4th Hour Seminar
Times for Fourth Hour Integrating Seminar SL1000: Monday 3:00 - 4:15, 4:30 - 5:45. Tuesday 2:30 - 3:45, 4:00 - 5:15, 6:00 - 7:15. Wednesday 3:00 - 4:15, 4:30 - 5:45, 5:30 6:45. Thursday 10:00 - 11:15, 1:00 - 2:15, 2:30 - 3:45. Friday 12:30 - 1:45, 1:30 - 2:45.
Spring Fall 2014 Courses
ETHICS (25) 2050 006, MWF 11:30 – 12:20, taught by John-Patrick Schultz. Attributes: Writing Enriched Requirement Comment: For Liberal Arts & Sciences students, pre-requisites include ACS 1000 and ACS 1001; Additional pre-requisites include THL 1000 and PHI 1000, one of which may be taken concurrently with ETH 2050
PEACE and JUSTICE EDUCATION
PJ 2800-001 RACE, CLASS & GENDER Nielsen TR 1:00-2:15
What is oppression? Do our public policies and current legislation suggest that it is a crime to be poor? What is structural racism? Does one’s socio-economic location and embodied difference (whether gendered or raced) really matter, or are one’s life chances and opportunities merely a matter of “individual responsibility” and “hard-work”? How do we understand and identify various forms of oppression embedded in our society’s major institutions, public policies, and legal practices? How can we resist various forms of oppression? These are some of key the questions that we will engage in this course, as we examine various social, political, and other narratives as well as structures and practices that shape our social identities. Our dialogue will arise from our interactions with a wide-range of texts (philosophical, sociological, literary, religious, op-eds, etc.) and our reflections on current events, policies, and developments. ATTRIBUTES: Africana Studies minor/concentration, Cultural Studies, Ethics, Economics, and Public Policy elective, Philosophy, Diversity 1 & 2, Writing enriched.
PJ 4000-001 TOP: THE NATURE OF GENOCIDE Horner MWF 11:30-12:20 T. Horner- Genocide is perhaps the darkest of all human endeavors. This course is an attempt to shine light onto this modern phenomenon by tracing the causes of genocide through their historical, sociological, political, neurological, colonial, and religious roots. More than simply a parade of atrocity, this course seeks to understand perpetrators and the societies that allow, even encourage, the act of genocide. This is a multimedia, multi-disciplinary course that uses primary sources of the genocides in Rwanda, North America, Ottoman Turkey, Nazi Germany, and the former Yugoslavia. Definitions of genocide as well as the circumstances that allow it are central to the course. Understanding the mind of the perpetrator is difficult and morally challenging - understanding can sometimes lead to uncomfortable empathy - but the larger goal of the course is to find ways to prevent genocide, not just stop it when it starts. Understanding perpetrators and our own human nature is of vital importance if we are to be proactive members of the world community who can smell smoke before there is fire. ATTRIBUTES: Africana Studies, Advanced Theology Diversity 3.
PJ 5500-001 POLITICS OF WHITENESS Anthony TR 1:00-2:15
This course will be an examination of the past and present scholarship which serves to debate and deconstruct the nature of whiteness. Historically, whiteness has been the unexamined, invisible, normative backdrop from which people of color have been defined, delimited, and “othered.” We will analyze the nature and structure of “whiteness” and the spectrum of white supremacy that is affiliated with it. “White supremacy” and "white privilege" will be central issues of the course, as they are deployed through and embodied in people (of different races), different systems of thought, and various social practices and institutions. The course will conclude by looking at the debate over the question of whether or not “whiteness”, as a social construct and personal identity, can be recreated and rehabilitated from the privilege, invisibility, and the normative power it has involved.
ATTRIBUTES: Africana Studies minor/concentration, Cultural Studies, Honors, Philosophy, Diversity 1, Writing enriched.
