Community Based Course Opportunities: Spring `07
The following courses are being offered in the Spring Semester 2007. They have been listed by department. To view the courses click on the department in the index below and you will be directed to the Community Based departmental course listings. Please note, departments appearing in black are not offering any Community Based Courses this semester.
Africana Studies | American Studies | Anthropology | Art, Art History, & Design | Classics | College Seminar | Computer Applications | Creative Writing | Devers Program in Dante Studies | East Asian Languages & Literature | Economics and Econometrics | Economics and Policy Studies | English | Film, Television, & Theatre | Gallivan Program in Journalism, Ethics, and Democracy | Gender Studies | German and Russian Languages and Literatures | Hesburgh Program in Public Service | History | History and Philosophy of Science Graduate Program | Honors Program | Irish Language and Literature | Medieval Studies | Music | Ph.D. in Literature Program | Philosophy | Political Science | Program in American Democracy | Psychology | Program of Liberal Studies | Romance Languages & Literatures | Sociology | Theology | University Writing Program
Accountancy | Finance & Business Economics | Management & Administration Sciences
College of Engineering Aerospace & Mechanical Engineering | Chemical and Biomolecular Engineering
Civil Engineering & Geological Sciences | Computer Science & Engineering | Electrical Engineering
College of Science Biological Sciences | Chemistry & Biochemistry | Mathematics
Physics | Preprofessional Studies
FYC 13200 (CBL)
Bridging the Gap: Community and the Rhetoric of Idealism
Ed Kelly
Bridging the Gap focuses on critical reading and writing, community building, and service. It asks students to use close reading skills and experience in community and volunteer service to ground and inform the argumentative essays they generate. In addition to standard FYC goals, there are three others for this course: 1) to foster a genuine spirit of community in the classroom; 2) to deepen student understanding of selected social justice issues; and 3) to promote learning through service. Service opportunities include tutoring local students (including the homeless and detained) or working with the elderly.
ARCH 50411 (CBL)
Restoration & Historic Preservation
Krupali Uplekar
America is slowly developing the taste of saving old heritage and increasing interest is being placed on restoration and preservation of buildings. This is a relatively new field and advance methods are being generated everyday that could help in betterment of preservation of old structures. Restoration and Historic Preservation is needed to help architectural students understand the need of preserving traditional architecture and, in some cases, studying the art of restoration of traditional buildings that have degenerated due to various reasons.
The course provides a detailed reference to the recording methods and techniques that are fundamental tools for examining any existing structure. It also includes information on recent technological advances such as laser scanning, new case studies, and material on the documentation of historic monuments.
Environmental Justice and Human Rights in the Aftermath of Katrina
Leilani Arthurs, Steven Battin and Dr. Richard Pierce
Set in the wake of Hurrican Katrina, thi Seminar will explore domestic environmental issues from the perspective of minority communities in Louisiana that have suffered due to the storm. Participants will critically reflect on the historical, political, and economic issues that created a culture of poverty in these areas, exploring concepts such as environmental racism, culture of poverty, justice, and equality.
Cultural Aspects of Clinical Medicine
Robert Wolosin
Permission Required
This course focuses on social science approaches to sickness and healing. The medical encounter is examined from anthropological perspectives. The course emphasizes the difficulties traditional biomedicine has in addressing patients’ expectations for care. Students serve an internship as patient ombudsman in a local hospital emergency room four hours per week. Students must obtain authorization numbers through the Department of Anthropology (314 O’Shaughnessy).
Prerequisite: Open only to juniors and seniors. Must have access to transportation to a local hospital. Must be able to spend one four hour evening session per week in hospital internship.
Systems Analysis and Design
Louis Berzai
Administered in two major segments, the course first exposes students to the full scope of analyzing and designing computer systems by covering problem definition, data collection, documentation of existing systems, and definition of new systems requirements. We use the methodology of Systems Development Life Cycle (SDLC).
The second segment deals first with students working on genuine business projects. The second phase of this segment gets into object-oriented systems analysis, which is a new concept in systems analysis and design.
Labor, Race, and the Struggle for Dignity
Marty Wolfson
This course will examine the lives of workers and people of color in America by examining their struggles for dignity and respect, especially as they come together in our nation’s workplaces. The perspective will be on people’s own stories about the conditions of their daily lives as expressed in nonfiction, novels, films, and oral histories. The course will also examine the methods that have been used in the struggle for dignity, especially through the roles of unions and nonviolent campaigns.
