Loyola University Chicago

This course provides the foundation for teaching standards-based mathematics in the elementary school classroom. In this first course, students study geometry, measurement, data analysis and probability, and then experience the challenges of teaching these by tutoring middle school students in math at area Chicago Public Schools.  The service placements for this course are arranged by the class instructors in partnership with area middle schools.

This course fulfills the Core Values requirement of Civic Engagement/Leadership.
Register for:  CIEP 104-001 (#2990)/MATH 147-002 (#2515) or CIEP 104-002 (#3558)/MATH 147-003 (#4313)

This course explores the history of children’s literature and provides criteria for evaluation of contemporary children’s reading.  It is designed for students, teachers and parents interested in better guidance of children’s reading. Participants will read and discuss a wealth and variety of books for children and adolescents.  Applications for uses in the classroom will be explored by working directly with students at an area elementary school.  Students will also develop reading-related resources for area schools as a course assignment.

Register for:  CIEP 206-001 (#2993)/ENGL 206-001 (#4314)  

Nursing and public health concepts provide the theoretical basis for the study and praxis of providing care to families, aggregates, and communities outside institutional settings.  The role of community health nurses in caring for specific populations is described and experienced.  Students complete over 80 hours of clinical experiences in a variety of community settings, including clinic-based, home-based, and community health fair settings.

This course is open to senior level students from the School of Nursing.
Register for:  CMAN 380-001 (#1603)

This course offers in-depth attention to the challenges of writing complex stories characterized by careful research, use of sources, interviewing, and reporting and writing. Students examine writing for a "lay" audience in such areas as science and technology, finance, government, and religion, and work with community partner organizations to produce "Mosaic," a social justice-themed magazine which has won major awards for student journalism.

Students must have completed CMUN 271 and either CMUN 150 or CMUN 160 to register for this course.
Register for:  CMUN 315-201 (#2079)

This course examines public relations strategies and applications in cause-related campaigns, public service initiatives, and community relations activities for corporate and nonprofit organizations.  As a result of their studies, students will be able to analyze current issues and advocacy campaigns, define ethical communication and social responsibility.  Students will develop a public service campaign for an area non-profit organization as a course assignment.

Students must have completed CMUN 265 to register for this course.
Register for:  CMUN 352-201 (#2082) or CMUN 352-202 (#5392)

A critical examination of theory and research on the role of culture in identity development.  Particular emphasis will be given to such concepts as racism, sexism, ethnicity, culture, class prejudice, and ethnocentrism and how these help shape an individual's identity and society's conceptualization of culture.  Students will demonstrate the ability to think critically about issues of race, class, culture, and gender, and to analyze how these issues play themselves out in schools and school systems.

Register for:  CPSY 342-001 (#2124) or CPSY 342-002 (#2125)

The focus on this course is the phenomenon of "Aging in America."  With our ever-growing aging population, it is important to understand the aging process, how the aging population affects society and how society can promote well-being for our "agewise" citizens.  The impact of the aging population on the healthcare system and the unique health needs of this population will be examined.  Emphasis will be placed on options for long term care and the treatment of chronic illness.  The diversity of the aging population and the myths and stereotypes of aging will be explored.  Discussions will address psychosocial and physical issues, financial resources, legal and ethical issues as well as social justice concerns related to care of the elderly, public policy and services, and the potential vulnerability of the aged.  Students' 20-25 hours of service at one of several identified community partner organizations that work with aging and/or chronically ill persons will inform and be informed by their discussions of these issues.

Register for:  HSM 220-001 (#4259)

This course introduces the student to the planning and evaluation of health care programs. Emphasis will be placed on measurement and analysis of quality outcomes.  Psychometric, economic, political and ethical issues related to health program evaluation are explored.  Students will become familiar with the theory and methods used to collect and analyze health care data in order to improve clinical outcomes and the quality of care, and obtain concrete experience in these areas by assisting with ongoing evaluation at an area community partner organization.  (Note:  the volunteer placement for HSM 320 can be the same as that for HSM 340 for students who are registered for both classes.)

Students must have completed or be concurrently registered for GNUR 360 to register for HSM 320.
Register for:  HSM 320-001 (#5318)

Students will be prepared to understand structures and processes that relate to leading a health care organizational function. Leadership, motivation, and cultural theories will be explored. The role of policy in health care is also examined. This course introduces the student to theoretical models for analyzing health policy and the forces which shape health care policy in the U.S.  Values and preferences for making social choices within a pluralistic society are considered.  Students will deepen their understanding of these issues through their volunteer involvement at an area community partner organization.  (Note:  the volunteer placement for HSM 340 can be the same as that for HSM 320 for students who are registered for both classes.)

