 (View in ClassFinder)

Credit Hours:

4

Instructor:

Robert C. Koerpel

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. Prerequisite: THEO 101

Schedule Details

Location Time Day(s)
THEO 215 - 03 Christian Morality - T - - - - - 1730 - 2115 JRC 414

Days of Week:

- T - - - - -

Time of Day:

1730 - 2115

Location:

JRC 414

Course Registration Number:

41415 (View in ClassFinder)

Credit Hours:

4

Instructor:

Robert C. Koerpel

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. Prerequisite: THEO 101

Schedule Details

Location Time Day(s)
THEO 215 - W01 Christian Morality - T - R - - - 1330 - 1510 JRC 481

Days of Week:

- T - R - - -

Time of Day:

1330 - 1510

Location:

JRC 481

Course Registration Number:

40327 (View in ClassFinder)

Credit Hours:

4

Instructor:

Mary K. Twite

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. Prerequisite: THEO 101

Schedule Details

Location Time Day(s)
THEO 468 - L01 Interreligious Encounter PT1 M - - - - - - 1525 - 1700 JRC 481

Days of Week:

M - - - - - -

Time of Day:

1525 - 1700

Location:

JRC 481

Course Registration Number:

43030 (View in ClassFinder)

Credit Hours:

2

Instructor:

Hans S. Gustafson

Special Instructions: This 2-credit course fulfills the first of a two 2-credit course sequence for the THEO 468 Student Interfaith Leaders Scholarship Program. Students who complete the Fall 2017 and Spring 2018 2-credit sections will fulfill the full THEO 468 4-credit requirement. Admitted students receive a $1,000 scholarship. Students need to be studying on-campus for both semesters (but may study abroad for J-term 2018). Further information and required application for this course can be found here: http://stthomas.edu/jpc/programs/silsp/

Schedule Details

Location Time Day(s)

JTerm 2017 Courses

EDU 255

Dr. Sidonia Alenum Nimoh 

Digging Deep for Water and Cultural Exposure through Service-Learning in Ghana

Students will engage with people cross culturally through service learning in Ghana. By carrying out a community-based water project, students will experience new and challenging contexts traversing socio-linguistic, economic, political and geographic borders. The predicted outcome is that students will develop the ability to not shy away from encounters of difference and real critical social issues as a central part of their liberal arts education. Students will be required to participate in daily discussions, make presentations, keep a daily journal, conduct a qualitative research, similar to that of an ethnography.


MGMT 702

Dr. Kelly Leiken 

Leading Organizational Change 

This is a graduate level course on how to be an effective leader in organizational change, from a personal perspective and with an organization at large. Masters students partner with an organization within the community to apply change and innovation practices in a strategic yet actionable fashion in order to help the community organization make a larger and more effective impact long term. Students will interview and partner with BrightSide to understand their business, the challenges they face as an organization. Then throughout the semester, students will apply practices, principles and theory of effective organizational change management to the BrightSide Business. They will end by having a final presentation with the BrightSide team where they will present the concepts and realistic recommendations on how they can grow and change their business so that they can help more people.


BIOL 287 

Dr. Colin Martin 

Biology of HIV/AIDS 

This class will focus on why HIV/AIDS has been such a monumental scientific and social challenge, including aspects such as the molecular biology of the HIV virus and its effects on human cells, how epidemiological methods helped identify HIV as the causative agent of AIDS, and what social, political and economic challenges have been and are currently important in fighting the pandemic. Students will engage in volunteer activities with Open Arms of Minnesota, such as meal preparation and delivery, as a way of learning about local care and support for those living with HIV/AIDS.