The content of the course will focus on three areas:
The African-American Civil Rights Movement, especially as it linked up with workers’ lives in the campaign of the Memphis sanitation workers in 1968
The Farmworkers’ campaign led by Cesar Chavez and influenced by the philosophy of the nonviolent direct action of Mahatma Gandhi and Dr. Martin Luther King, Jr.
The struggles of workers in the meatpacking industry as representative of current labor developments, and especially as related to the issues of interracial conflict and unity.
A requirement of the course is to conduct an oral history with a worker and/or person of color in order to understand their life experiences in the context of the issues discussed in the course.
Graphic Design III
Robert Sedlack, Jr.
Logo and Identity Design for local not-for-profit agencies
Every semester my Graphic Design 3 students are asked to design a new logo and initial identity pieces for not-for-profit organizations. The organization can be in South Bend area or their hometown. Many students have had their work accepted and produced, including logo and additional design materials for the Potawatomi Zoo, Center for the Homeless Paint Services, El Buen Vecino, Notre Dame Pilot Initiative, Campus Ministries, Global Health Alliance, A Different Way, Iron Sharpens Iron, Reins of Life, A.D.A.P.T., and Holy Cross Elementary School.
Art in April at St. John the Baptist
In a continuing effort to have the class give back to the community and help more people understand what design is, every year my spring semester Graphic Design 3 class visits children at St. John the Baptist elementary school here in South Bend and guide the upper level students through a graphic design project. The Notre Dame students are broken up into groups and each group selects a project they would like to teach to the elementary school children. We visit St. John two times, first to introduce ourselves and the project and a second time to "art direct" the students as they create their pieces.
Bottle Prop Poster
This semester (spring 2004), my Graphic Design 3 class created various posters for South Bend's Center for the Homeless. The subject matter was centered on the dangers of bottle propping for mothers with infant children. The Center for the Homeless has reviewed all of the posters and will receive a select group for display.
Banned Books Week
In the fall of 2003, my Graphic Design 3 class worked with area libraries (Notre Dame, St. Mary's, St. Joe County and St. Joe High School) to create posters for the national Banned Books Week campaign. A variety of posters were selected and displayed at the various libraries. St. Mary's Library displayed all twenty-two posters in their library's exhibit space.
Billboard
My spring 2003 Graphic Design 3 class designed various billboard options for Take Ten, a national organization that works to prevent violence. Senior Tara Beckley's billboard was chosen and is currently on display in downtown South Bend.
Northern Indiana Center for History
My spring 2002 Graphic Design 3 class designed various poster options for the Northern Indiana Center for History's "Women in Sports: Breaking Barriers" exhibition. Senior design major Emily Hallinan's poster was chosen for production and Ms. Hallinan was hired by the museum for the following summer to create an entire marketing campaign under my pro-bono art direction.
Voter Participation
In the fall of 2000, my Graphic Design 3 class mounted an on-campus voter participation campaign. The campaign was funded in part by both the university's Young Republicans and Young Democrats organization. The produced pieces included almost 300 silk-screened posters, hundreds of buttons and a website that included voter information.
Reunion T-shirt (yearly)
Each spring semester my Graphic Design 3 class designs various t-shirts for the ND Alumni Association's Alumni Reunion event, which occurs in the early summer. One student's work is selected for the final shirt and produced.
Snite T-shirt (yearly)
Each spring semester my Graphic Design 3 class designs various t-shirts for a selected gallery (e.g. Pre-Columbian, American, 20th Century, etc) in the Snite Musuem of Art. One student's work is selected for the final shirt and produced.
Migration, Education, and Assimilation: Three Forces that Built America
Professor Abigail Wozniak
This course uses the tools of economics to understand major trends and episodes of migration, education, and assimilation throughout America’s history. Readings apply economic concepts to these themes in a variety of contexts, from the settling of the country by Europeans to the present day. Examples include: the major waves of migration to the U.S., including Irish immigration and the current wave of Spanish-speaking and Asian immigrants; the development and rise of the high school in America; important trends in educational attainment, particularly of women and minorities; the economic effects of civil rights legislation; and the English language only debate. Economics knowledge at the level of Principles of Microeconomics would be helpful but is not required. The course is organized around writing a research paper using primary sources. Primary sources may, but need not, include interactions with members of the local community who have experiences relevant to the course.
Tutoring in the Community
Nancy Masters
This class is offered for students who are taking part in any of the campus-wide tutoring programs, like Teamwork for Tomorrow. The class is an overview of teaching methods for the tutoring setting.
