Service-Learning

ANTH 104: The Human Ecological Footprint (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number. Please see LOCUS for details.

This course is an introduction to global human ecology and concentrates on how we as humans

affect global ecosystems and how these changes can impact on our behavior, health, economics, and politics.

Outcome: Students will be able to draw connections between basic ecological processes and the global patterns of human population growth, health and disease, inequality and poverty, subsistence strategies, and land use and technology. 

ANTH 216: Cultures of Migration (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

Using theoretical, ethnographic, and autobiographical literature from different world regions, we will explore three central questions: 1) How do people make the decision to move? 2) How do political policies structure the life chances of im/migrants in the "global north"? 3) How do im/migrants transform their own life situations and communities?

Outcomes: Students will understand: an anthropological approach to the study of migration; leading theories of migration; contemporary migration patterns; im/migrant labor; factors that shape the formation of im/migrant communities.

ANTH 301: Refugee Resettlement (3)
This course concerns investigation of contemporary issues associated with forced migration and refugee resettlement in applied anthropology and humanitarian work. It considers topics of globalization, transnational migration, human rights, and cross-cultural interactions. This course involves service-learning and civic engagement components providing assistance for local refugees and refugee resettlement agencies.

ARTS 200: Introduction to the Practices of the Teaching Artist (3)

Introduction to teaching artistry with an emphasis on art education, art integration and community-based arts practices.

Outcomes: Students will identify and describe the practice of teaching artistry, reflect on a direct experience with an art organization, and create a lesson plan. 

BIOL 395: Special Topics in Biology (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number. Please see LOCUS for details. 

Special areas of study outside the usual curriculum, that vary each time the course is offered. 

CATH 296:  All Things Ignatian: Living and Learning in the Jesuit Tradition (3)

This course explores the founder of the Jesuits, St. Ignatius Loyola and considers his historical context and that of the Jesuits from Renaissance Europe to today. Second, the course will introduce "The Spiritual Exercises," a highly refined and adaptable method of prayer, contemplation and action. Finally, the course will examine Ignatian spirituality as a practical resource for addressing critical issues in the Church and world today.

Outcomes: Describe the life and history of Ignatius of Loyola and the Society of Jesus. Identify and explain the chief characteristics and major themes of Ignatian spirituality. Locate, analyze, and demonstrate Jesuit apostolate of scholarship and teaching; identify the global contribution to education, particularly to university life. Experience direct service.  

CJC 395: Special Topics - Prison Reform (3) 

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number. Please see LOCUS for details. 

Special topics courses provide students with an opportunity to examine various criminal justice topics not normally offered as part of the Department's regular curriculum.

Outcomes: Students will be able to gain an understanding of new issues confronting the criminal justice system, or an advanced understanding of traditional subjects covered in basic courses.  

CLST 281: War and War Experience, Ancient and Modern (3)

This course focuses upon the institution of war and its effects upon individuals, especially in ancient Greece and modern times.

Outcomes: Students should be able to understand better and demonstrate knowledge of the many levels of active and passive war experience, including participant/observer, combatant/non-combatant, and various groups in and out of war, ancient and modern.  

COMP 390: Broadening Participation in Computing, Math and Science (3)

Students will learn about underrepresentation of various population groups in STEM fields (science, technology, engineering, mathematics), as well as some of the reasons and negative effects of this situation.  They will learn about techniques and educational materials for ameliorating this situation and will engage in relevant service-learning activities.

Outcomes: Students gain first-hand experience with broadening STEM participation and seeing how they can make a difference in their lives of other students and contribute to national needs.

ENGL 220: The Theory and Practice of Tutoring Writing (3)

This seminar explores Writing Center pedagogical theory and practice. It includes a community-based service-learning component that involves community-service, professional development, leadership development, civic engagement, and cross-curriculum collaboration on a daily basis to continually improve the quality of the writing tutoring services

ENGL 293W: Advanced Writing (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This advanced writing course will focus on scholarly theories about the practice and process of writing. Course work will center on students' reconsiderations of their own writing processes in the context of scholarly composition theory.

Prerequisite: UCWR 110 or equivalent (grade of C- or higher).

Outcomes: Students will develop and demonstrate theoretical knowledge of advanced strategies for producing academic writing.

ENGL 393: Teaching English to Adults: Internship (3)

This course offers training and practical experience in tutoring adults in written and spoken English in a volunteer literacy program at Loyola University.   Students examine literacy issues and write a research paper.

Prerequisite: Sophomore Standing or Above.

Outcomes: Students will be able to demonstrate understanding of societal and cultural factors affecting literacy and will develop communication and critical thinking skills.

GERM 320: German-American History: Focus on Chicago (3)

This engaged-learning course traces the history of German-speaking immigrants in the United States from its very beginnings in 1608, through the 19th century heyday of German immigration, and to the present day. Chicago will function as a case study. Students will interact with the DANK Haus and the German community in Chicago.

Outcomes:  Students will learn about the historical chronology of German-speaking immigration to the United States, assimilation, and German-American cultural contributions to the US, with a focus on Chicago; Students will interact with the DANK Haus and the German community in Chicago.

HMSV 201: Human Services Practice (3)

The purpose of this course is to prepare students for their future work in HMSV agencies and to introduce them to HMSV clients. The course will teach students about the basic issues that face HMSV providers and will help them put a human face on HMSV clients. In addition, the course will emphasize the importance of client diversity in formulating assessment and case management strategies for HMSV clients. 

HMSV 390: Supervised Fieldwork II (6)

Permission from the instructor is required to register for HMSV 390. The prerequisites for HMSV 390 are HMSV 101 and HMSV 201.
This class satisfies the Engaged Learning requirement in the Internship category.
The prerequisite for HMSV 390 is Supervised Fieldwork I with a 100-hour internship component.
This class satisfies the Engaged Learning requirement in the Service-Learning category.

ITAL 103: Italian III (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course examines more complex grammatical elements of Italian, and promotes the development of intermediate listening comprehension, speaking, reading and writing skills.

Prerequisite: ITAL 102.