COJO 370 

Dr. Debra Petersen & Dr. Tim Scully 

Hawaii: Multi-Cultural Communication in Diverse Organizations

In Hawai‘i: Multi-cultural Communication in Diverse Organizations we examine the concepts, theories, and realities of the ways that individuals and groups work and communicate in organizations where culture and multiculturalism plays a primary or prominent role. Our course has a Service-Learning designation because we have the unique opportunity to participate in a community-based partnership with a K-12 bi-lingual environmental magnet school, Ke Kula Ni’ihau O Kekaha (KKNOK), on Kaua’i, in which the students and staff will teach us much about the importance of language and culture, as well as the many environmental challenges Hawai'i faces. We will also learn about environmental challenges when we conduct a Service-Learning project removing alien algae in Malamamaunalua Bay on Oahu. Ke Kula Niihau O'Kekaha (KKNOK) Tier 2 project: We will spend three days with the students and staff at KKNOK. Our 26 students will divide into small groups to work with different age groups in this K-12 bi-lingual environmental magnet school. Each age group will work on different aspects of an environmental theme; in 2016 our theme was the endangered monk seal. On the last day at KKNOK each age group will present their projects/research to the entire group in formats including plays, music and research reports. Mālama Maunalua Tier 1 project: Mālama Maunalua is a non-profit organization whose huki programs are focused on removing invasive alien algae (IAA) from the Maunalua Bay on Oahu. We will learn about the negative impacts of these algae, then we will spend three hours removing these invasive species.


CPSY 680 

Dr. Len Jennings 

Diversity Issues in Counseling in Singapore 

Diversity Issues in Counseling in Singapore 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. Students will travel to and live in the highly diverse country of Singapore and will provide psychoeducational programming to DaySpring Centre, a residential treatment center for abused teens. Students will plan and present four 90 minute psychoeducational workshops intended to improve the communication and relationship skills of abused teen girls. In addition to prep time and presentation time, students will have an hour long reflection circle to process their experience. Finally, students will journal, write a reflection paper on the experience, and present these reflections to a diversity class in February 2017.


ENTR 490 

Dr. Laura Dunham 

Social Entrepreneurship in India 

This course will provide hands-on exposure to the work of social entrepreneurs in one of the world’s most dynamic, developing economies, where social need is high and social entrepreneurial activities are on the rise – Mumbai, India. Students will learn through direct experience about the challenges and opportunities faced by social entrepreneurs in a fast-growing economy, as they seek to develop innovative solutions and business models to address seemingly intractable social problems around such issues as poverty alleviation, education, healthcare and environmental sustainability. Students will experience both classroom sessions and on-site project work. Classroom sessions will focus on the local conditions, key issues, business models and key strategic challenges of social entrepreneurship in India. On site project work will require student teams to work directly with specific social enterprises to address a key strategic concern. Student teams will work directly with social ventures in Mumbai. They will spend time with venture principals getting an orientation to the venture's work and delivering services. They will then be assigned a specific project, helping the venture address an issue of strategic concern. Students will frame the problem, carry out the appropriate research and analysis in order to better understand the issue and develop recommendations for addressing it. Students will make a final presentation to their ventures sharing their analysis, recommendation and action plan.


IDSC 480 

Dr. Candace Chou & Dr. Shirley Nieto Kramer 

Digital Storytelling in Contemporary Society 

Stories transmit information and transfer experience in a very engaging way, offering perspective, personalization, and insight. Digital storytelling refers to the use of digital tools to share stories or narratives for the purpose of community engagement. The students will work with community partners to create digital stories in video or audio formats to highlight opportunities and challenges faced by immigrants.


Theo 482

Dr. Kimberely Vrudney 

AIDS, Apartheid and the Art of Resistance

Students will learn about the HIV/AIDS situation in Lesotho by interacting with the NGO, "Touching Tiny Lives," especially by playing with the orphans in the safe house there; they will also learn about healthcare in the township communities by shadowing community healthcare workers in Guguletu though St. Luke's Hospice.