The US Civil Rights Movements
Patrick Mason
This course will trace the struggle for equal rights undertaken by various marginalized groups in the twentieth-century United States, focusing particularly on the experience of African Americans. We will examine in detail the civil rights movement of the 1950s and 1960s, considering its contesting visions for African American liberation and the meaning of American freedom and democracy. Students will also engage in debate over relevant current issues such as affirmative action, reparations, and conservative white backlash. We will also examine, in less detail, other traditionally marginalized groups’ struggles to achieve a full measure of constitutional rights and cultural acceptance.
With so many powerful voices available to us from participants in these struggles, much of our study will be done through the reading and analysis of primary sources. Students will also be encouraged to participate in a community-based learning project with a civil rights organization in the community (such as the ACLU, Urban League, or Rainbow PUSH Coalition) as a significant part of the course.
Internships
Carolina Arroyo
Permission required
The goal of the internship program is to provide opportunities to integrate coursework with real work experience. Internships are available throughout the Notre Dame area with a variety of government offices, non-profit agencies, and NGO’s. Students will work with professionals in their field of interest while exploring career options, improving their writing, analytical, organizational and networking skills. Students will need a resume and a cover letter to apply for an internship. Interns are required to work at least six to eight hours per week. All internships are unpaid. Internship credits do not fulfill the Political Science major requirements.
African Americans and U.S. Politics
Alvin B Tillery, Jr.
This course introduces students to the dynamics of the social and historical construction of race and ethnicity in American political life. Using the case of black Americans, the course explores the following questions: What is the history of race in American political life? How did American racial constructs come into existence? How has the existence of America’s system of racial classification shaped our broader national identity? How does race link up with other identities animating political actions like gender and class? What role do American political institutions—the Congress, presidency, judiciary, state and local governments, etc.—play in constructing and maintaining racial categories? Can we use these institutions to overcome racial boundaries? In other words, is a “post-racial” society ever possible? Please note that this course has a community based learning component. Therefore, each student will be required to lead a discussion of a topic related to the African American experience or race relations in the U.S. context in a classroom in the greater South Bend area.
Take Ten: Acting to Prevent Childhood Violence
Jay Caponigro and Kim Overdyck
The goals of Take Ten are to reduce and prevent violence by teaching positive alternatives to solving problems and expressing feelings. Students work with children in the South Bend Public Schools and teach nonviolent communication and listening skills, conflict resolution skills, and respect for diversity. Take Ten promotes a new social norm—nonviolence—to a group desensitized to violence through the media.
Practicum in Developmental Disabilities
Thomas Whitman
Permission Required
This practicum/seminar is the logical outgrowth of a long informal relationship that student volunteers have had with families in the Michiana community who have autistic and other special needs children. The practicum aspect of the course will involve students going into a family home and working in a structured program with an autistic child—on average about two times a week for about a total of four to five hours. In addition, students will meet in class once a week for discussion of a range of topics relating to autism: including issues regarding its definition, assessment, etiology, and treatment, as well as topics regarding the impact of autism on the family, community resources and social policy. A number of classes will feature discussions led by parents of autistic children.
This class is particularly recommended for students interested in child clinical psychology, education, developmental psychology, medicine (Pediatrics, Developmental Pediatrics, and General Practice), social work, physical therapy and occupational therapy. The course is open to non-majors. Students must have access to a car in order to attend their practicum.
Seminar in Autism
Thomas Whitman
Permission Required
This practicum/seminar is the logical outgrowth of a long informal relationship that student volunteers have had with families in the Michiana community who have autistic and other special needs children. The practicum aspect of the course will involve students going into a family home and working in a structured program with an autistic child - on average about two times a week for about a total of four to five hours. In addition, students will meet in class once a week for discussion of a range of topics relating to autism, including issues regarding its definition, assessment, etiology, and treatment, as well as topics regarding the impact of autism on the family, community resources, and social policy. A number of classes will feature discussions led by parents of autistic children. This class is particularly recommended for students interested in child clinical psychology, education, developmental psychology, medicine, social work, physical therapy, and occupational therapy. The course is open to non-majors as well as majors.
Requirements: Regular attendance (practicum setting and class), completion of practicum diary, active class participation, a paper on some topic related to autism. Students must have access to a car in order to attend their practicum.
Sociology Internships: Spring 2007
Ann R. Power
Permission Required
This is an experiential course designed to give students some practical experience in the area of urban affairs, social welfare, education, health care, or business, in order to test their interest, complement their academic work, or acquire work experience preparatory for future careers. Students are placed with a community agency in the South Bend area and normally work six hours per week as interns under the supervision of an experienced practitioner. Hours are flexible, usually set to accommodate the intern’s availability and the needs of the host agency.
