Fall Semester 2013

Elective Courses (3 hours)

ANTH 40855: Cultural Differences and Social Change

MW 12:30 - 1:45P, Vania Smith
Crosslisted: IIPS, LAST

Research or service in the developing world can generate questions about our own role as "the elite" and "privileged" in contexts where our very presence marks us as "outsiders." In such situations we frequently grapple with balancing our research objectivity with the often-times stark realities we have witnessed and experienced. This course is designed especially for students returning from service projects or study abroad programs in the developing world to help make sense of these experiences. This process will be achieved through additional scholarly research (frequently self-directed) to better understand the sites that the students visited during their overseas projects, orienting them in relation to broader global, regional, and national patterns; the eventual outcome will be the analysis of each student's data that is framed by the larger context. Course readings will cover such topics as world systems theory, globalization, development, NGOs, various understandings of "human rights," applied anthropology, activism, and the relation between cultural relativism and service. Through discussions, readings, presentations, and writing students will develop an analysis based on their overseas experience, and will focus on the site where they worked, a problem that they observed in cross-cultural perspective, and an examination of strategies for redressing this sort of problem. The overall goal of the course will be for students to gain an understanding of how social science analysis might help to understand and confront problems in cross-cultural contexts. Students can only enroll with the permission of the instructor; requires prior field research or study abroad.

BAMG 30505: Social Entrepreneuriship

TR 12:30 - 1:45P or TR 2 - 3:15P; Melissa Paulsen
Crosslisted: BAUG, CST, IIPS, IDS

Some of the most dynamic and successful businesses are aspiring to a "double" or "triple bottom line": profitability, beneficial human impact, and environmental sustainability. This course exposes students to a new and growing trend in leadership, venture creation, product design, and service delivery which uses the basic entrepreneurial template to transform the landscape of both for-profit and not-for-profit ventures.

BIOS 30455: Medical Microbiology

MWF 12:50 – 1:40P, Shaun Lee

This course provides an overview of basic principles in infectious disease caused by major microbial pathogens. Through lectures and discussion of assigned reading material, the course examines current and classical topics in the field of host-pathogen relationships with an emphasis on the interplay between pathogen strategies and the host response. Students will be expected to give group presentations on topics relevant to Medical Microbiology and participate in regular class discussions. Prerequisites: BIOS 20241 or BIOS 24241 or BIOS 30341 or BIOS 34341.

CSC 33997: Rethinking Crime and Justice: Explorations from the Inside Out

M 4:30 - 9:30, Jay Brandenberger, Edward Kelly, Susan Sharpe
Crosslisted: CST, PSY, IIPS, SOC

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? This course brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives. This course follows the Inside-Out model of prison exchange now well established across the United States. It provides an opportunity for "inside students" (at the Westville Correctional Facility) and "outside students" (from Notre Dame) to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.Students must apply for this Social Concerns Seminar at the Center for Social Concerns website: http://centerforsocialconcerns.nd.edu

CST 33001: Catholic Social Teaching 

TR 12:30 - 1:45P, Todd Whitmore

This seminar will introduce students ot the key texts that make up Catholic social teaching.  Students will read one document each week and ask how the document's ideas relate to our present lives and planned futures.  The course concludes with asking what would our anticipated professional vocations look like if informed by Catholic social teaching.  For instance, what would a law firm or health clinic look like if they were formed by ideas such as the common good and the option for the poor. 

ECON 43550: Economics of the Family

TR 11:00A - 12:15P, Kasey Buckles
Crosslisted: GSC

This course will use economic theory and empirical economic research to study the family. Topics will include household decision making; the determinants of marriage and fertility; how marriage, fertility, and family structure are related to other outcomes; and public policies that affect the family and family formation. Students will learn to read and evaluate empirical economic research. This is a writing-intensive seminar course.

ESS 33611: History of American Education: Race, Class, Gender, and Politics

MW 11:00A - 12:15P, Brian Collier
Crosslisted: AMST, HESB

American Education mirrors American society with myriad challenges, successes, and ideologies. This course will look at how political struggles over race, language, gender, and class have all played out in the battle over American schools, schools that ultimately hold the literal future of America. This course will explore the History of Education in American from the late 1865 to the present and will have special emphasis on segregated schools in the 19th century and today. The course will also look closely at the very best programs re-shaping American education such as The Alliance for Catholic Education and KIPP. The course will look at education from Kindergarten all the way through graduate programs as we study how our institutions have formed and how they form and transform our society.