Outcomes: Students will be able to understand and write more complex Italian sentences and paragraphs, and to produce orally and in writing paragraphs and longer pieces providing accounts of their present past and future activities, and oral and written reactions to Italian cultural products.

ITAL 250: Composition and Conversation (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details. 

This advanced conversation and composition course emphasizes the development of advanced Italian speaking and writing skills and examines advanced grammar and vocabulary in relation to advanced skill development.

Prerequisite: ITAL 104.

Outcomes: Students will further develop their Italian language skill acquired in previous courses and through experience and will strive for functional conversational fluency and the ability to write with clarity, precision and control of grammatical elements.

ITAL 251: Composition and Conversation II (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details. 

This advanced conversation and composition course can either be taken as a continuation of ITAL 250 or independently.  It also emphasizes the development of advanced Italian speaking and writing skills and examines advanced grammar and vocabulary in relation to advanced skill development.

Prerequisite: ITAL 104.

Outcomes: Students will further develop their Italian language skill acquired in previous courses and through experience and will strive for functional conversational fluency and the ability to write with clarity, precision and control of grammatical elements.

INTS 278: Service Learning (3)

This course is a seminar course focusing on community-based service in an international setting. The focus of the course will be on cultural and political practices from a community perspective through service-learning, in which students will work 50-75 hours over the academic period at international non-profit organizations. 

Outcome: Students will gain professional experience in an international setting, engaging in direct service with a different culture and community, while reflecting on their service experiences in the context of cultural and political community development, the impact of the current environment on specific populations, contemporary issues, social justice and poverty, and global citizenship.

MATH 123: Freshman Mathematics/Statistics Seminar (1-3)

Freshman Mathematics/Statistics Seminar (1-3 Credit Hours): A freshman seminar with no prerequisites on topics in mathematical sciences drawn from algebra, geometry, statistics, and their applications.

MATH 147: Math for Teachers I (3)

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 fulfill the civic engagement value of core by tutoring in the Chicago Public Schools.

Outcome: Students will broaden their understanding of elementary school mathematics instruction and tutor elementary-aged students.

MATH 170: Topics (1-3) 

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

Students will learn the best practices to communicate mathematical concepts and skills to diverse populations by engaging in tutoring mathematics to the undergraduate population at Loyola. This course is designed to promote and encourage engagement and rigor in mathematical concepts and skills among the diverse communities of learners at Loyola.

Prerequisites: B+ or higher in any of the following (MATH 118 or MATH 131 or MATH 132 or MATH 161 or MATH 162 or MATH 263 or MATH 263A).

Outcomes: Students in this course will deepen their understanding of mathematical concepts and skills and be able to communicate this effectively to diverse communities of learners.

PHIL 262: Social and Political Philosophy – Civic Engagement (3)

This course will investigate one of the central questions of philosophy and social theory: how we, as human beings, should live together. Because it includes a service-learning experience it satisfies the civic engagement core requirement.

Prerequisites: PHIL 130.

Outcomes: Students will be able to demonstrate understanding of the major philosophical questions in the area of social philosophy with attention to the historical and conceptual development of these questions and be able to articulate some of the major problems and responses central to this area of philosophy. 

PHIL 264: Health Care Ethics – Civic Engagement (3)

This course studies philosophical ethics as practiced in the health care setting. It includes service-learning experience and satisfies the civic engagement core requirement.

Requirement: PHIL 130 for students admitted to Loyola University for Fall 2012 or later.  No requirement for students admitted to Loyola prior to Fall 2012 or those with a declared major or minor in the Department of Philosophy or Department of Political Science.

Outcomes: Students will be able to demonstrate understanding of traditional moral theories in a health care framework, as well as the varieties of ethical challenges facing contemporary health care.

PHIL 284: Health Care Ethics (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course 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 their moral views as well as to understand, contribute to, and critique the views of others.  

Outcome: Students will be able to demonstrate understanding of traditional moral theories in a health care framework, as well as the varieties of ethical challenges facing contemporary health care.

PHIL 287: Environmental Ethics (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course introduces students to ethical reasoning and to various topics in environmental ethics. Topics may include pollution, animal rights, and natural resources.

Requirement: PHIL 130 for students admitted to Loyola University for Fall 2012 or later.  No requirement for students admitted to Loyola prior to Fall 2012 or those with a declared major or minor in the Department of Philosophy or Department of Political Science.

Outcomes: Students will demonstrate an understanding of diverse ethical theories and an ability to use philosophical reasoning to defend positions in topics covered.

PHIL 288: Culture and Civilization (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course examines the nature, causes, and possible future development of human culture and civilization. 

Requirement: PHIL 130 for students admitted to Loyola University for Fall 2012 or later.  No requirement for students admitted to Loyola prior to Fall 2012 or those with a declared major or minor in the Department of Philosophy or Department of Political Science.

Outcomes: Students will be able to demonstrate understanding of the various approaches to the philosophical study of human culture and civilization. 

PHIL 325: Ethics and Case-Based Reasoning (3)

This course is an engaged learning course that provides students with a unique opportunity to practice applying moral theories and argumentative principles to personal and social- ethical problems, and to teach middle school students how to do the same. The course focuses on presenting solutions to cases and hence involves research, writing, and oral presentation.

Prerequisites: Two previous philosophy courses.

Outcomes: Students will be able to understand and articulate a deeper awareness of philosophical problems and answers to questions using a case-based system.

PLSC 335: Urban Semester Seminar (3)
Students explore how cities work through texts, field trips, and guest speakers, and help find solutions to pressing urban issues. They fulfill civic engagement core value requirements. 

Outcome: Students will understand and address inequities in urban communities and identify avenues of leadership and civic engagement in contemporary cities.

POST 395:  Polish Studies Capstone (3)

Capstone course to the POST Minor program. This is a tutorial course with a service-learning component that serves an integrative purpose. In the tutorial students will focus on a specific issue or theme in POST. The syllabus will reflect the research interests of the faculty member who administers the course.

Outcomes: Students will be able to integrate their coursework in the POST minor with their major concentration.