There are no prerequisites; however, preference is given to Sociology majors, ESS minors, and students who have had course work in a related area. This is a graded course. In addition to field work, academic work includes reading scholarly works related to the field placement, and a final paper. Contact Ann Power for more information and/or an application: Power.4@nd.edu
The following is a list of agencies that have accepted interns. Students may also request placement in an agency they find on their own (subject to approval by the instructor).
The CASIE Center
Center for the Homeless
Home Management Resources
La Casa de Amistad
Near Northwest Neighborhood Inc.
Neighborhood Development Association
Safe Station (Youth Runaway Shelter)
Sex Offense Services, Madison Center
South Bend Department of Community and Economic Development
South Bend Housing Authority
Early Childhood Development Center
Good Shepherd Montessori School
Robinson Community Learning Center
Upward Bound
Washington High School, South Bend
Aids Ministry
Hospice of St. Joseph County
St. Joseph Medical Center’s Chapin Street Health Center
Indiana Legal Services
St. Joseph County Police Department
St. Joseph County Prosecutor’s Office
South Bend Police Department
Community Research Practicum
Mark Gunty
This variable credit course enhances the student’s research skills by application to an action research project for a not-for-profit, social services organization in the community. Students work with a Notre Dame faculty member and an on-site supervisor to conduct needs assessment or evaluation research, typically in the form of interviews/surveys, focus groups, or content analysis. The practicum begins with an orientation session and individual goal setting, followed by an extensive period of working with the service organization to meet their research needs. Students may be involved in designing new research, data collection for an on-going project, or analysis and reporting, depending on the student’s interest and the organization’s needs. The overall objective is development of the student’s knowledge and skills by putting them at the service of the community. Please contact professor for more information.
Christianity and World Religions
Bradley Malkovsky
The purpose of this course is to introduce the student to the basic teachings and spiritualities of Hinduism, Buddhism, and Islam. We will approach these religions both historically and theologically, seeking to determine where they converge and differ from Christianity on such perennial issues as death, meaning, the nature of ultimate Mystery, the overcoming of suffering, etc. We will also examine some traditional and contemporary Catholic and Protestant approaches to religious pluralism. Our own search to know how the truth and experience of other faiths is related to Christian faith will be guided by the insights of important Catholic contemplatives who have entered deeply into the spirituality of other traditions. By course end we ought to have a greater understanding of what is essential to Christian faith and practice as well as a great appreciation of spiritual paths of others.
The experiential learning opportunities involved are comparisons of the doctrines and spiritualities of Hinduism, Buddhism, and Islam with those of Christianity. In class we regularly practice a type of meditation that is foundational to both Hindu and Buddhist schools.
Summer Service Learning Program: ACCION
Andrea Smith Shappell and Carl Ackermann
For 2006 summer participants who are returning from study abroad programs
A pioneer in micro-lending, ACCION is a non-profit organization with a 38 year history of reducing poverty and creating employment in the Americas. ACCION is dedicated to providing financial services to the smallest of small business people, and, in turn, families, through providing loans. During the summer, ten week Internships will offer students exposure and experience in areas such as: community outreach and marketing, fund-raising and public relations, management and information systems, loan processing and monitoring, micro-lending and economic development. Students receive 1 credit in Theology and 2 credit in Business.
Christianity and World Religions
Bradley Malkovsky
The purpose of this course is to introduce the student to the basic teachings and spiritualities of Hinduism, Buddhism, and Islam. We will approach these religions both historically and theologically, seeking to determine where they converge and differ from Christianity on such perennial issues as death, meaning, the nature of ultimate Mystery, the overcoming of suffering, etc. We will also examine some traditional and contemporary Catholic and Protestant approaches to religious pluralism. Our own search to know how the truth and experience of other faiths is related to Christian faith will be guided by the insights of important Catholic contemplatives who have entered deeply into the spirituality of other traditions. By course end we ought to have a greater understanding of what is essential to Christian faith and practice as well as a great appreciation of spiritual paths of others.
The experiential learning opportunities involved are comparisons of the doctrines and spiritualities of Hinduism, Buddhism, and Islam with those of Christianity. In class we regularly practice a type of meditation that is foundational to both Hindu and Buddhist schools.
THEO 33933 (CBL)
Summer Service Learning Program: Hispanic Leadership Internship Program
Rosie McDowell and Carmen Macharaschwili
Application Deadline: November 22, 2006 for Summer 2007 Immersion
Students are immersed as interns in community based organizations in the Little Village and Pilsen neighborhoods of Chicago, Cicero and Berwyn for eight weeks to live as members of, learn from, and serve the Hispanic community. Students will grow as servant leaders in their work on issues affecting youth, adults, immigration, and health care. Additional course requirements include a weekend immersion to Pilsen in February 2007, three orientation sessions during the spring 2007 semester, completion of reading assignments, regular reflection sessions during the summer, learning journal, integration paper, and follow-up activities upon return to campus in Fall 2007. The Center for Social Concerns and the Institute for Latino Studies collaborate to offer this course which is also cross-listed in Theology.
