Teach a Service-Learning Course
Course Listings: Fall 2005 Courses

What to Expect | Course Listings
Sample Syllabi | Grant Opportunities

*Continue checking the website for the most current course listings, as additional courses will continue to be posted*

ANTH 86A (Section 001) “UNITAS”
Erik Reavely
UNITAS is the first of a two-semester course that explores issues of social and cultural diversity including class, gender, race, religion, sexuality, and ethnicity. This is a unique living and learning program that creates a first-hand diversity experience.

COMM 167 (Section 001) “The Politics of Performance”
Della Pollock
How can performances ranging from staged plays to street protests
contribute to processes of social change? How are performances
political? This first-year seminar addresses these and other questions from historical, theoretical, and practical perspectives, involving students as much in doing as in thinking about the social work of aesthetic events. Students will engage with local performance projects with the aim of understanding and serving community efforts to make connections between social power and art in live performance events. Possible community-based projects for students are parades, theater performances, public representation forums, vigils, protests, etc.

COMP 090 (Section 056) "Computers: Power Tools for the Mind"
J.M. Walsh
This course will help teach skillful use of personal computers and standard packaged software in everyday tasks. It includes lectures and extensive laboratory exercises, exploring social effects and social concerns related to technology. Students must be concurrently enrolled in COMP 4.

EDUC 066L (Section 001) "Middle Grades Education"
Suzanne Gulledge
The goal of this course is to engage prospective middle grades (6-9) teachers who have been admitted to the School of Education in service-learning field experiences in area middle schools.

ENGL 006 (Section 003) "Ethics and Children's Literature"
Laurie Langbauer
Children’s literature cuts to the heart of the reasons people really
read: children turn to books to make sense of themselves and their
world. People turn to ethics when they come across central questions of existence and conduct they don’t know how to answer. In this class, we will attempt to learn from children, to adopt an ethical stance toward reading from them: when I enter this book, who am I? This course is an Ueltschi Service Learning course, so students enrolled in it will do a thirty hour service learning component, working with children in the schools, as part of our inquiry into ethics and children’s literature. In addition, this course is one of a consortium of three courses this term with a focus on children. The other two are “History 49H; Childhood in America” taught by Professor John Kasson and “PSYC 006E; Children's Eyewitness Testimony” taught by Professor Peter A. Ornstein. Those three classes will work collaboratively throughout the term in a variety of formats; this is an exciting opportunity to extend learning beyond individual classrooms!

ENG 33 (Section 001) "Science Writing"
Jordynn Jack
Students will apply rhetorical conventions within scientific discourse communities, adapt science information for
non-specialist audiences and understand and apply principles of visual design and page layout for scientific and technical
documents.

ENST 051 (Section 001) "Environment and Society in the United States"
Greg Gangi
This is a rather unique seminar concerned with probing diverse and changing responses of American society to its environment. It is the goal of this class to give students a clearer sense of the role that the environment has played in shaping US society and the role that our society plays in producing environmental change around the world.

GEOG 152 (Section 001) "Mobilizing Geographies"
Altha Cravey
This course explores the contemporary experience of migrants. Various theoretical approaches are introduced, with the emphasis on a political economic approach. This course fulfills a College of Arts and Science Social Science requirement.

*HNRS (Section 001) “Building Educational Bridges For Our New Urban Students”*
*Jim Johnson*
This course will afford students the opportunity to utilize intellectual
and socio-cultural skills to help “bridge” the educational gap in the
lives of a cadre of our new urban students. Through formal mentoring and tutorial components, program participants are exposed to a wide range of academic and social enrichments commencing when they enter the sixth grade and continuing until they graduate from high school. Students will be actively involved in the provision of academic and social supports through mentoring and tutoring with the Durham Scholars Program.**

INTS 92 “International Education in K-12 Classrooms”
Tara Flanigan
This experiential learning course combines guest speakers, discussion and hands-on workshops to build public speaking skills and investigate effective methods of teaching international education in K-12 school systems across North Carolina. Students will have the opportunity to use their experiences abroad and/or knowledge of international issues to develop classroom presentations on an international topic, country or culture of their choice. Students will visit area K-12 classrooms through the UCIS K-12 International Outreach Program during their service hours to deliver the presentations they developed, helping to promote international learning and understanding among North Carolina’s youth.

JOMC 132 (Section 001, 002, 003, 004) “Public Relations Writing”
Pat Curtin, Tom Kelleher, Larry Lamb, TBA
JOMC 132 covers major communicative tools of the public relations trade including news releases, features, speeches, pitch letters, fact sheets, public service announcements, and more.