PSYC 237: Cross-Cultural Psychology (3)

Students will learn about cultural factors that influence cognition, perception, emotion, behavior, motivation, and mental health.  Similarities and differences in both explicit and implicit cultural factors will be emphasized.  Students will explore their identities, values, and biases.  Students will engage in reflection to increase cultural awareness and sensitivity towards others.

Prerequisite: PSYC 101.

Outcomes: Students will demonstrate an understanding of concepts and research methodologies in cross-cultural psychology; Students will develop critical thinking skills, as well as increased cultural awareness and sensitivity towards others.

PSYC 349: Maturity and Aging (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number.  Please see LOCUS for details.

Overview of theory and research relevant to middle age and aging. Topics include personality, cognitive and social functioning as well as biological functioning. Applications to life situations such as living arrangements, provision of health services, and retirement are discussed.

Prerequisite: PSYC 273 with a C- or better.

Outcomes: Students will demonstrate understanding of major theories, research methodologies, and empirical knowledge in the study of maturity and aging and learn to recognize and reject myths and stereotypes associated with adult development and aging.

PSYC 390: Internship in Psychology (3)

Capstone service-learning experience for psychology majors, involving application and development of psychological knowledge and skills through an internship (100 hours) in a human service organization or applied research setting, combined with regular class meetings, reading and writing assignments. Students arrange placements and complete a project on site.

Prerequisites: PSYC 304 and approval via an internship application due on the 5th Friday of the previous semester. Application details may be found here: https://luc.edu/psychology/undergraduate/internshipinpsychology.
Practical, pre-professional job skills, critical analysis and connection between theory and practice, on topics of human service agency operation; effective working relationships; professional communication; cultural competence; values and ethics.

PSYC 392: Internship in Applied Psychology (3)

Capstone service-learning experience for senior psychology majors, involving application and development of psychological knowledge and skills through an internship (100 hours) in an applied research setting, combined with academic classroom activities. Students prepare a portfolio integrating their field work with the psychology major. 

ROST 382:  Human Rights: A View from Rome

Theory, actuality and application of select human rights issues in the Mediterranean region as viewed from the perspective of Rome. This course includes 24 hours of required practical engagement with the local community which will result in unique first-hand experience of the actualities of Roman human rights.

Outcomes: Students will demonstrate knowledge of contemporary principles of moral philosophy and current social issues within Italy and the Mediterranean region affecting human rights; Students will also demonstrate self-reflection, anchored in the service-learning experience.

RUSS 290:  Russia and Russians in the World (3)

Russian 290 is a service-learning course focusing on leadership through service learning and the study of the Russian language and history.

Outcomes: 1) Students will develop Russian language skills (speaking, listening, reading, writing) and expand their knowledge of Russian history and culture. 2) Student will develop civic engagement leadership skills through practical service work and reflection.

SOCL 101: Society in a Global Age (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This is a foundational course in the social sciences which explores the effect of globalization on everyday life in the United States and elsewhere, using the basic perspectives and methodologies of sociology.  

SOCL 127: Social Analysis; Social Action (3)

This course helps students who are volunteering at local congregations and agencies better understand the communities and issues they will encounter in Chicago. It emphasizes the analysis of “social solutions" to social problems as well as personal reflection and action.

Outcomes: Analyzing and acting on social issues.

SOCL 216: Sociology of Violence (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

The threat of violence is a significant concern for individuals in many societies.  In this course, violence will be studied as a social phenomenon.  Topics of particular concern include family violence, gang violence and terrorism.

Outcome: Students learn to examine the causes of violence from a sociological perspective. They also learn methods to reduce violence and the harm it causes.

SOCL 258: Confronting Homelessness: Local to Global (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

Who are homeless people in the United States and beyond? Why are they homeless? What is being done to address the issues of homelessness? This course addresses these questions from a variety of disciplinary perspectives. As an "engaged learning" course, students will also learn by assisting at various agencies.

Prerequisites: SOCL 101 or PSYC 100 or PLS 102 or ANTH 100
The student will be able to discuss framings of the causes of homelessness and evaluate different policy approaches for addressing it while contributing work to a local agency.

SOCL 280: Topics in Contemporary Soc (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number. Please see LOCUS for details.

The course examines selected contemporary sociological issues. Topics addressed represent specialized or newly developing areas of sociological inquiry. Topics will vary from semester to semester.

Outcome: Students gain insights into contemporary social issues and learn how to use the concepts, theory and methods of sociology to examine them.

SOCL 335: Urban Semester Seminar (3)

Students explore how cities work through texts, field trips, and guest speakers, and help find solutions to pressing urban issues. They fulfill civic engagement core value requirement.

Prerequisite: Junior or senior standing.

Outcomes: Students will understand and address inequities in urban communities and identify avenues of leadership and civic engagement in contemporary cities.

THEO 100: Introduction to Christian Theology (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course is an introduction to reflection on and analysis of the Christian theological tradition.  

Outcome: Students will be able to demonstrate understanding of the tasks of Christian theology in its efforts to understand the human situation from the perspective of faith, various challenges to theology in the contemporary world, and will focus on one or more current theological issues.  

THEO 265: Sacraments and the Christian Imagination (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course studies the realities of Christian faith life as expressed and celebrated in the concrete rituals of the Christian communities.

Prerequisites: THEO 100 or equivalent; please check requirements for declared majors/minors for exceptions.

Outcomes: Students will be able to demonstrate how a sacramental system of aesthetics is often embedded in cultural artifacts such as poetry, music, painting, literature, and film, and recognize and interpret the impact of history and cultures on the development of Christian doctrine and practices.

THEO 266: The Church and Global Cultures (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course provides an introduction to ways in which the Christian churches, and primarily the Roman Catholic Church, understand and enact their identity in relation to the secular world of culture, economics, and politics, both nationally and globally.

Prerequisite: THEO 100 or THEO 107.

Outcomes: Students will be able to analyze and interpret contrasting Christian understandings of the notion of original sin, and demonstrate knowledge, with attention to historical development, of the central texts, beliefs, ethical understandings, and practices of at least one religious tradition.