Successful applicants must be fluent in Spanish, have a strong interest in issues facing the Hispanic community, and previous service experience.
THEO 33936 (CBL)
Summer Service Learning Program: Confronting Social Issues
Andrea Smith Shappell
Immersion: For 2006 summer participants who are returning from Fall 2006 study abroad programs
This three-credit hour service-learning course takes place before, during, and after student participation in eight-week summer service experiences sponsored by the Center for Social Concerns and the Alumni Association. The goals of the course are to reflect on the meaning and dynamics of Christian service, compassion and Catholic social teaching through readings and writing, along with discussion and reflection with site supervisors and alumni/ae, and scheduled group discussions upon return to campus. Writing assignments include 16 structured journal assignments and a final paper of six to eight pages. The course is completed during the first four weeks of fall semester and is graded Satisfactory or Unsatisfactory.
THEO 33938 (CBL)
Summer Service Learning Program: International
Rachel Tomas Morgan
Application Deadline: November 1, 2006 for Eight-Week Summer 2007 Immersion
This course center’s around an eight week community based learning placement in one of fourteen developing countries through the International Summer Service Learning Program. The course seeks to challenge students who have had domestic service-learning experiences to encounter global realities, examine causes of poverty and identify strategies for social development, and gain an understanding of international social issues in light of Catholic Social Teaching. In addition to the community based learning placement, academic requirements for the course include readings and written requirements
During the summer months, a re-entry weekend retreat, four re-entry sessions meeting on Thursdays 6:30-7:45pm in the fall semester 2006, and evaluation/development of the ISSLP site and program. Students accepted into the International Summer Service Learning Program, and taking this course, are also required to take THEO 33970 (International Issues 1.0 credit orientation seminar) which meets 6:30–7:45 pm on Thursdays during spring semester 2007, and includes a cross-cultural weekend training and pre-departure skills workshops.
THEO 33950 (CBL)
Social Concerns Seminar: Appalachia
Angela Miller McGraw
The course is centered on a service-learning immersion during semester break in the region of Appalachia and provides preparation for and follow-up to that experience. Students may focus on particular themes (e.g. rural health care, environ
THEO 33951 (CBL)
Social Concerns Seminar: Washington, D. C.
Angela Miller McGraw
This course centers on a trip to Washington, D. C. over spring break during which time students analyze a significant social issue through contact with various agencies, government offices, and church organizations. Students participate in preparation and follow-up sessions. Themes (e. g. , Educational Reform, Violence in America) vary each year.
THEO 33960 (EL)
Social Concerns Seminar: Mexico
Rachel Tomas Morgan
Application Deadline: January 18, 2007 for May 2006 Immersion
The Mexico Seminar continues a Notre Dame experiential learning tradition in Mexico dating to the mid–1960s. During the last two weeks of May, students travel to Oaxaca, Mexico to examine the history of the indigenous people and the current cultural and socio–economic issues facing this country and it’s people through immersion and discussions with faith based, governmental, and non-governmental organizations.
THEO 33967 (CBL)
Social Concerns Seminar: Migrant Experiences
Angela Miller McGraw
This seminar is a unique immersion into the lives of migrant farm workers in Florida during the spring harvest. Students pick tomatoes in the fields (donating their wages), live with migrant families, assist church and social agencies that serve migrants, and meet with community leaders, never again to take food for granted.
THEO 33968 (EL)
Social Concerns Seminar: L’Arche Communities
Angela Miller McGraw and Marissa Runkle
This Seminar centers around travel to a L’Arche community (e. g. , Toronto, Canada) to share community life with developmentally challenged persons. Students draw from the philosophy of Jean Vanier, the works of theologian Henri Nouwen, and other spiritual writings to augment this participatory learning experience.
THEO 33969 (CBL)
Social Concerns Seminar: Hispanic Ministry
Bill Purcell
This seminar gives participants the opportunity to experience the Church’s option for the poor through an immersion into the spirituality, culture, and economy of the rural, southern California valley community of Coachella. Students work with the members of the Congregation of Holy Cross who are in ministry there.