Theo 422

Dr. Angela Senander 

Christian Faith and the Management Professions 

What is a good manager and how does he or she contribute to the common good? This course pursues these questions within the Christian social tradition broadly understood through an exploration of the theological relationship between work as a vocation and leisure as contemplation. Within this theological context, the course examines the financial, organizational, technological, and cultural forces that managers and organizations encounter daily.


Theo 431

Dr. Susan Myers 

Women in The Early Church 

The literature of early Christianity is filled with ambiguity concerning women's role in the churches and in the story of salvation. Women's subordination was justified on the basis of Eve's role in bringing evil and sin into the world. At the same time, women were presented as heroines and models of the ideal Christian life. They held roles of leadership within early church communities, even while early church writers argued against their right to do so. This course will examine a wide range of primary texts by and about women in the early Christian churches in order to explore the relationship between faith and culture as the context for understanding women's role and status in the early church. It will also look at ways in which these texts might be relevant for the modern context. This course fulfills the Human Diversity requirement in the core curriculum.


Engl 325

Dr. Elizabeth Wilkinson & Amy Muse 

History and Literature of the Olympic Games 

This course will explore the history and literature of the Olympic Games, both ancient and modern. During the course, we will be volunteering to sort donated goods for Syrian refugees who are currently living in repurposed facilities from the 2004 Athens Olympic Games. Amy Muse, who is also sharing in the duties for this J-Term study abroad, has arranged for our students to spend an afternoon sorting donated goods meant for the Syrian population who have been displaced and are currently living in repurposed facilities from the 2004 Athens Olympic Games.

Fall 2016 Courses

Community Engaged Courses 

BLaw 354

Dr. John Del Vecchio 

Marketing Law 

Students in Marketing Law Fall, 2016 participate in "Field Education" and this term names an experiential learning process that connects students to the operation of the American legal system in practice. There's an extracurricular component to the classroom content wherein enrolled students observe and assist volunteer attorneys providing legal counsel to people who are limited in their access to legal services.


COJO 366

Dr. Kevin Sauter 

Persuasion 

Students will be trained to act as judges for at least two rounds of debate on a current topic between teams of high school students participating in the Urban Debate League program.


COJO 470 

Dr. Paul Omodt

Strategic Communication Campaigns

Public Relations Campaigns students prepare a fully integrated public relations, marketing and advertising campaign for a local non-profit that has a pressing problem that can be addressed through communications. The students leave a lasting impact on the non-profit as they see their campaigns implemented by the client.


English 203

Dr. Allison Underthun 

Wartime: Literature .vs. Reality 

Students will work with a partner and a Veteran at the MN Veterans Home in Minneapolis. They will interview them utilizing the Veterans History Project from the Library of Congress to capture the oral history of the Veteran. They will then create a written document of this as the course project and present it to the Veteran. The Chaplain at the MN Veterans Home is particularly interested in having documented oral histories of the Veterans.


English 300

Dr. Susan Callaway 

Writing Theory & Practice for Peer Consultants 

Students serve as writing mentors to newly arrived refugee and immigrant students in schools. Our current community partner is Wellstone International High School in Minneapolis, MN. Students work one-on-one in various writing classrooms and are currently supporting the development of the school's writing center.


ENVR 151

Dr. Paul Lorah 

Enviromental Sustainability 

Course introduces students to sustainability concepts (ecological, social, and/or economic dimensions); Students apply knowledge and methods of the course to engage with sustainability issues; Course learning goals are linked to or support one or more of the following competencies:  thinking critically about environmental problems and solutions, solving problems by applying concepts and principles, communicating effectively about sustainability; Grading gives weight to sustainability related reflection or integrated assignments.


ENVR 298

Dr. Paul Lorah 

Conservation Planning

Because Minnesota’s resources are finite and our landscapes are changing complex ways, we must make informed decisions about conserving the natural world. This course explores conservation challenges and opportunities in Minnesota by exploring connections between the ecological, social, economic, and political sciences. Students will develop skills in conservation planning tools and approaches. There is an emphasis on fieldwork, and students will study conservation reserves, learning to "read" the landscape with the scientists who manage them.