THEO 279: Roman Catholicism (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course provides an introduction to Roman Catholicism

Prerequisites: THEO 100 or equivalent; please check requirements for declared majors/minors for exceptions.

Outcomes: Students will be able to demonstrate understanding of the most important Roman Catholic beliefs, the historical evolution of Roman Catholicism, the key Roman Catholic concepts, terms, values, and religious practices, and the main lines of current Roman Catholic identity in today's world.

THEO 280: God, Evolution, and Human Origins (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

Course topics will rotate to incorporate the study of religion in a variety of other disciplines. Focus will be on the influence or application of religious teachings and traditions in the fields of healthcare, politics, education, etc.

Outcomes: Describe the ethical implications of the religious beliefs and traditions of at least one religion for the primary field of study.

THEO 348: Supervised Ministry (3)

Placement in a ministerial position, on-site supervision, and biweekly individual or group meetings with the course director is required.

Outcomes: Students will be able to demonstrate how a sacramental system of aesthetics is often embedded in cultural artifacts.

THTR 348: Creative Dramatics (3)

This course explores the process of engaging children with theatre games and techniques as a means towards self-expression, personal development and content learning.  Laboratory experiences working with children are provided.

Outcomes: Students will articulate the differences and similarities between theatre for children and creative dramatics disciplines, develop age-appropriate materials and exercises, identify appropriate facilitating methods and techniques and apply these techniques in a laboratory setting. 

URB 397: Urban Research (3)

In Urban Studies Research, undergraduates work on collaborative, community-based research projects through CURL (Center for Urban Research and Learning). The research teams include graduate students, faculty, and community leaders.

Prerequisite: Junior or Senior standing.  This course must be taken concurrently with SOC/PLSC 335
Students will contribute to a research project that addresses inequities in urban communities.

WSGS 201: Contemporary Issues in WSGS: Global and Local Feminisms (3) 

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course explores issues to women's studies, feminism, and gender studies from the perspective of a particular discipline, depending on the faculty member teaching the course. This may, for example, include Communication, English, History, Sociology, or Theology. Students will examine the subjects of women and gender, as well as the challenges of conducting feminist or gender scholarship, within the discipline and how new research changes or transforms that scholarship.

Requirement: ANTH 100, PLSC 102, PSYC 100 or SOCL 101 for students admitted to Loyola University for Fall 2012 or later.  No requirement for students admitted to Loyola prior to Fall 2012 or those with a declared major or minor in the Department of Anthropology, Department of Criminal Justice, Department of Economics, Department of Psychology, Department of Political Science, the Department of Sociology, Human Services or the School of Nursing. 

WSGS 399: WSGS Capstone (3)

This is a project-oriented course that represents the culmination of the WSGS major. Students build on their work in WSGS 391/WSGS Methodologies to complete a project under the direction of a faculty or community organization mentor, either individually or as a group.

Prerequisite: WSGS 330 and WSGS 391; Enrollment by permission.

Outcomes: Students will complete a project that (1) demonstrates an interdisciplinary approach; (2) draws on theory and scholarship in WSGS; and (3) reflects the intentional use of feminist methodologies in practice.

 

EXPL 290: Seminar in Community-Based Service and Leadership (3)

This course is a seminar course focusing on community-based service and leadership through service-learning, in which students will work 40 hours over the semester at a non-profit organization. 

Outcome: Students will gain professional experience at an organization, while reflecting on their service experience in the context of asset-based community development, civic engagement, social justice, leadership in the community, and service for the common good.

EXPL 291: Introduction to Research (3)

This course is a seminar course focused on an introduction to research and community-based research. As an Engaged Learning course, students will work with a community partner on a community-based research project at a non-profit, community-based organization, approved by the Center for Engaged Learning, Teaching, and Scholarship (CELTS).

Outcomes: Students will reflect on their research plan and community-based research experience in the context of research as service for the common good.

EXPL 292: International Service-Learning (3)
This course is a seminar course focusing on community-based service in an international setting. The focus of the course will be on cultural and political practices from a community perspective through service-learning, in which students will work 50-75 hours over the academic period at international non-profit organizations.

Prerequisite: Must have 30 credits completed (15 credits if a transfer student) and enroll through International Programs Office.

Outcomes: Students will gain professional experience in an international setting, engaging in direct service with a different culture and community, while reflecting on their service experiences in the context of cultural and political community development, the impact of the current environment on specific populations, contemporary issues, social justice and poverty, and global citizenship.

 

ENVS 101: The Scientific Basis of Environmental Issues (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

The foundational course in science is predicted on the view that understanding environmental issues and their underlying scientific principles will occupy a central role in our students' lives and will be critical in their development as informed and participating members of society. The overarching strategy of the course will be to frame environmental science in terms of a series of interacting systems to allow students to analyze a variety of environmental issues.
This is a foundational Tier I class; it is prerequisite to all Tier II science core classes.

Outcomes: 1) Exhibit knowledge of the nature of the four Earth systems; 2) Draw inferences from evidence, constructing testable and falsifiable hypotheses and analyzing data; 3) Understand the role of energy and thermodynamics in ecosystems; 4) Understand  and describe important cycles in nature.

ENVS 267: Bird Conservation and Ecology (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This engaged-learning course provides an introduction to the theory and practice of avian conservation, ecology and management.  Field trips for viewing birds in the wild, observing behavior and collecting data on habitat assessments are highlighted.  Students participate in a community service project to gather data for avian conservation and management

Pre-Requisites: ENVS 137 or BIOL 102

Outcome: Students will become skilled in critical reasoning and some bird monitoring techniques and demonstrate an understanding of the many facets of bird conservation.

ENVS 273: Energy and the Environment (3)

The concept of energy developed from antiquity through the present day and applied to national and worldwide energy use patterns, the technologies supporting their use, as well as the societal impact and environmental consequences of energy usage.

Prerequisites: ENVS 101 or equivalent; please check requirements for declared majors/minors for exceptions.