THEO 33970 (EL)
Social Concerns Seminar: International Issues
Rachel Tomas Morgan and Paul Kollman
This seminar serves as the required orientation course for all THEO 33938: International Service-Learning Program participants. It will provide students with an introduction to international issues in developing countries through the lens of Catholic social tradition, guidance in independent country/area study, preparation and tools for cross-cultural service, opportunities for theological reflection, logistical information necessary for international programs and travel, and general support within the context of a community of colleagues. Meets Thursdays 6:30-7:45 pm
Other students participating in summer internships or research in developing countries may take the seminar with permission from the instructor.
Accounting for Decision Making and Control
Sandra Vera-Munoz
This course incorporates projects with local community-based organizations and application of skills to social service organizations.
ACCT 40660 (CBL)
Tax Assistance Program
Ken Milani
Preparing income tax returns for low-income individuals is the primary purpose of the Tax Assistance Program. An introductory Federal Income Tax course is a prerequisite. The course begins with four weeks of classes that focus on tax issues that are important when helping low-income individuals (e.g., determining filing status, calculating the child credit, computing the earned income credit). Following the class sessions, students are assigned to specific locations in South Bend or Mishawaka where the returns are prepared. Certified public accountants are available at several locations to help with complex matters. The Tax Assistance Program has been operating since 1972. The course is a two-credit hour offering graded using a Satisfactory/Unsatisfactory scale.
ACCT 40670 (CBL)
Tax Assistance Program: Administrative Elements
Ken Milani
This course is designed for students participating in the Tax Assistance Program for the second time. Administrative elements of the Tax Assistance Program (e. g, coordinating, organizing, scheduling) will be emphasized in this offering in addition to the tax compliance activities. Students enrolling in this course will handle administrative responsibilities in the Tax Assistance Program (e. g., Chairperson, Logistics Director, Public Relations Director) as well as being involved in the preparation of income tax returns for individuals. The course is a two-credit hour offering graded using a Satisfactory/Unsatisfactory scale.
Business Ethics Field Project
Jessica McManus Warnell
In addition to course material examining the role of business in community stewardship, students work with the instructor to select a project and spend 12 hours during the five weeks working with a local not–for–profit organization. Previous projects include working with youth entrepreneurs as they design business plans, designing accounting programs for staff of an advocacy center and assisting with job preparation programs at a homeless center. Written assignments and class discussions allow students to reflect on their experience and examine it in the context of business ethics theory.
Microventuring: The Road to Equality
Melissa Paulsen
This course will be a comprehensive review of the fundamentals introduced in Semester 1: finance, law, marketing, and management. Students will take these newly learned skills, and apply them by working with business owners and acting as mentors. In classroom and workshop formats, students will be teamed up with their fellow students and a local micro–entrepreneur to develop sound business plans and compete for available seed capital to implement their business plans within the surrounding community.
Prerequisite: BAMG 30505
Marketing Research
John Gaski
Required for all marketing majors. A study of the application of scientific method to the definition and solution of marketing problems with attention to research design, sampling theory, methods of data collection and the use of statistical techniques in the data analysis. In several cases, application will be with not-for-profit organizations.
Introduction to Entrepreneurship
John Fitzmartin
Open to all business undergraduate juniors and seniors. This course introduces students to the basic concepts and skills required to understand the nature of entrepreneurship, recognize opportunity, and assemble the resources to start a new business. Students will develop a market feasibility study for a new business concept. The class includes entrepreneur guest speakers, cases, and activities that will help students experience what it is like to be an entrepreneur. Several projects are applied to local non-profit organizations. One assignment is to take a $20 loan and develop a “for profit” or “not-for-profit” business during the semester with a team of classmates. The goal for each “company” is to achieve a minimum of a 700% return on investment without going into debt. In the past, students have turned this project around in extraordinary ways to benefit their favorite charities.
Systems Analysis and Design of Information Systems
Daewon Sun
An in-depth study of the analysis and design of information processing systems. One of the projects is Analysis and Design of Information Systems in Community Service Organizations where the students will determine the problems and opportunities of the current system used in the social organizations, provide a business model of the system, recommend a revised model, and create a prototype of the revised model, usually a database management system on Microsoft Access. All work completed will be documented and submitted to the social organization for future reference and implementation.
Participants in the past included the following:
DISMAS House of Michiana
Center for the Homeless
Women’s Care Center
La Casa de Amistad
YWCA
Habitat for Humanity
Persuasion
Sondra Byrnes
This course introduces students to the dynamics of social influence. Students learn to craft persuasive messages, evaluate attempts of others to influence them, and recognize unethical attempts at persuasion. Students will learn about classic and contemporary research and how organizations are putting these findings into practice through readings and lectures. Students engage in community-based learning as they apply what they are being taught in the classroom in an effort to help a local nonprofit organization achieve a social influence goal. Students work on an issue identified by the non-profit.