PJ 5000-001 THEOLOGY, ETHICS & CRIMINAL JUSTICE IN AMERICA Getek Soltis MW 1:30-2:45 What is true justice and to what extent does our criminal justice system implement it? This course begins by engaging Scripture and classic theological voices in an attempt to reconcile divine justice with punishment, atonement, and notions of damnation/salvation. After also examining key ethical theories of justice and punishment, we examine the realities of criminal justice in America. Our focus on current practices in sentencing and corrections will include the war on drugs, solitary confinement, life without parole, re-entry, education in prisons, and the intersection of criminal justice with race and class. Ultimately, how might theological and ethical approaches to justice inform (and reform) our courts and prisons? ATTRIBUTES: Criminal Justice, Ethics, Humanities, Advanced Theology.
PJ 5000-003 TOP: SURVIVING IN A MATERIAL WORLDS Hill TR4:00-5:15 We live in a material world that offers a myriad of goods and services to meet our needs. The affluent portion of the affluent west is faced with too much--too much information, too many choices, and too much waste. However, this subpopulation represents only 15% of the world's human inhabitants, who consume the vast majority of its wealth. In this course, we will venture to the other side and consider how impoverished persons survive in a material world. We will look at people who live in affluent countries like the US but have no seat at the proverbial table, along with persons who live in countries that suffer from abject poverty. Our goal is to both understand the different circumstances that they face as well as how we might advance their material well-being through our personal and professional lives. ATTRIBUTES: Marketing. Counts as a Marketing elective.
PJ 5100-100 DISCRIMINATION, JUSTICE, & LAW McDaid M 6:10-8:50
This class will teach students about major areas of United States discrimination law and the development of the law in these areas. Given the varied and expanding areas in which discrimination law of some sort comes into play, the course will be limited to racial, gender-based, and sexual preference-based discrimination. An overview of age or disability discrimination will be selected according to student interests, if time permits. The course will begin with an introduction to the relationship of the United
States Constitution, federal statutes, and case law. Students’ case materials cover the development and current status of discrimination and civil rights law as it exists in different contexts. From the materials, students will also glean a working knowledge of the United States Supreme Court and the federal judicial system. Class arguments will develop an understanding of the finer points of constitutional fairness and its relationship to concepts of individual justice
ATTRIBUTES: Ethics, Economics & Public Policy elective, Political Science, Diversity 1, Writing enriched.
SOCIOLOGY (all courses are core social science)
SOC 3600 001 Race and Ethnicity Kramer MW 1:30-2:45 Development of race and ethnic relationship in America; the impact of power-conflict relations on race and ethic patterns; particular attention given to development from early 1950’s to present. Africana Studies Minor/Conc, Criminal Justice, Core Social Science, Diversity 1, Latin American Studies Reg, Sociology.
SOC 2400 Sociology of Social Work; Gaynor Strickler T/Th 8:30-9:45
History and development of social welfare; basic issues in social welfare planning and administration the major methods of social work, practice. Social casework, group work and community organization, in such areas as child welfare, family service and counseling, probation and corrections. A&S Core Social Science
CRM 3100 Juvenile Delinquency
Brianna Remster MWF 12:30-1:20
Meaning and scope of delinquency; delinquency theories, role of social institutions and social agencies; prevention, control and treatment programs. CRJ , A &S core social science
EDU 3253 CRN 32565 -001 Educational Policy Analysis Jerusha Conner, 10-12 TR 10-11:15 10-12 SLC
This course examines the challenges facing public schools, the policies that are designed in response to these challenges, the effects of these policies on students, and efforts undertaken by some youth to improve education policy. Students will enrich their understanding of the impact of policy on students through weekly interactions with high school seniors at School of the Future in Philadelphia.
This course focuses on developing your policy analysis skills, while deepening your understanding of some of the most pressing issues in education. Policy analysis involves examining the values and assumptions that underlie different policies; identifying the factors that shape policy design and implementation; and evaluating the outcomes of specific policies. You will develop these skills by examining such topics as school reform, school finance, teacher training, accountability and high-stakes testing, and school choice. In order to enrich your understanding of these policy issues, the course will expose you to a variety of readings on the topics, including policy documents, research studies, and analysis from different disciplinary perspectives. As you learn to interpret these policies, you will be encouraged to formulate your own positions and policy priorities.