FTT 40250: Contemporary European Cinema

TTh 3:30 - 4:45, Olivier Morel
Crosslisted:  LLRO

As in French literature, there is a long history in French cinema of depictions of poverty. The working class, the lives of the working poor, the homeless and other "vagabonds" make frequent appearances in films from France. Nevertheless, many film critics point out that, with few exceptions, the theme of poverty disappeared from the screens for a while, especially during the 1970s and 80s, when the economic crisis arose. Things started to change slightly toward the end of the 80s, but it wasn't until recently that something significant happened in French cinematic production: in the past several years, poverty has made a strong and remarkable comeback. From comedies to socially engaged feature films and documentaries, there is now a wave of films depicting a new form of poverty: a "systemic poverty" that affects every social category. The acclaimed "Une Vie Meilleure" by Cédric Kahn and "Louise Wimmer" by Cyril Mennegun are probably the best examples of this trend; both films, released at the end of 2011 and beginning of 2012 respectively, are breaking the cliché of a French cinema often seen by critics as too "bourgeois," self-centered, apolitical and unaware of the world's challenges.Poverty is obviously not a topic limited to French cinematic production, and in this course we analyze the prolific French creation alongside films from other European countries (Italy, UK, Belgium). We try to distinguish among different periods represented in these films, and we seek both commonalities and differences among these cinematic works. We will watch and analyze a selection of pertinent films while reading critical texts on the subject, such as, for example, Pierre Bourdieu's famous book on the "Misère du Monde" ("The Weight of the World: Social Suffering in Contemporary Society").We will also welcome the French filmmaker Cyril Mennegun to our class, or at the very least, we will organize a skype discussion with him on his 2012 film, "Louise Wimmer."Our class will be divided in three chapters:1. Vagabonds and Eccentrics: Post 1973 Crisis (70s and 80s)2. Systemic Poverty and Misery: From the mid-90's to the Post-2008 Crisis3. DocumentariesAssignmentsAssiduous reading and lab, active participation in all class discussions and two papers will be required for this class.1.Students are expected to engage critical dialogues: student pairs will present "critical dialogues" on films/topics. This assignment includes an oral dimension and a written dimension. Student pairs will deliver a 30-minute presentation (followed by a Q&A) in class; following the class presentation/discussion, each student will prepare an individual written summary.2. Students are required to write two papers: one mid-length term paper (6 pages), due at midterm, and one short term paper (10 pages) due in the 15th week of class.

HIST 30641: Food, Work, and Power in US HIstory

MW 12:30 - 4:45P, Daniel Graff
Crosslisted: AMST, GSC, HESB, IIPS

This social and cultural history course explores the unpaid and paid work related to the production, processing, distribution, sale, serving, and clean-up of what Americans have eaten, from the colonial era to the present. Sites of investigation will include the farm and the factory, the kitchen table and the drive-through window, and everywhere Americans have worked to feed themselves or others. Close attention will be paid to gender and race as organizing features of the American food economy over the past four centuries.

PHIL 43308: Environmental Justice

T 3:30 - 6:15P, Kristin Scrader-Frechette
Crosslisted: HESB, STV, BIOS, IIPS

This course will survey environmental impact assessment (EIA), ecological risk assessment (ERA) and human-health-risk assessment (HHRA); ethical and methodological issues related to these techniques; then apply these techniques to contemporary assessments for which state and federal governments are seeking comments by sceientists and citizens.  

PHIL 43708 : Bio-Medical Ethics, Scientific Evidence & Public Health Risk

M 3:30 - 6:15P, Kristin Shrader-Frechette
Crosslisted: STV, BIOS, HESB

The course will survey ethical and scientific issues associated with current public health problems such as pollution-induced cancers, occupational injury and death, and inadequate emphasis on disease prevention, nutrition, and environmental health. This course does not count as science credit for College of Science undergraduate majors. Cross-listed with PHIL 43708. This course counts as a general elective credit only for students in the College of Science. Restrictions: department approval required.

POLS 30044: Inequality and American Politics

TR 2 - 3:15P, Deondra Rose
Crosslisted: HESB, AFST, AMST

Since the late 1970s, the United States has seen an increase in economic inequality that--coupled with disparities in terms of gender, race, social class, and other factors--has had important outcomes for the nation's political landscape. Placing an emphasis on how lawmakers use public policy to address the challenge of disparity, this course examines the nature of inequality in the United States, the social and political factors that shape it, and the impact that it has on American democracy. 