MGT 70540 (CBL)
Social Entrepreneurship in the Developing World :
South Africa and Jamaica MBA Summer Internship
Jim Davis and Melissa Paulsen
This course is a joint effort between the Gigot Center for Entrepreneurial Studies and the Center for Social Concerns. The course will address entrepreneurship in emerging markets, social issues prevalent in our global society in light of Catholic Social Tradition, as well as provide tools for cross-cultural living and service, including general support within the context of a community of colleagues. This course will serve as preparatory course for the following programs:
South Africa Summer Internship Program: This course examines how businesses are launched in different global contexts. Issues to be discussed include global and national support agencies, market feasibility and cultural issues. Students become involved in a practicum in which they provide consultative service to a startup in a third-world country. Please note that this course is the preparatory course for the South Africa Intern Program.
Jamaica Summer Internship Program: Launched in 2001, this program pairs MBA students and recent graduates with not-for-profit organizations in the local Kingston area to help create effective partnerships for collaborative growth and change. During the summer months, the interns work on various projects that foster entrepreneurship and create effective business strategies to improve the overall performance of our not-for-profit partners. Program affiliates include Mustard Seed Communities, University of West Indies, and St. Patrick Foundation.
For more information, visit: www.nd.edu/~entrep/
MGT 70540 (CBL)
Entrepreneurship in the Developing World: Mexico Summer TIES Program
Juan Rivera
This is a field internship program where the University of Guadalajara hosts three MBA interns for the summer who work with three MBA student interns from the University of Guadalajara. Student teams from UG and ND will work with representatives from a variety of organizations—such as the NGOs Fundacion Mexicana para el Desarrollo Rural and Fundacion Produce, the Association of Corn Agricultural Producers of the State of Jalisco, the Secretariat for Rural Development of the State of Jalisco, the Guadalajara Chamber of Commerce, the Society of Rural Producers, the Union of Ejidos, and the Association of Industrialist of the State of Jalisco—to facilitate the creation and/or improvement of small business units in the rural or urban centers of the economic region around Guadalajara.
Contact the Gigot Center for Entrepreneurial Studies for more information or visit:
http://www.nd.edu/~entrep/MexicoTIESInternProgram.html
CE 25600 / CE 35600 / CE 45600 (CBL)
Civil Engineering Service Projects (CESP)
Lloyd H. Ketchum, Jr.
Permission Required
Civil Engineering Service Projects (CESP) is a course that partners teams of students with local community service organizations. Projects involve strong technical content, significant design, and multidisciplinary effort and a strong communication component. These projects have a civil engineering emphasis, but benefit from enrollment of most other undergraduate majors. CESP brings sophomores, juniors, and seniors together to form multidisciplinary teams across the curriculum. Students may enroll for variable credits in more than one semester, for example, one credit per semester during the first three years and for two credits as a senior. It is unusual for a student to enroll for three credits for only one semester. Seniors assume leadership of the teams
This is a Community-Based Learning course the South Bend Potawatomi Zoo and YMCA Camp Eberhart. The zoo projects focuses on developing preliminary plans for exhibits, improving utilities and existing facilities, developing educational units, and preparing proposals for use by the zoo staff to seek external funding. The current Camp Eberhart project, which will be the major focus for several semesters, seeks to develop a nature walk near wetlands and uplands areas. The plan may result in one or more construction weekends to complete the path with wheelchair access, a boardwalk and outdoor learning center in the wetlands, observation areas, and numerous nature educational signs and modules.
For more information, visit the web site: http://www.nd.edu/~cegeos/Service/Local.htm or contact Lloyd H. Ketchum, Jr. ketchum@nd.edu
EG/CSE 20600 (EL)
Engineering Projects in Community Service
Habitat for Humanity | Contact Greg Madey
Database design and implementation for the local chapter of Habitat for Humanity. The database projects will develop tools for the Habitat organization to track materials, donors, and other information related to the mission of Habitat.
Toys Group | Contact Greg Madey
This project involves the configuring of toys and other electrical powered items for use by the therapists at the Logan Center. With the modified items, the therapists will be able to work more effectively with the mentally and physically challenged youth.
St. Margaret’s House, Women’s and Children’s Center | Contact Greg Madey
Architectural design project for open unused space at the center. Additional software support projects anticipated.
Logan Industries | Contact Greg Madey
Design projects for Logan Industries packaging and assembly facility. Additional software support projects anticipated.
Autism Center of Michiana | Contact Greg Madey
Development of an interactive website that serves as a critical component of the Center, which was created through a cooperative effort between a variety of community institutions (local school systems, hospitals, and the Logan Center) and the University of Notre Dame. The website serves as an informational tool, both locally and nationally, and a search vehicle to identify the population of individuals with autism in this region (estimated to number about 2000).