Another objective of this course is to help you understand how youth can be engaged in policy debates and the contributions they stand to offer. This course seeks to reposition students and youth; rather than constructing them simply as beneficiaries or targets of education policy, the readings and assignments will help you to recognize youth as insightful system actors, who have the potential to advocate for and advance new approaches to education policy. Most education policy is developed and implemented without consultation with youth. The absence of youth voice in the framing of the problems and the selection of solutions has serious repercussions, particularly in urban communities where paternalistic or deficit-based approaches limit our understanding of the problems, further the fragmentation of the services, and heighten the marginalization youth feel. Drawing on school visits and case studies of organizations such as the Philadelphia Student Union and Youth United for Change, the course will ask you to rethink education policy and to develop new ideas for systems-level change.
EDU 3263-100 Diversity and Inclusion:
Christa Bialka W 06:10 pm -08:50
AWAITING APPROVAL AS A CORE SOCIAL SCIENCE
Disability Studies refers to the examination of disability as a historical, social, political and cultural phenomenon. As such, the field of disability studies assumes a social constructivist view that is “concerned with the social processes that ‘disable’ people” (Gabel & Danforth, 2002). This course will provide students with a framework for discussing and deconstructing disability and increase their understanding of the role, purpose and function of special education. Over course of the semester, students will have an opportunity to clarify and challenge their beliefs about what it means to have a disability.
Interestingly, Smith, Foley and Chaney (2008) find that “because disability status has been viewed as a defect rather than a dimension of difference, disability has not been widely recognized as a multicultural concern by the general public.” While diversity is often discussed in relation to race or class (Carter & Goodwin, 1994; Delpit, 1995; Irvine, 1991; Nieto, 2000), issues of identity and privilege as related to disability status are rarely addressed. Therefore, it is important to complicate this assumption by asking students to engage with their understanding of disability as a component of diversity. In response to these issues, this course will provide students with a comprehensive framework that allows them to critically engage with historical, theoretical, cultural and personal conceptions of disability.
In addition to presenting undergraduates with information pertaining to specific disabilities and related pedagogical practices, this course sheds light on the social implications of disability. As such, students will examine ableism and the ways in which it is rooted in negative cultural assumptions about disability (Hehir, 2002). Furthermore, students will gain exposure to different theoretical models of disability and use these constructs to examine the legacy of special education in the United States and abroad.
By the end of this course, students should be able to:
1) Deconstruct historical and contemporary meanings of disability;
2) Detail what they have learned from the individuals with special needs with whom they have partnered;
3) Address ideas of diversity, advocacy, politics and legislation as related to disabilities;
4) Articulate an understanding of the field of disability studies that
THL 4250-001 and 002 Global Poverty and Justice Suzanne Toton TR 10:00 – 11:15 and TR 1:00 – 2:15 pm In 2000, 189 nations signed the U.N. Millennium Declaration, pledging to cut extreme poverty in half by 2015 and end it by 2025. Eight interrelated goals were identified. The eighth goal, “to develop a global partnership for development," will be the focus of this course.
We will approach our study of global poverty from a Christian theological ethical perspective employing the methodology of the Latin American Liberation Theologians. They have long argued that serious theological ethical reflection on poverty and liberation must draw on the sciences such as economics, political science, sociology, history and others to understand better the nature of the problems, the challenges that must be addressed, and the action required. Our course, therefore, will draw on the work of leading journalists, economists, and political theorists, and others who are addressing the root causes of, and solutions to, global poverty. To clarify the moral responsibility before the community of faith and what is required of nations, institutions, collectives and individuals, we will draw on relevant material from the Catholic Social Tradition and contemporary theologians and ethicists. And finally, to determine the opportunities to act, students will be introduced to agencies and organizations working for global justice and peace.