Outcomes: Students will become skilled in critical reasoning and methods of inquiry, demonstrate an understanding of critical concepts and knowledge: heat and energy, the laws of thermodynamics, and current and future technologies and their impact.

ENVS 283: Environmental Sustainability (3)

Examines the impact of humans as consumers on the environment and how these interactions affect the probability of establishing sustainability for human and non-humans on Earth.

Prerequisites: ENVS 101 or equivalent; please check requirements for declared majors/minors for exceptions.

Outcomes: Students will become skilled in critical reasoning and methods of inquiry, and demonstrate an understanding of knowledge critical to the field including current human consumptive practices and their effects on the health and well-being of living organisms.

ENVS 284: Environmental Justice (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number. Please see LOCUS for details.

This course examines how policy interacts with race and class to affect differentially people's access to a clean, safe, productive environment; Reviews history of the environmental justice movement, and community, policy, and legal responses; Develops students' ability to work across diverse social groups to advance environmental justice and sustainability.

Outcomes: Students will understand forces that have led to people of different race and class being differentially affected by environmental benefits, and the burdens and strategies for addressing environmental injustices. 

ENVS 340: Natural History of Belize (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number. Please see LOCUS for details.

This Study Abroad field course is designed to build on the foundations learned in Ecology, Environmental Science, and Anthropology classes by examining the biodiversity and tropical ecosystems of Belize, by exploring the cultural traditions of some of its peoples, particularly the Mayans; and learn how local communities are involved in protecting and sustaining ecological and natural sites through community based conservation and sustainability practices.

Prerequisites: For SES majors and minors, ENVS 101 or ENVS 137; For BIOL majors and minors, BIOL 102 and BIOL 112; For ANTH or GLST majors and minors, Junior or Senior Standing.

Outcomes: Provide a working understanding of the structure, function, and ecology of tropical ecosystems; their importance to local communities; and the social dimensions of environmental issues, especially those related to justice. 

ENVS 345: Conservation and Sustainability of Nontropical Ecosystems (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number.  Please see LOCUS for details.

This course provides an introduction to conservation ecology in Neotropical ecosystems via classroom sessions and experiential learning activities during a Spring-Break field trip to Belize. Students will gain experience in environmental monitoring and biological survey methods. Ecosystems studied: coral reefs, mangrove forests, subtropical rain and dry forests, savannas, rivers, wetlands.

Prerequisites: For Biology Majors/Minors: Bio 265; For Environmental Science Majors: ENVS 280

Outcomes: Students will gain an understanding of tropical climates, neotropical terrestrial/aquatic ecosystems and applied conservation and environmental practices such as nature reserve design and management, community-based resource management, ecotourism, and ecoagriculture. 

ENVS 350A: STEP: Topics Water (4)

'STEP: Water' is an interdisciplinary and hands-on course in which students learn about a relevant and complex environmental problems pertaining to water and then develop and implement projects that address the problem on campus and in the local community.

Prerequisites: ENVS 101 or ENVS 137 or BIOL 101.

Outcomes:  Students will develop understanding of water-related environmental problems, demonstrate skills/knowledge needed to address those problems, and develop skills to recognize/articulate future possibilities for environmental leadership and civic engagement.

ENVS 350C: STEP: Climate Action (4)

Consideration of environmental, political, economic, historical, and cultural contexts of climate change. Examination of actions occurring at varying geographic scales to mitigate and/or adapt to climate change impacts. Problem- and solution-based learning of how to invest resources effectively to deal with a changing climate and its consequences.

Prerequisites: ENVS 101 or ENVS 137 or BIOL 101; and ENVS 224 (recommended).

Outcomes: Develop understanding of environmental problems related to climate change, demonstrate skills/knowledge needed to address those problems and recognize/articulate future possibilities for environmental leadership/civic engagement.

ENVS 350F: STEP: Topics Food Systems (4)

'STEP: Food Systems' is an interdisciplinary and hands-on course in which students learn about a relevant and complex environmental problems pertaining to food production, processing and transport and then develop and implement projects that address the problem on campus and in the local community.

Prerequisites: ENVS 101 or ENVS 137 or BIOL 101.

Outcomes:  Students will develop understanding of environmental problems related to food systems, demonstrate skills/knowledge needed to address those problems, and develop skills to recognize/articulate future possibilities for environmental leadership and civic engagement.

ENVS 363: Sustainable Business Management (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number.  Please see LOCUS for details.

The course introduces students to the emerging field of sustainability in business and the growing focus on the social, environmental, and economic performance of businesses. The course presents scientific, ethical, and business cases for adopting sustainability. This course fulfills a MGMT elective.

Prerequisites: ENVS 137 or UCSF 137 or MGMT 201 for Quinlan School of Business Students

Outcomes: Understand the dimensions of sustainability; understand economics for sustainability; understand the tools and techniques to apply sustainability in each functional area of the business.

ENVS 369: Field Ornithology (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number.  Please see LOCUS for details.

Prerequisites: ENVS 280/286 or BIOL 265/266.  Recommended: BIOL 215 (not required)

Field ornithology is an intensive 3-week engaged-learning course at the Loyola University Retreat and Ecology Campus during the peak of the migratory season intended to provide an introduction to the theory and practice of field ornithology.  Emphasis will be on field identification and song recognition, census techniques, and avian behavior.

Outcome: Students will become skilled in critical reasoning, field techniques, and scientific investigation that demonstrate an understanding of knowledge and techniques used in field ornithology  

ENVS 383: Human Dimensions of Conservation (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course focuses on the human dimensions of biodiversity conservation.  It will examine theories and research from the fields of anthropology, sociology, political science, psychology, and economics that apply to conservation.  Examples of topics that might be covered include: values, beliefs, attitudes, and behaviors; common pool resources; political, psychological, sociological, economic, and cultural factors influencing conservation; Indigenous and local knowledge; stakeholder engagement, collaboration, and community-based conservation; and basic methods of human dimensions inquiry. 