PSYC 24 (Section 001, 002, 003, 004) "Child Psychology"
Steve Reznick, Ndidi Okeke, Jennie Grammer, Priscilla San Souci
Building upon material presented in Psychology 10 (general psychology), which is a prerequisite for this course, Psychology 24 provides students with an overview of the major themes of child development. Our aim is to introduce the empirical findings, theories, and research methods of child development, placing particular emphasis on the child's physical, cognitive, social, and emotional development from infancy through adolescence.

SOWO 150 (Section 001) "Public Service and Social Change"
TBA
This course examines the role of volunteer involvement and citizen participation in community development, grassroots organizing, advocacy and other efforts to create a more just and democratic society.

SPAN 3H (Section 015) “Intermediate Spanish for Health Care Professionals”
TBA
Spanish 3H interweaves culture, language instruction, and health care material. Students perform a variety of exercises and activities designed to strengthen each of these areas. The objective of the course is to bring down barriers to communication. In order to accomplish this goal, students combine their academic coursework with a community service placement.

SPAN 4A Honors (Section 001) and SPAN 4A (Sections 016 & 033) “Intermediate Spanish Through US Latino Culture”
Bill Maisch, Sect. 001 (maisch@unc.edu),
Elizabeth Bruno, Sect. 016 (ebruno@email.unc.edu),
Kathleen Johnson, Sect. 033 (kljohnso@email.unc.edu)
Emphasis in this course is placed on increasing the scope of communication and mastering linguistic accuracy in all the skills through high-interest cultural readings and video that deal with the Latino community in the United States today. These students of Spanish language and U.S. Latino culture will be involved in weekly person-to-person service in the local Hispanic community and committed to encouraging, in those they serve, pride in Hispanic culture and Spanish language. Students enrolled in 4A sections 001, 016, and 033 are also enrolled in Spanish 93.

SPAN 25 (Section 001) "Spanish for Business"
Richard Vernon
Spanish 25 is a fifth-semester Spanish course in which students acquire and practice the grammar, vocabulary, and discourse strategies of the Spanish-speaking business world. The most essential goals of the course are to acquire and/or perfect the Spanish business vocabulary, essential Spanish grammar, and important cultural knowledge that would enable students to begin to conduct business successfully with native Spanish speakers.

SPAN 50A (Section 001) "Advanced Grammar and Composition"
TBA
Spanish 50A is a grammar and composition course that further prepares students for upper-level Spanish courses and programs in the University. The objective of the class is to practice grammar and writing consistently and in an organized fashion. SPAN 50A studies grammatical rules through a structured series of exercises. Community placements will allow students to serve as interpreters and facilitators in a variety of settings.

SPAN 54A (Section 001) “Latin America: Mexico, Central America, and the Andean Region”
Kevin Hunt
Prerequisite, SPAN 21, 22, 23, or equivalent. Recent trends in thought, art, film, music, social practices, etc. Topics may include colonialism, race, ethnicity, modernization, ecology, religion, gender, and popular
culture.

SPCL 91P (Section 006) "Peer Tutoring"
TBA
The peer tutoring proram offers successful students, with a gpa of 3.0 or better, the chance to serve their fellow students through tutoring in one or more subjects. Interested students must apply to the program the semester prior to that in which they will tutor. Selected students are enrolled in a special topics course and receive 3 hours P/F credit for tutoring (credit limit=6 hours). Subjects for which the Program routinely needs tutors include math,statistics, biology, chemistry, physics, geology, psychology, economics, accounting, French, Spanish, German, Italian, Latin, Arabic, and other languages. Sponsored by the Learning Center and a student advisory board.

SPCL 091P (Section 015) "Reflection and the Service-Learning Experience"
Marianne Jaconis
Become a Reflections Leader for APPLES by taking Reflections and the Service-Learning Experience for 1 credit hour pass/fail in the fall and 2 graded credit hours in the spring. Discuss the theories of service-learning with a 90 minute class once a week in the fall and then put your learning into practice with a project and as a Reflections Leader in the spring. This class will meet on Thursday from 7:30 - 9:00 P.M. Please contact Marianne Jaconis at jaconis@email.unc.edu if you have any questions or would like more information.

Become a Fall 2005 Reflection Facilitator
Would you like to become a Reflections Leader but cannot take the course? If you have taken one or more Service Learning courses and/or have had experience working with APPLES and would like to become a Reflections Leader in the fall contact Apples Reflection Committee Chair: Marianne Jaconis at jaconis@email.unc.edu.

Questions, comments? Email us at apples@unc.edu