Register for:  HSM 340-001 (#5320)

This course addresses the five families of questions framing aesthetics through a semester-long service-learning project which focuses on the memoir art form.  The questions framing aesthetics include—how are art and other artifacts related to human nature? how do the basic arts differ from each other, and what is the philosophical structure of each one? what is beauty, and what conditions must objects and human beings satisfy to create a beauty experience? how are art and beauty pleasurable experiences, and how are they healing experiences?  what makes an art object good, and what are some theories of criticism?  In the service-learning component, students will learn about lives spent in the service of others through dialogue with the Sisters of Charity of the Blessed Virgin Mary (BVMs).  Students will learn about the philosophy of memoir through lectures and discussions, and will train in interviewing techniques. The students will then put this knowledge into practice by interviewing BVMs living in the Wright Hall retirement community on Sheridan Road in Chicago. Students in two-member teams will dialogue throughout the semester with one BVM about her life of service to other people—why did she choose to serve others?  what has been her service?  what have been its challenges?  its rewards?  Each student team will then write about the sister employing the memoir art form. At the end of the semester, a Symposium will be held at Wright Hall where students will read from their memoirs and present them to the BVMs as gifts. For a full course description, go to the instructors' personal website, http://kathyanddan.org.

This is a writing intensive course.  This course satisfies Core Knowledge requirements in Philosophical Knowledge.
Register for:  PHIL 177-01W (#5121)

Philosophy 184 is a philosophy course that focuses on using philosophical tools (concepts, values, theories, forms of argumentation, and so on) to illuminate, analyze, and evaluate the practice and domain of health care.  The course aims to enable students to become better moral reasoners; that is, to improve their ability to recognize, think through, assess, and articulate moral views as well as to understand, contribute to, and critique the views of others.  The course is developed in partnership with Loyola’s EVOKE office (Eliciting Vocations through Knowledge and Engagement).  Hence, reflection on the ethical topics of health care will include consideration of the notion of vocation or calling.  To explore this notion students will read discussions of vocation, personal accounts of physicians who recognize vocations, and consider their own senses of vocation.  Reflection in the course will be enhanced by the completion of 20 hours of service at a community partner site focusing on health care. 

This course satisfies Core Knowledge requirements in Philosophical Knowledge and Ethics, and the Core Values requirement in Understanding and Promoting Justice.

Register for:  PHIL 184-007 (#5556)/BIET 184-007 (#5557)

This course provides a more in-depth discussion of the five families of questions framing aesthetics through a semester-long service-learning project which focuses on the memoir art form.  See the course description for PHIL 177-01W, above, for a description of the course's key questions and service component.

Register for:  PHIL 310-002 (#5163)

This course will introduce students to the areas of overlap between psychology and the law, including such areas as repressed memories, eyewitness testimony, scientific jury selection, the insanity defense, crime causation and prevention, battered spouse defense, and death-qualified juries.  Students will learn to view the U.S. legal system in a social justice context.  The course will both expose students to psychological research on these topics and also offer them concrete, "real world" experiences connected to these issues through a combination of volunteer work at relevant agencies and applied research/presentation.  Students will also be instructed in the basics of writing in APA style.

Prerequisite:  PSYC 101
Register for:  PSYC 372-002 (#3983)

After discussion with the internship coordinator, advanced psychology students are placed in relevant social service agencies, such as adolescent crisis centers, nursing homes, homeless shelters, hospitals, and mental health facilities.  Students contract to work for a minimum of 100 hours in an agency and are required to prepare a portfolio integrating their experience with the major. PSYC 390 is a capstone course; it may be taken only one time.  See the Psychology Department website for more details and application forms.

Prerequisites: PSYC 304, 306, senior psychology major; approval of internship coordinator.
Register for:  PSYC 390-01S (#1673)

After discussion with the internship coordinator, advanced psychology students are placed in relevant work settings.  Students contract to work for a minimum of 100 hours in return for supervised training in specified areas. Placements are in mental health, applied developmental and industrial settings. A written research report is required of all students. PSYC 392 is a capstone course; it may be taken only one time.  See the Psychology Department website for more details and application forms.

Prerequisites: PSYC 300, PSYC 306, senior psychology major, approval of internship coordinator.
Register for:  PSYC 392-001 (#3953)

Students in this class explore how cities work through texts, field trips, and guest speakers.  As a result of their studies, students be better equipped to understand and address inequities in urban communities, and identify avenues of leadership and civic engagement in contemporary cities.  Students will also contribute to ongoing community-based research projects (sponsored by the Center for Urban Research and Learning [CURL] in collaboration with community partners) to help find solutions to pressing urban issues.