ENVS 384: Environmental Justice (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course examines how policy interacts with race and class to affect differentially people's access to a clean, safe, productive environment; Reviews history of the environmental justice movement, and community, policy, and legal responses; Develops students’ ability to work across diverse social groups to advance environmental justice and sustainability.

Outcome: Students will understand forces that have led to people of different race and class being differentially affected by environmental benefits, and the burdens and strategies for addressing environmental injustices.

ENVS 390: Integrative Seminar (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This seminar course is intended to serve as a ‘capstone’ for Environmental Science and Studies majors. As such, it is designed to reflect the interdisciplinary nature of environmental issues, induce students to draw from knowledge and experience gleaned over the course of their degree program, and stimulate discussion on, and appreciation of, the complex nature of environmental issues, and the multi-faceted array of considerations required to effectively address them. Students will engage in a solutions-oriented project that addresses a problem statement and that requires integration and application of environmental studies, environmental science, and environmental policy knowledge gained during the undergraduate program. 

 

HONR 290: Literacy Center (3)

This course offers training and practical experience in tutoring adults in written and spoken English in a volunteer literacy program.

Prerequisite:  Students in or beyond their second semester; UCWR 110 or equivalent.
Students will be able to demonstrate understanding of societal and cultural factors affecting literacy and will develop communication and critical thinking skills.

HONR 301: Honors Capstone: Moral Responsibility (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course is the capstone of the Interdisciplinary Honors Program and may be taught from the disciplinary perspectives of philosophy or theology. Students will be able to analyze ethical theories and to apply principles of ethical reasoning and individual moral responsibility to contemporary social issues and questions that arise in everyday life. Students must have 75 credit hours or more to enroll.

HONR 370: Fieldwork in Honors - Internship (1-3)

The main goal of this course is to provide students with valuable work experience in a professional field connected with their academic program. It allows students to apply and further develop their knowledge and skills through an internship in a non-academic setting. The course is also intended to serve as a "bridge" between college and career. This internship presents an opportunity for students to gain valuable professional experience as an intern in public or private institutions engaged in public service projects. HONR 370 will satisfy the "service" requirement for all Honors students.

 

EXCM 101: Introduction to Exercise Physiology (4)

Introduction to the major also includes a lab component covering Emergency Procedures and Safety Skills, introduction to common safety principles, predisposing factors and common causes of accidents, injuries and illnesses.

EXCM 125: Faith, Sports, and Fitness (3)

Explore the relationship between faith and sports through a historical context, develop a theological model for engaging in sports and physical activity, and discover ways to improve the mind-body-spirit connection through fitness. Through examination of books, articles, podcasts, documentaries, and current events, this course will discuss topics such as Muscular Christianity, spirituality, athlete identity, sports ministries, cura personalis, and faith-based physical activity.

Outcomes: 1) Identify basic terminology and knowledge about faith, sports, and fitness; 2) Examine the history of Catholicism, Christianity, and other religions, and how they impact sports and human well-being; 3) Interpret sports and religion through the five areas: social, historical, cultural, theological and ethical. 

HSM 110: Healthcare in America (3)

This course introduces the U.S. healthcare system. Emphasis is given to the government's dominant role in health care delivery, payment and regulation, as well as the differences between public health and health care systems. The social justice implications of cost, quality and access are highlighted.

Outcomes:  At the successful completion of the course, the student will be able to:  1) Describe the evolution of health care in America and the influence of history on the current health care system; 2) Demonstrate knowledge of the structure and functions of the U.S. health care system; 3) Identify at an introductory level the political, economic and social factors that shape the US health care system; 4) Describe the inter-relationships among healthcare stakeholders including providers, suppliers, payers' workforce, and consumers; 5) Recognize the issues of health care disparities, access to care and social justice present in the current US health care system; 6) Identify criteria for evaluating the evolving and changing US health care system. 

HSM 210: Introduction to Global Health (3)

This course will provide students with the opportunity to compare and contrast contemporary problems in health services policy and delivery in developed and developing nations.  Students will analyze national performance from a financial, management, government, private sector and public policy perspective. Students will obtain a more complete understanding of the problems and possible solutions to U.S. health system inefficiencies and inequities by seeking an international perspective. Inefficiencies and inequities of other nations will be identified and ideas that have worked to increase access and quality of health services will be described.

HSM 220: Aging in America (3)

This course examines healthcare delivery models designed to promote healthy aging, emphasizing social determinants, health promotion and care delivery for elders and people with chronic health conditions. Post-acute and long-term care services are explained, including community and facility-based options. The course highlights service delivery management, financing, quality and innovation in the context of social justice.

Outcomes: 1) Demonstrate an understanding of aging; 2) Analyze the challenges and opportunities faced by the US healthcare system as a result of changing demographics; 3) Apply theories of aging and disability to the management of long-term care services; 4) Compare healthcare delivery models used in post-acute and long-term care services; 5) Describe financing models used in long-term care services; 6) Describe quality management concepts and trends associated with long-term care services; and 7) Articulate the social justice and ethical issues associated with healthy aging and the care of people living in diverse long-term care environments. 

PUBH 304: Health Behavior and Health Promotion (3)

The introductory course is designed to provide students with a foundation in behavioral theory as applied to public health practice, including health education and health promotion. Health education strategies will be examined from the perspective of health literacy, cultural competency, and adult learning behaviors among other dynamics

Outcomes: Describe a range of health behavior theories and frameworks commonly incorporated into public health interventions on the individual, inter-personal, and community level.

 

INFS 399: Special Topics in Information System (3)
Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

Special topics are scheduled classes offered on an ad hoc basis. Specific titles, prerequisites and content will vary. 

ISSCM 241: Business Statistics (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course examines the steps and procedures required to solve problems in science, social science, and business where data are useful - from the definition of managerial problems to the use of statistical analysis to address these problems.

Outcome: Students will be able to demonstrate understanding of statistical thinking and data analysis technique for decision-making purposes.  