POLS 30351: Global Activism

MW 2:00 - 3:15P, Luc Reydams
Crosslisted: AFST, IDS, IIPS

Take action now! This course is about transnational networking, organizing, and campaigning for social change, with equal attention for conceptual and substantive issues. Conceptual issues include framing, strategies, tactics, and actors. The issue areas examined are labor, human rights, women's rights, the environment, peace and disarmament, and anti-globalization. The course zooms in on specific campaigns like global warming, violence against women, and ban-the-bomb. Counter-campaigns are also reviewed and readings on any given issue or campaign always include a critical or dissident voice.

POLS 30595: International Development in Practice

MW 9:30 - 10:45A, Stephen Reifenberg
Crosslist: IDS, LAST, POLS

This course on international development has three major purposes: I) to examine diverse approaches to thinking about international development and processes that bring about individual and societal change, II) to explore the role and constraints of development projects in areas such as poverty reduction, social development, health, education, the environment, and emergency relief, and III) to develop practical skills related to project planning and management, negotiations, communications, and the evaluation of international development projects. This class aspires to develop relevant knowledge and practical skill for students interested in engaging in bringing about positive change in a complex world. The class is particularly relevant for students planning international summer service internships, studying abroad, or for those considering careers in areas related to social and economic development. The course will make use of specific case studies from Haiti, Peru, Uganda, Mexico, Bangladesh, Pakistan, and Chile, among others, drawing lessons from instructive stories of failure and inspirational stories of change.

PS 33010: Literacy as a Civil Right

MW 11:00A - 12:15P, Stuart Greene
Crosslist: AFST, ESS

Students will explore the consequences of considering literacy as a civil right by asking: What counts as literacy? Who gets to be considered literate? How do language and power impact schooling and education? Topics include tensions and conflicts in the teaching and learning of literacy in urban public schools, the school-to-prison pipeline, youth-centered research methodologies and student-centered literacy education, and future directions for the field of language, literacy, and culture. Students will have opportunities to conduct research in local schools or collaborate with directors of youth-centered programming at local community centers, the juvenile justice center, and the like.

PS 33200: Investing in Children: Policy

TR 2:00 - 3:15P, David Betson
Crosslist: HESB, POLS

Children are the embodiment of our collective future. The resources that are devoted to children represent as much an investment in our future as does improving our infrastructure or conducting research. Historically the primary responsibility for the raising and nurturing of children has resided with their parents. But when the parents are unable or have difficulty meeting this important responsibility, the public has devised policies and programs to ranging from taking over this responsibility to providing assistance to parents.The purpose of this course will be to examine the extent that parents direct resources to children to provide children with food, clothing, shelter, education, medical services needed for their development and how the public assists parents providing tax credits (child credits, dependent care credits, and the Earned Income Tax Credit) and other forms of financial assistance or the direct provision of goods and services (TANF, food stamps, school meals programs, WIC, housing and utility assistance, public education, provision of health insurance, child care subsidies, and early childhood programs). The course will also examine the role of child support and custody laws as the public's response to when one parent decides not to reside with the other parent to raise their children. Finally the course will examine the public's response when the parents are judged to unable to care for their children (Child Protective Services, Foster Care, and the juvenile justice system).

PS 33400: Rhetorics, Gender, and Poverty

MW 12:30 - 1:45P, Connie Mick
Crosslisted: ENGL, GSC

This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time from Dorothea Langes 1936 documentary photograph of the Migrant Mother to Ronald Regan?s 1976 reference to the Welfare Queen to the 2008 film Slumdog Millionaire. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? These questions will be grounded in theories and research on the intersection of gender, poverty, and rhetoric. They will also be framed by students original community-based research supported by local community partners whose social service addresses gender and poverty. Final projects can be composed as traditional research or creative works.

PSY 43288: Practicum: Child Maltreatment

F 9:00 - 11:30A, Kristin Valentino

This course is intended to expose students to the child welfare system and the effects of child maltreatment and foster care on child development. The seminar portion of the course will include training on mandated reporting, and the child welfare system, and discussion of current research on child maltreatment, foster care, child development, and developmental psychopathology. The practicum portion of the course is designed to give students hands on experience with children in custody of the Department of Child Services in South Bend. Each student in the practicum will be paired with a child who is currently placed in foster care because of substantiated child maltreatment. The student will serve as a mentor to this child, and will spend 1-2 hours with the child twice weekly in the child's foster home.