Prerequisite:  Junior or senior standing.  This course fulfills the Core Values requirement in Civic Engagement and Leadership.
Register for:  SOCL 335-001 (#1906)/PLSC 335-001 (#2530)

This section of SOWK 200 is an on-line section of Introduction to Social Work. While this course is required for social work majors, it is open to all undergraduate students as an elective. Students frequently take SOWK 200 to learn about social work and decide whether they want to be a social work major. Although this is an on-line course, 4 face-to-face meetings are built into the course structure. Students will study the profession of social work including the values of the profession, perspective of the profession as well as the roles that social workers perform in a variety of settings.  Students' placement at an area social services agency will enhance their exploration of social work as a profession by providing an opportunity for the students to work in the community.

This course has an on-line component.
Register for:  SOWK 200-003 (#4529)

This course provides an overview of social work intervention practices, skills, and activities.  Didactic and experiential learning formats are used to enhance professional development. A full semester of volunteer experience in a social agency is required.  Through their involvement in this class, students will come to understand a generalist practice methodology as evaluated from its applicability to social problems and various social service settings.

Prerequisite:  SOWK 200; junior standing.
Register for:  SOWK 301-001 (#5034)

Help LUC become more sustainable! In Solutions to Environmental Problems: Biodiesel, we will reduce waste and emissions of carbon dioxide and other pollutants by transforming waste vegetable oil from LUC cafeterias into biodiesel, a renewable fuel. This unique learning opportunity will integrate lecture, hands-on laboratory work, discussions of current biofuels papers, and team projects. Students will work closely with an interdisciplinary team of faculty to improve Loyola’s biodiesel production facility, make biodiesel, work with local schools on biodiesel outreach, and investigate social, political, and economic dimensions of biofuel adoption.  The culminating event of the semester will be the Biofuels Public Forum, an opportunity for the class to educate the community about their project findings.

STEP:  Biodiesel is an advanced course with applications to Biology, Business, Chemistry, Communication, Secondary Education, Environmental Science/Studies, Political Science, and Sociology.  Credit may be obtained from each of these departments; please talk to the course instructor(s) for details.

Students must have permission from the instructors to register for this course.  Contact Ms. Alison Varty (avarty@luc.edu) for an application.

Several sections of the First Year Seminar for Fall 2008 will include a service-learning component. 

·         Ignatian Leadership............................. UNIV 102-001 (#4525)

·         Global Citizens..................................... UNIV 102-002 (#4534)

·         Biology................................................. UNIV 102-003 (#4554)

·         Transfer seminar.................................. UNIV 102-004 (#4535)

·         Voicing Chicago LGBTQ Experiences....... UNIV 102-007 (#4620)

·         Other People’s Children:  Teaching...... UNIV 102-008 (#4621)

·         Student Athletes’ Seminar.................... UNIV 102-009 (#4555)

·         Loyola Seminar.................................... UNIV 102-003 (#4538)

·         Cultural Identity & You......................... UNIV 102-015 (#4540)

·         Loyola Community & Greater Society... UNIV 102-022 (#4545)

·         Civics, Government, & Social Justice.... UNIV 102-024 (#4713)

·         Green Community................................ UNIV 102-027 (#4549)

·         Psychology Community........................ UNIV 102-028 (#4550)

This seminar course focuses on community-based service and leadership through service-learning.  As a service-learning course, students will work a minimum of 40 hours over the semester at a non-profit organization of their choosing, approved by the Center for Experiential Learning, while reflecting on their service experience in the context of discussions of asset-based community development, civic engagement, social justice, leadership in the community, and service for the common good.  Note:  this class will meet every other week throughout the semester to respect students' extra commitment of time in the community.

This course fulfills the Core Values requirement of Civic Engagement/Leadership.
Register for UNIV 290-001 (#5055)

The Polis Program is an innovative, year-long, service-learning, team-taught, two-course sequence that combines Philosophy, Theology, and service-learning to explore broad questions about the individual, her/his place in society, and our broader ethical/civic responsibilities as persons and members of communities.  Students will take Polis 101: Self, Society, and Civic Responsibility I in the fall 2008 semester and Polis 102 (a continuation) in spring 2009.  Students must commit to the two-course sequence and a year-long service internship (arranged in consultation with the Center for Experiential Learning) with a community organization.   Both Polis 101 and 102 require students to meet in class for 2.5 hours and to provide at least 5 hours of service to a community organization per week.  Students receive six (6) credit hours for Polis 101 and six (6) for Polis 102 for a total of twelve (12) credit hours for the year-long program.

The Polis Program fulfills all core requirements in Philosophical Knowledge and Theological/Religious Studies Knowledge areas.

Registration is by instructor permission only.  Contact Dr. Bill French (wfrench@luc.edu), Director of Loyola's Center for Ethics, for more information.

In this entry-level course, student teams work with a non-profit organization that has a communication issue, problem, or opportunity. The students do research and formulate and present their recommendations.
Register for:  CMUN 224-202 (#5508)

Students learn about public relations by analyzing actual public relations cases. Teams work on a more complex or challenging public relations or communication problem or issue facing a non-profit.
Register for:  CMUN 317-201 (#3310)