ENTR 311: Social Entrepreneurship (Not for Profit Ventures) (3)

Explore how innovative solutions can address social issues and create sustainable impact. Learn to design, implement, and scale ventures that combine business principles with social change. Engage with case studies, develop entrepreneurial skills, and build a framework for launching ventures that contribute to societal well-being.

Prerequisite: Junior Standing, minimum grade of "C-" in ENTR 201 or ENTR 310.

Outcomes: An understanding of what is social entrepreneurship and how it differs from traditional entrepreneurship and nonprofit organizations. An understanding of how to build and manage a successful social venture.

MARK 311: Marketing Research (3)

This course develops an understanding of the research process from problem formulation through research report preparation. Both qualitative and quantitative research methodologies are discussed. The focus is on using research results in marketing decision making. Empirical data are analyzed using state-of-the-art analytical tools.

Prerequisites: Junior standing, minimum grade of "C-" in MARK 310 and (ISSCM 241 or ISSCM 241H or STAT 103)

Outcomes: Students identify managerial problems, research objectives, design data collection instruments, and sampling procedures; Data collection and analysis is discussed; Cases, exercises and/or a written research proposal or report is a primary outcome of the course..  

MARK 373: Integrated Marketing Communications (3)

This course develops an understanding of advertising strategy and advertising campaigns, including the external environment, how agencies are structured and how consumer metrics are integrated. 

Prerequisites: Junior standing, minimum grade of "C-" in MARK 201.

Outcomes: Students develop skills in managing the integration of media, strategy and creative design in developing sound advertising campaigns.

MGMT 331: Managing Nonprofit Organizations (3)

Students will learn the knowledge, skills, and values for managing nonprofit organizations. We will examine how non-profits develop their mission, strategic plan, and program model, as well as how they fund their efforts and continuously improve their performance. Students will apply their knowledge through case study explorations of different Chicagoland non-profits.

Prerequisite or Co-Requisite: MGMT 201
Students will demonstrate an understanding of the evolving non-profit sector; students will demonstrate an analytic ability to assess non-profit strategy; students will understand the management skills needed at high-performing non-profits 

MGMT 335: Micro-enterprise Consulting (3)

In the Jesuit tradition of using knowledge to serve humanity, students utilize and improve their business knowledge and skills by meeting the real-life business consulting needs of individual entrepreneurial and not-for-profit clients starting up or operating businesses in economically distressed communities.

Prerequisites: Junior Standing, minimum grade of "C-" in MGMT 201; Instructor permission.

Outcomes: Students improve skills in service-oriented communication, project management, teamwork, and cross-functional business analysis; and learn how locally-owned business can foster community economic development;  Consulting clients receive a feasibility analysis or business plan to help guide business operations and obtain financing for a new or struggling business.

MGMT 377: Family Business Management (3)

This course examines family, ownership and management challenges in operating a family business, including governance and leadership succession. It is designed for students pursuing a career in family business or providing service to one. It will use a systems model of family and business to demonstrate connections among key stakeholders.

Prerequisites: Grade of C- or better in MGMT 201.

Outcomes: Students will understand the goals, characteristics, social and economic impact, and dynamics of family businesses; They will know how to integrate entrepreneurial/management concepts and available resources to strengthen business performance.

 

COMM 204: Community as Story (3)

This course uses children's literature as a means of understanding urban community and individual identities within that community. Students will, through community service, interact with local experts and ethnographic research, explore communities surrounding Loyola's campus, and create children's picture books in collaboration with experienced student artists. 

COMM 281: Communication, Language and Gender (3)

This course explores the role of communication practices in the production, reinforcement and transformation of gendered identities. Students will learn how gender expectations within cultural contexts are created. They will also learn some of the ways that deeply rooted assumptions limit social change and guide communication.

COMM 320: Public Service Communication (3)

This course examines public relations strategies and applications in cause-related campaigns, public service initiatives, and community relations activities for corporate and nonprofit organizations.

Prerequisites: COMM 210 and 211.

Outcomes: Students will be able to analyze current issues and advocacy campaigns, define ethical communication and social responsibility, and develop a public service campaign for an organization.

COMM 337: Advertising and Public Relations Multimedia Commercial Production (3)

This is an advanced video and advertising course designed to give students an introduction to various types of multimedia commercials as well as practical considerations of producing branded content and television spots, including for real clients.

Prerequisites: COMM 135, COMM 145, or COMM 211.

Outcomes: Build experience in effective multi-tasking and teamwork, gain skills with technology and strategy, creative, and application process of broadcast production, and practice engaging with the community in media development efforts.

COMM 372: Youth Journalism & The Education Gap (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course serves two purposes; theoretical framework and praxis. In pursuit of the former, students will develop an understanding of what it means to be a high school student from an under resourced community in the city of Chicago, the challenges they face in pursuit of academic success from both personal and systemic perspectives. This section of the course will explore the interconnection between youth/digital journalism, constructivist educational philosophy and cultural relevance in education. In pursuit of the latter, we will help to implement a Digital Journalism curriculum which seeks to embower said students to be storytellers and journalists for their communities through mentorship, take on the various responsibilities associated with publishing their works in an online journal, and analyze the result in aggregate. 

 

CPST 390: Organizational Theory and Practice (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

This course extends knowledge of organizations by examining organizational behavior at the macro-level.  Students will gain a deeper understanding of organizational theory and research including historical and modern era approaches.  Students will also analyze organizational behavior and settings including an in-depth case study of a single company. 

Outcome: Students produce a capstone project through a service-learning opportunity applying theories and concepts from this and previous CPST courses.  

CPST 397: The Capstone (3) 

This course must be taken by SCPS students during the last semester prior to graduation.

Students will research a problem, conceptualize solutions and develop a solution as their service-learning project. Within this project, students will synthesize and apply knowledge from prior courses. Course content also includes an analysis of leadership challenges and values-driven leadership.

Outcomes: Students will chronicle their projects and present a final presentation of their work. They will also present their professional portfolios as a graduation requirement.

HEM 100:  EMT – Basic (4)

This course is designed to instruct a student to the level of Emergency Medical Technician-Basic, who serves as a vital link in the health care team. This includes all skills necessary to provide emergency medical care and basic life support (BLS) level with an ambulance or other specialized service. The student must maintain active CPR recognition throughout the course.