Markets and Morality- THL 4320-001 TR 2:30 – 3:45 pm THL 4320-002TR 4:00 – 5:15 pm
Dr. Gerald Beyer Do market economies promote or stifle human welfare, freedom, and the common good? What does Christian discipleship require in the marketplace? This course will consider these questions by utilizing sources in Christian ethics, Catholic social thought, economics, and other disciplines. In addition to these broader issues, we will explore specific topics such as globalization, consumerism, the nature and kinds of capitalism, socialist critiques of the market economy, poverty and its relationship to race and gender, worker justice, economic rights and the impact of the economy on the environment
DILEMMA OF GENOCIDE 32099 THL 4690-001 MWF 12:30-11:20 Horner
Genocide is perhaps the darkest of all human endeavors. This course is an attempt to shine light onto this modern phenomenon by tracing the causes of genocide through their historical, sociological, political, neurological, colonial, and religious roots. More than simply a parade of atrocity, this course seeks to understand perpetrators and the societies that allow, even encourage, the act of genocide. This is a multimedia, multi-disciplinary course that uses primary sources of the genocides in Rwanda, North America, Ottoman Turkey, Nazi Germany, and the former Yugoslavia. Definitions of genocide as well as the circumstances that allow it are central to the course. Understanding the mind of the perpetrator is difficult and morally challenging - understanding can sometimes lead to uncomfortable empathy - but the larger goal of the course is to find ways to prevent genocide, not just stop it when it starts. Understanding perpetrators and our own human nature is of vital importance if we are to be proactive members of the world community who can smell smoke before there is fire.
Communication (3 courses, there is no pre-registration for SLC)
Communication IGR Courses One-credit IGR courses are designed to prepare students to create dialogues in situations where understanding and listening are needed. We will focus on building relationships among students from different identity groups (e.g., gender, religion, socio-economic status, race, ability, etc.). http://www1.villanova.edu/content/villanova/artsci/communication/_jcr_content/widgetiparsys/download/file.res/Fall%202013%20IGR%20One%20Credit%20Courses.pdf for more information
SLC STUDENTS MUST SIGN UP FOR TWO 1 CREDIT IGR COURSES
STUDENTS WHO REGISTER FOR ANY IGR COURSE ARE REQUIRED TO ATTEND ONE OF THE FOLLOWING KICKOFF SESSIONS: Thursday, Jan. 16 from 3:00 – 5:00 pm (Dougherty, East Lounge) Friday, Jan. 17 from 3:00 – 6:00 pm (Doughery, East Lounge)
• RACE Mondays, 6:00 – 8:00 pm Jan. 27 Feb. 3, 10, 17, 24, Mar. 10
Instructors: DeVon Jackson and Jane Morris
• GENDER Mondays, 6:00 – 8:00pm Jan. 27 Feb. 3, 10, 17, 24 Mar. 10
Instructors: Stephen Sheridan and Hanna Lee
• SOCIOECONOMIC STATUS Tuesdays, 6:00 – 8:00 pm Jan. 21, 28 Feb. 4, 11, 18, 25 Instructors: Terry Nance and Jennifer Brophy
• WHITE RACIAL IDENTITY Wednesdays, 6:00 – 8:00pm-- Feb. 19, 26 Mar. 12, 19, 26 April 2
Instructors: Tom Mogan, Carol Anthony,and Tim Horner
• ADVANCED RACE Friday 5:00 – 9:00pm Saturday 9:00am – 5:00pm March 28 and 29
Instructors: Maurice Hall and Carol Anthony
COM 3207 African American Rhetoric W 6:10-8:50 Terry Nance (NO SLC pre-registration) The symbolic construction of African American identity in the United States through an analysis of speeches, films, television and other media. (Pre-requisites will be waived for Africana Studies concentrators or minors). Prerequisites: COM 2200 or COM 2240 or COM 2280
COM: 3240 Performance of Social Change MacDonald T/TH 1-2:15
SOPHOMORE WRITING SEMINAR
For LEVEL VOLUNTEERS ONLY
Disability ENG 1975 - 001 Days: Mary E. Fattori (P) For LEVEL Volunteers only MWF 08:30 09:20 am
Portraying Disability in Literature
Reading and writing about disability in literature can help us better understand our responses to situations and events around us that might be quite different from our own. Through close readings of fiction, drama, and poetry, students will experience how writers have created literary characters exhibiting various forms of disability throughout the centuries. These depictions include physical, mental, emotional, and social disabilities of all types. A few memorable examples include Shakespeare’s Richard III, Hemingway’s Jake Barnes, Williams’ Laura Wingfield, and Dickens’ Tiny Tim.
Traditionally, these literary inventions were often used metaphorically as diabolical symbols of evil, or realistically as actual challenges to overcome, or even sentimentally as figures of pity and pathos. Contemporary authors, however, are reconsidering how to utilize disability as literary device, thereby requiring their readers to re-examine their own perception of what is means to be “disabled.” This introspection often leads to the realization that such categorization frequently undermines and marginalizes a vast proportion of society, calling for vast political or social reforms.