The River Project | Contact Craig Freeland
Database development for the communities of South Bend, Mishawaka, and Elkhart. This database may one day be used by every community in the state, to track the quality of water in rivers, lakes, streams, and creeks. The three local communities are part of a pilot project to develop this database and the types of information stored.
Visit http://epics.cse.nd.edu/ for more information.
LAW 75721 (CBL)
Legal Aid I and Ethics
Various Professors – See individual descriptions below
Credit Hours: 5
Legal Aid I and Ethics is a graded course providing training in basic lawyering skills, including interviewing and counseling as well as ethics, substantive law, and procedural law relevant to the representation of low-income clients in the courts and administrative agencies. Eligible students receive a student-practice certification from the Indiana Supreme Court allowing them to represent clients under the close supervision of a clinical faculty member. Students typically represent three-five clients during the course of a semester. The case types vary somewhat among the sections, as described below. Each week, student interns are expected to attend class meetings, attend a regular one-on-one supervision meeting with a faculty member, and devote approximately six-ten hours to their cases outside of class time. Demands may vary from week to week as the intensity of particular cases ebbs and flows. Students are expected to be flexible and ready to meet the needs of their clients. For example, students may have to put in extra time during final preparation for a hearing or while finalizing a brief.
The classroom component of the course uses a combined lecture and mock exercise format. Students are typically required to participate in at least one community-education presentation. This course satisfies the upper level ethics requirement.
Section 01
Robert Jones
Students in this section may handle landlord-tenant cases, Social Security disability cases, or other poverty-law matters. A goal of this section, subject to the inherent uncertainties of litigation, is to provide each student with at least one opportunity to conduct a hearing before a court or administrative agency. Many cases handled in this section can be completed in the course of a semester, allowing students an opportunity to see a matter through from beginning to end.
Section 02
Judith Fox
This section focuses on consumer protection issues. The particular substantive law issues vary by semester, depending on client needs. The cases during the spring semester will likely involve the Fair Debt Collection Practices Act, common law fraud, and Indiana’s small-loan statute, among other issues. Much of the spring semester work will be devoted to discovery. Students can expect to draft and answer interrogatories, conduct and defend depositions, and participate in settlement efforts. Court appearances tend to be motion hearings, with an occasional trial.
Section 03
Michael Jenuwine
This section trains students to advocate on behalf of individuals with mental illnesses and disabilities. Students will participate in cases involving clients who are mental-health consumers and clients with disabilities. Case types may include civil court proceedings such as guardianships, criminal hearings involving mentally ill or mentally retarded defendants, and administrative proceedings involving the denial of benefits such as Social Security disability, Medicaid, or Vocational Rehabilitation.
LAW 75723 (CBL)
Legal Aid II
Robert Jones/Judith Fox/Michael Jenuwine
Permission Required
Credit Hours: 3
Legal Aid II is a graded course open to students who have satisfactorily completed Legal Aid I and Ethics. Legal Aid II allows students to progress to more advanced lawyering skills. Each week, student interns are expected to attend class meetings, attend a regular one-on-one supervision meeting with a faculty member, and devote approximately six-ten hours to their cases outside of class time. Demands may vary from week to week as the intensity of particular cases ebbs and flows. Students are expected to be flexible and ready to meet the needs of their clients. For example, students may have to put in extra time during final preparation for a hearing or while finalizing a brief.
Michael Jenuwine
This section trains students to advocate on behalf of individuals with mental illnesses and disabilities. Students will participate in cases involving clients who are mental-health consumers and clients with disabilities. Case types may include civil court proceedings such as guardianships, criminal hearings involving mentally ill or mentally retarded defendants, and administrative proceedings involving the denial of benefits such as Social Security disability, Medicaid, or Vocational Rehabilitation.
LAW 75723 (CBL)
Legal Aid II
Robert Jones/Judith Fox/Michael Jenuwine
Permission Required
Credit Hours: 3
Legal Aid II is a graded course open to students who have satisfactorily completed Legal Aid I and Ethics. Legal Aid II allows students to progress to more advanced lawyering skills. Each week, student interns are expected to attend class meetings, attend a regular one-on-one supervision meeting with a faculty member, and devote approximately six-ten hours to their cases outside of class time. Demands may vary from week to week as the intensity of particular cases ebbs and flows. Students are expected to be flexible and ready to meet the needs of their clients. For example, students may have to put in extra time during final preparation for a hearing or while finalizing a brief.