 

CIEP 104: Math for Teachers I (3)

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 fulfill the civic engagement value of core by tutoring in the Chicago Public Schools.

Outcome: Students will broaden their understanding of elementary school mathematics instruction and tutor elementary-aged students.

CIEP M61: Secondary Methods: English (3)
This course provides an intensive examination of the methods utilized in the teaching of language arts in grades 9-12. The course allows opportunities for students to synthesize their philosophy, content knowledge, and practice, in preparation for student teaching.

Outcomes: Students will be able to implement methods of teaching language, composition, and literature, in grade nine through twelve. In addition, students will be able to design and implement meaningful literacy experiences and curricula.

CIEP M62: Secondary Methods: Mathematics (3)

This course is designed to provide students with the knowledge and methods necessary for success in teaching in today's secondary mathematics classroom.

Outcomes: Students will be able to implement methods of teaching mathematics and methods of assessment in grades sixth through twelve.

CIEP 390: Academic Coaching in the Community (3)

Only specific sections satisfy the Engaged Learning requirement.  These will include the letter E in the section number. Please see LOCUS for details.

The goal of this course is two-fold. The primary focus is the academic support of at-risk high school freshmen, and a secondary benefit is a transformative experience afforded to the Academic Coaches. Working weekly on-site in urban high schools exposes Academic Coaches to communities and cultures that reach well beyond the boundaries of Loyola’s classrooms and campuses. Coaches experience a growing awareness of their own abilities and how these talents can be harnessed to help others. The consistent interaction with students and administrators in urban school settings yields a deep sense of commitment as well as a clearer understanding of educational inequities. The coaches’ immersion in a service environment over a sustained amount of time, conceivably lays the foundation for a future life path that is guided by social responsibility. 

ELPS 125: Introduction to Leadership Studies (3)

This course is designed to provide an introduction to the concept of leadership, including an exploration of contemporary leadership knowledge and skills that may be utilized in a variety of disciplinary contexts and settings. The course will flow through: 1) An exploration of self, 2) understanding self in the context of others, and 3) recognition of broader social systems and ways of influencing them. As an Engaged Learning course, two learning experiences are central to this class: service and critical reflection. 

TLSC 110/120/130: Sequence:  Introduction to Teaching, Learning and Leading with Schools and Communities (Total 4 ch.)

TLSC 110, 120 and 130 must be taken together.

TLSC 110: This module (course) introduces teacher candidates (students) to the profession and our program (TLLSC) with a focus on collaborative relationships within and among schools, families, and communities. This module (course) will expose teacher candidates (students) to specific knowledge and skill indicators necessary for educators to embody the dispositions of the profession. 

Outcomes: Teacher candidates (students) will reflect on the knowledge, skills, and dispositions of educators with regard to teaching diverse students, the mission of Professionalism in Service of Social Justice, and the connection between research and practice related to collaborative relationships.

TLSC 120: In this module, students will observe and learn key principles and stages of developmental and learning theories via clinical experiences in birth to grade 12 settings (including infant/toddler, preschool, elementary, middle, and high schools).  The primary focus of these experiences is to explore the ways in which physical characteristics, communication skills, cognitive capacities, and social-emotional needs of children be used to understand the theory and inform adult-child interaction and developmentally appropriate pedagogical practices in birth to grade 12 settings with both typically and atypically developing children. 

Outcomes: Through guided observation, students will explore the ways in which social, cultural, and environmental contexts shape the development and cognitive processing at each age, and use this knowledge to inform recommendations for developmentally appropriate adult-child interaction and pedagogical practices with every age range from birth through grade 12.

TLSC 130: This module (course) is designed to engage teacher candidates (students) in an authentic exploration of the inherent relationship between public schools and the surrounding community. Teacher candidates (students) are introduced to the concepts of cultural and social capital as they work in small groups to explore a thematic component of these communities.

Outcomes: Teacher candidates (students) will complete a Community Map Project, which includes a map of community elements, concept map depicting the relationship between elements and resources, narrative analysis of findings, and personal reflection.

 

CMAN 375: Community Health Nursing (3)

This course integrates nursing and public health concepts to provide a theoretical base for the care of families, aggregates, communities, and populations. The levels of prevention model and Healthy People 2020 are used as an organizing framework to address care across the lifespan. 

Outcomes: Describe community health nursing; Explain roles of government & voluntary agencies, community health nurses & consumer groups in primary, secondary & tertiary prevention; Describe process for health teaching, contracting & case management; Discuss community assessment relationship to community health planning.

CMAN 375 L: Community Health Nursing (3)

This lab course provides the student with an opportunity to apply nursing and public health concepts to the community.  A community assessment is conducted to identify needs within a selected community. 

Outcomes: 1. Conduct a community assessment. 2. Describe the roles of federal, state, and local public health agencies in community assessment and health planning. 3. Explain the community assessment process and its relationship to community health planning.  4. Use epidemiology to identify health risks for a population.

CMAN 380: Community Health (2-3)

Nursing and public health concepts provide a theoretical basis for care of families, aggregates, and communities outside institutional settings. Role of community health nurses in caring for specific aggregates is described. Clinical experiences are provided for the application of concepts and implementation of nursing interventions in a variety of community settings.  Students must complete 3 credit hours to receive Engaged Learning credit.

 

SOWK 200:  Introduction to Social Work (3)

Introduction to social work through the identification of human problems in society and the role of both society and social services in response to those problems. Students work at social service agencies and become familiar with social work values and ethics. Students will be able to evaluate current ways in which agencies interpret social problems and administer services.

SOWK 361: Special Topics (3)

Only specific sections satisfy the Engaged Learning requirement. These will include the letter E in the section number. Please see LOCUS for details.

A survey course on a particular topic, such as aging, alcoholism and drug dependency, family process, group process, African-American men, gender, race, and culture. Students will understand how these issues affect social work practice. 

Prerequisite: Sophomore Standing