JPST 250

Dr. Amy Finnengan 

Introduction Justice and Peace Studies 

Students will take a visit to tour the Peace Coffee initiative in order to learn how a business can embrace fair trade and sustainable practices. They will attend a Mixed Blood Theatre production and discussion to learn about the intersections of art and social change. They will engage with staff from Voices for Racial Justice (undetermined location); Last Mile Health; and Bikes Not Bombs (likely on Skype) to learn more about how individuals make choices to work in social justice organizations, how organizations work for systemic change, and what skills are needed.


JPST 365 

Dr. Mike Klein 

Leadership for Social Justice 

Students learn the World Cafe process for democratic facilitation, practice it is class, then lead it during a session of the Neighborhood Leadership Program (NLP). Students take on roles as ice-breakers, large group facilitator, table host, and harvester/observer, to demonstrate this facilitation technique to a cohort of 25 grassroots leaders in the midst of their four-month leadership development program. The process helps NLP participants explore content (Margaret Wheatley's Principles for a Healthy Community) while learning a facilitation process. The session is three-hours in length on a Saturday morning and takes place at the Minnesota History Center.


MKTG 725 

Dr. Steve Vuolo 

Brand Management 

Consult on the positioning and branding of the non-profit organization. Typically, these organizations think about their strategic marketing as an afterthought and there has been tremendous reception to the asssitance the students provide.


SOCI 100 

Dr. Amy Finnegan 

Introduction to Sociology-Health 

This section of Introduction to Sociology will introduce students to key concepts, theories, methods and applications of the scientific study of society with particular attention to health. Drawing on experiences from a refugee clinic in St. Paul, the Center for International Health, and delivering meals to chronically ill clients through Open Arms of Minnesota, students will incorporate field-based observations from health-related encounters into a social analysis research project.


SOCI 480 

Dr. Jessica Hodge 

Seminar in Criminal Justice 

The Seminar in Criminal Justice course serves as a capstone experience for students to address several central issues in the study of crime and justice. The major focus is to build upon students knowledge from previous courses with a focus upon an integration of knowledge from material learned throughout the major. The focus of this course will be workings towards combating sex trafficking within the metro area. Students will complete a Justice Project that is focused on helping survivors of sex trafficking on the local level. Students will conduct research, write reports, and develop educational materials on issues such as expungement of criminal records and locating housing for survivors.


Theo 101

Dr. Angela Senander 

The Christian Theological Tradition 

First-year students will be in dialogue (in Spanish bc they are in Spanish 211) with Latin@ lay ministers about their immigrant experiences of church and society in the United States.  These first year students will also attend a celebration of the Feast of Our Lady of Guadalupe at Holy Rosary-Santo Rosario Catholic Church on December 12.


Theo 215

Dr. Mary Twite

Christian Morality 

At Open Arms of Minnesota students may prepare food, package food, pack deliveries, or deliver food. With the National Park Service students may work on habitat restoration projects, help youth experience the Mississippi River, or develop educational/interpretive materials (both photographic and written).


Theo 422

Dr. Angela Senander 

Christian Faith in Management 

In partnership with the City of Elk River, students in Christian Faith and the Management Professions will consider the relationship between businesses, government and the common good as they research polystyrene takeout container regulations and bans from the perspectives of multiple stakeholders. This will help students learn about corporate social responsibility in dialogue with Pope Francis’s encyclical on the environment, Laudato Si’. Students will research polystyrene regulations and bans to provide needed information to the City of Elk River. Students will also visit corporations to learn more about corporate social responsibility.