SOC 20342: Marriage and the Family

MW 11:00A - 12:15P, Elizabeth McClintock
Crosslisted: GSC

The family is often agreed to be the primary and most fundamental of social institutions. It is within this institution that early socialization and care-giving usually take place, and therefore, many of our ideas about the world are closely tied to our families. This course will give students the opportunity to learn about the diverse forms the family has taken over time and across different groups. This knowledge will be useful in examining the ongoing debate about the place of the family in social life. By taking a sociological approach to learning about the family and by gaining knowledge about national family trends and patterns in the U.S., this course will give students the theoretical and empirical tools for understanding how family life is linked to the social structure, to economic, cultural, and historical events and transitions, and to societal factors like race, class, and gender. 

SOC 10033: Intro to Social Problems

TR 11:00A - 12:15P, Erika Summers- Effler

Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.

SOC 20033:  Intro to Social Problems

MWF 9:25 - 10:15A, Peter Mundey
Crosslisted:  AFST, ESS HESB

Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.

SOC 30838:  Poverty, Inequality and Social Stratification

MW 1:30-2:45P, Megan Andrew
Crosslisted:  ESS, HESB

Social inequality is a prominent and persistent feature of modern society. Social stratification theory attempts to explain the causes of inequality and the reasons for its persistence. This course will address such questions as: Why are some people rich and some people poor? Why does inequality persist? Who gets ahead? Can men and women get the same jobs? Do different races have the same opportunities? Is inequality necessary? Potential topics include class structure in US society, status attainment and occupational mobility, racial and ethnic stratification, gender stratification in the labor market, inner-city and rural poverty, the working poor, educational inequalities, welfare dependency, and homelessness.

SOC 43839:  Unequal America

MW 8 - 9:15A, William Carbonaro
Crosslisted:  AFST, AMST, ESS, HESB

Although America is the world's richest nation, it has the most unequal distribution of wealth and income in the industrialized world. In this course, we will examine why this is so. In particular, we will examine the following questions: What social forces create inequality in society? Is inequality inevitable? Is there such a thing as "social class"? Who gets ahead and why? Why is race/ethnicity and gender still related to social status, wealth, and income? Does America have a "ruling elite?" Who are "the poor" and what explains their poverty? Are there social policies that can create more equality in American society -- and is that what Americans really want?

SOC 45000: Sociology Internship

AnnMarie Power

This is an experiential course designed to give students some practical experience in the area of urban affiars, social welfare, education, health care, or business, in order to test their interest, complement their academic work, or acquire work experience preparatory to future careers.  Students are placed in a community agency in the South Bend area and normally work eight hours per week as interns under the supervision of an experienced practitioner.  Hours are flexible, usually set to accomodate the intern's availability and the needs of the host agency.  While there are no prerequisites, preference is given to Sociology majors, ESS minors, PSIM minors, and students who have had course work in an area related to social concerns.  This is a graded course.  In addition to field work, academic work includes reading scholarly works related to the field placement, periodic group meetings with the instructuor and others in the course, periodic short reports, and a final paper.  (For more information and/or an application, contact Ann Power at Power.4@nd.edu).  The following is a list of agencies that have accpeted interns.  Studnets may also request placement in an agency they find on their own (subject to approval by the instructor).  La Casa de Amistad-Near Northwest Neighborhood Inc.-Neighborhood Development Association Safe Station (Youth Runaway Shelter)-Salvation Army of St. Joseph County (Social Services), Sex Offense Services of St. Joseph County, Early Childhood Development Center, Good Shepherd Montessori School, Robinson Community Learning Center, Upward Bound, Washington High School, South Bend Center for Hospice and Palliative Care, St. Joseph County, Sr. Maura Brannic Health Center at Chpin Street, the CASIE Center (Child Abuse Service, Investigation & Education), Family Justice Center, Indiana Legal Services. 

THEO 20619: Rich, Poor, & War

TR 9:30-10:45A, Todd Whitmore
Crosslisted: CST, HESB

This course examines the interreltionships between economic injustice and violence.  It begins by investigating the gap between rich and poor both in the US and worldwide.  We also look at the history of Christian thought on wealth and poverty.  We then address the ways in which economic disparity intersects with the problem of violence in both domestic (violence against women) and political realms (war and revolution).  Next, we canvass Christian thought on the use of violence.  This raises the question of whether Christianity itself contributes more to violence or to peace.  Finally, we pose the question of whether forgiveness for violence is advisable or feasible.