However, since this is a literature course rather than a sociology course, its primary focus will remain on critically reading, interpreting, and writing about these works as literature. In addition, a significant amount of class time will be devoted to the teaching of formal writing, especially the thesis-driven critical essay, and improving presentation skills by delivering an end-
Approved for Honors Students—
Hon. 3150 Humanities/Theology The Goods and the Good Life. E. McCaragher
Honors 4201 001 Crime Delinquency NWF 10:30-11:20am Allison Payne This course will be an evidence-based analysis of what works, what does not work, and what is promising for programs and policies designed to prevent crime and delinquency. We will begin with an overview of criminological theories, followed by in-depth coverage of school-based delinquency prevention, and end with analysis of prevention strategies in other settings such as families, communities, places, and labor markets. SlC service must be with high school students, Cristo Rey or School of the Future
Other Courses that might interest you!
THL 3760-002 Faith, Identity and Calling Dr. Fayette Veverka TR 1:00 – 2:15 pm
THL 3760-003 TR 4:00 – 5:15 pm
Our hearts are restless, Augustine said so long ago, until they find their rest in God. We accumulate worldly recognition and material goods, but the nagging question surfaces: is this all there is? The stories of our lives come to seem pointless if they are not part of some larger story. Who am I and why am I here? What are my core values and commitments? What am I going to do with my life? This course is an invitation to reflect in a systematic way on the “big questions” about finding meaning and purpose in life in conversation with some of the best writings in the Western traditions from ancient Greek poetry to Christian wisdom to contemporary fiction and memoirs. Through dialogue and conversation students will have an opportunity to reflect on life as a journey and “work” as a calling, not just a way to make a living. Requires of students a willingness to share personal experiences, not just analysis and to reflect and share personal experiences of faith—or its absence and doubt.
Readings will included selected texts from authors representing diverse vocational choices--from poets to politicians, scientists to social activists, novelists to philosophers, social activists to lawyers reflecting on how to lead a life that matters including William James, Albert Schweitzer, Homer, Dorothy Day, C.S. Lewis, Jane Addams, Malcolm X, Leo Tolstoy, Feodor Dostoevsky, Thomas Merton, Annie Dillard, Simone Weil, John Steinbeck, Abraham Heschel, and many others.
The course is organized around seven basic questions:
1. Are some lives more significant than others?
2. Must my job be the primary source of my identity?
3. Is a balanced life possible and preferable to a life focused primarily on work?
4. Should I follow my talents as I decided what to do to earn a living?
5. To whom should I listen?
6. Can I control what I shall do and become?
7. How shall I tell the story of my life?
PJ 2900-001 ETHICAL ISSUES IN PEACE & JUSTICE Stehl TR 2:30-3:45
This course will introduce and examine the economic, political, and social roots of contemporary moral issues, with special emphasis on the Catholic Christian perspective. The course will survey issues like poverty, globalization, violence, conflict, and human rights. This primary focus will explore: the historical & cultural elements of environmental exploitation, critiques of fossil fuel dependency & peak oil, the ethics & principles of natural systems and holistic design that go beyond sustainability (permaculture), and practical alternative approaches toward social, economic & environmental justice.
ATTRIBUTES: ENVA, ETST, Advanced Theology, Writing enriched.
PJ 4000-002 TOP: GRASSROOTS ACTIVISM AND SOCIAL MOVEMENTS Mhonde MWF 12:30-1:20
What is grassroots activism and how does it influence social change? The course begins by engaging with the experiences of activists who participated in social movements during the last fifty years. By exploring specific social issues and social movements in the United States and around the world, including: HIV/AIDS, gender-based violence, environmental justice, food insecurity and the Occupy movement, we will view grassroots activism in the various historical and political-economic contexts. Throughout the course, we will examine how individuals and groups (particularly students) have organized to respond to social problems; analyzing varying goals, strategies and challenges. How might these case studies and experiences of activists inform “bottom-up” approaches to social justice today ATTRIBUTES: Diversity 3.