Theo 464 

Dr. Hans Gustafson 

Jesus Christ and Interreligous 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. Most religious traditions share the common value of service, and therefore serving others can be a natural springboard to constructive interreligious encounter. Given this course’s emphasis on interreligious dialogue and its nature as it takes place between and among religious persons, all students will be required to either do a site visit to a religious community or engage in service to, or alongside, those from a faith tradition other than their own. Service opportunities may include volunteering at Sholom Jewish Senior and Assisted Living Center, tutoring elementary students in an after-school program at Al-Amal Muslim School, volunteering at Minnesota Hindu Milan Mandir, working with teens as an intern with the Interfaith Youth Connection, or serving as an intern with By The Rivers Multifaith and Lifecycle Center.


MGMT 702 

Dr. Kelly Leiker 

Leading Organizational Change 

This is a graduate level course on how to be an effective leader in organizational change, from a personal perspective and with an organization at large. Masters students partner with an organization within the community to apply change and innovation practices in a strategic yet actionable fashion in order to help the community organization make a larger and more effective impact long term. Students will interview and partner with BrightSide to understand their business, the challenges they face as an organization. Then throughout the semester, students will apply practices, principles and theory of effective organizational change management to the BrightSide Business. They will end by having a final presentation with the BrightSide team where they will present the concepts and realistic recommendations on how they can grow and change their business so that they can help more people.

 

Summer 2016 Courses

BLaw 625

Dr. John Del Vecchio 

Legal Environment of Business 

Students in LEOB Summer, 2016 participate in "Field Education" and this term names an experiential learning process that connects students to the operation of the American legal system in practice. There's an extra curricular component to the classroom content wherein enrolled students observe and assist volunteer attorneys providing legal counsel to lower income individuals who are representing themselves in legal matters, think about what they saw and write about their experience.


TEGR 

Dr. Deborah Besser 

Engineering in the PK-12 Classroom 

Engineering in the PK-12 Classroom will focus on an overview of current PK-12 engineering education programs; exploration of pedagogy and content; links to national and State Academic Standards; a survey of assessment mechanisms that evaluate impact of classroom initiatives and construction of curriculum. Content will be applied within the context of the Mississippi Watershed Management Organization (MWMO) partnership for which the scope of work includes review of curriculum related to best management practices with a focus on projects near schools within the MWMO.


ENGL 201

Dr. Alison Underthun- Meliahn 

Too Graphic? Graphic Novel 

This course studies the emergence of graphic novels within literature. Through working with elementary aged children we explore ways the graphic novel increases literacy. UST students will work closely with students who are in a special summer session. They will help elementary students gain inferences and meaning in how to apply skills to decoding the form of graphic novels alongside an aptitude in decoding basic devices used in literature.


IDSD 480

Dr. Elizabeth Wilkinson & Dr. Maria Dahmus 

Native American Literature & The Environment 

Native American Literature and the Environment will focus on three topics: Food, Water, and All My Relations. To investigate indigenous food in the Twin Cities metro and beyond, students will assisst with the farming tasks at Dream of Wild Health and cook indigenous foods / recipes with Heid Erdrich, author of Original Local: Indigenous Foods, Stories, and Recipes from the Upper Midwest. Additionally, they will assist in the set up, sales, and break down of the Dream of Wild Health sales booth on Tuesdays and Saturdays at the Midtown Farmers Market in Minneapolis.(Both the work with Dream of Wild Health and the cooking workshop with Heid Erdrich are yet to be established. Please don't contact them without consulting with me.) Students will be learning about sustainable farming practices by doing farm tasks themselves, side by side with the Native farm workers. They will observe interactions between the Native farm workers and the general public at the Midtown Farmers Market. And, they will learn how these foods are integrated into daily diets, hopefully supplanting the food desert style eating done by many college students.

Summer 2018 Courses

Course - Section Title Days Time Location

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 activities 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 opportunity to engage in community service with a partner like the Dorothy Day Center and learn more about how corporations interact with such community partners.

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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.

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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.

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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.

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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 opportunity to engage in community service with a partner like the Dorothy Day Center and learn more about how corporations interact with such community partners.

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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.
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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.