Service-Learning

For a course to be designated as “Service-Learning”, satisfying the University Engaged Learning requirement, it must meet all the following criteria.  Criteria for service-learning courses are based on research and best practices, the CAS Standards for Service-Learning (2009), and the Principles of Good Practice for Service-Learning Pedagogy (Howard, 1993).

1. The academic course establishes the service expectation of 20+ hours of service to work in the community or in the environment, or on a community-based project connected to the content of the course. 
2. Learning objectives related to the service experiences are clearly articulated.
3. There is a clear articulation of the community partnership or project and how it addresses community-defined priorities.
4. The syllabus assignments and final projects synthesize classroom- and community-based learning.
5. Activities and assignments encourage students to reflect on larger community issues, sustainability issues, social structures, and/or topics of social justice (e.g. perpetuating dependence vs. building capacity within the community).

The Center for Engaged Learning, Teaching, & Scholarship publishes a listing of ALL approved service-learning classes each semester.  This list can be found on the Service-Learning Program website. 

All courses that have been approved to satisfy the Engaged Learning University Requirement are designated with an "E" appended to their section number, e.g. ANTH 301-01E.  Comprehensive listings of ALL approved Engaged Learning classes offered each semester can be found in LOCUS.

• College of Arts and Sciences
• Center for Engaged Learning, Teaching, & Scholarship
• School for Environmental Sustainability
• Interdisciplinary Honors Program
• Parkinson School of Health Science and Public Health
• School of Business
• School of Communication
• School of Continuing and Professional Studies
• School of Education
• School of Nursing
• School of Social Work

College of Arts and Sciences

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.

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. 

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 the lives of other students and contribute to national needs.

ENGL 220:  The Theory and Practice of Tutoring Writing (3)
English 220 develops pedagogical theory, practice, and awareness from which students may tutor writers across the educational spectrum in the Writing Center. Prerequisites: 3.5 GPA, Formal application, Writing sample, UCWR 110, and an English Faculty letter of recommendation describing student's writing and communication skills.

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 is a course in writing clear and effective prose in whatever form/genre is being studied; the subtitle will define the form/genre more Precisely. **Prerequisite: UCWR 110

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. 

HMSV 390: Supervised Fieldwork II (6)

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.

INTS 278:  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. 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 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) - (Section Only)
Freshman Mathematics/Statistics Seminar (1-3 Credit Hours): A freshman seminar with no pre-requisites on topics in the mathematical sciences drawn from algebra, geometry, statistics, and their applications. 

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.  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 a service learning experience and satisfies the civic engagement core requirement.  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 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 is a course examines the nature, causes, and possible future development 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.  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 requirement.  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 difference in both explicit and implicit cultural factors will 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

PSYC 390:  Internship in 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 a human service organization or applied research setting, combined with academic classroom activities.  Outcomes: Students gain knowledge and skills in:  function and operation of human service agencies or applied research settings; values and ethics in work settings;  written communication; theories and practices of helping and/or applied research;  interacting effectively with diverse clients, peers and supervisors; and drawing connections between theory and practice.

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.  Outcomes: Students gain knowledge and skills in:  values and ethics in work settings; interacting effectively with diverse clients, peers and supervisors; drawing connections between theory, research, and practice.

ROST 382:  Human Rights: A View from Rome
This course explores the theory and application of human rights in the Mediterranean region as viewed from the perspective of Rome, with a specific focus on issues of forced migration. This course includes 24 hours of required practical engagement with the local community.

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 127:  Social Analysis; Social Action (3)
This course helps students who participate in the domestic "Alternative Break Immersion" or other service trips to better understand the communities and issues they will encounter. It emphasizes the analysis of "social solutions" to social problems as well as personal reflection and action.  Outcome: Analyzing and acting on social issues.

SOCL 258:  Confronting Homelessness: Local to Global
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 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.  Outcome: Students will understand and address inequities in urban communities, and identify avenues of leadership and civic engagement in contemporary cities.

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.  Outcome: 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.  Outcome: 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.

WSGS 399:  WSGS Capstone (3)
This is a project-oriented course that represents the culmination of the WSGS major. Students will build on their previous work in WSGS 391/Methodologies in WSGS to plan and complete a project under the direction of a faculty or community organization mentor. The project may be conducted individually or as a group but must (1) demonstrate an interdisciplinary approach; (2) draw on theory and scholarship in women's studies and gender studies; and (3) reflect the intentional use of feminist methodologies in practice.

Center for Engaged Learning, Teaching, & Scholarship

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:  Seminar in Community-Based Research and Leadership (3)
This course is a seminar course focusing on community-based research and leadership through service-learning. As a service-learning course, students will work a minimum of 40 hours over the semester through direct service AND community-based research projects at a non-profit, community-based organization, approved by the Center for Engaged Learning, Teaching, & Scholarship.  Outcome: Students will reflect on their service and community-based research experience in the context of asset mapping, organizational action research, civic engagement, social justice, leadership in the community, and research as service for the common good.

EXPL 292:  International Service-Learning (3)
Seminar course focusing on community-based service in an international setting. Focus 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.

School for Environmental Sustainability

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.  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)
'STEP: Climate Action' reviews the environmental, political, economic, historical, and cultural contexts of climate change, arguably society’s most critical challenge. It examines actions occurring at varying geographic scales to mitigate and/or adapt to climate change impacts. The course assumes students’ familiarity with foundational climate science. In addition to analyzing the strengths and limitations of various climate actions from an interdisciplinary perspective, you will participate in a hands‐on, team‐based project in which you and your peers design and implement locally a solution to address climate change. Because of its foci on community engagement and leadership in sustainability, this course satisfies Loyola’s Engaged Learning core requirement.

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.  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.

Interdisciplinary Honors Program

HONR 290: Literacy Center (3)
This course offers training and practical experience in tutoring adults in written and spoken English at the Loyola Community Literacy Center.  Students tutor adult learners, some of whom are native English speakers preparing for the GED or improving their literacy skills.  Others are immigrants or refugees who may know some English or no English.  Students must attend an orientation as well as bi-weekly class meetings and tutor one or two evenings a week.  Students are required to keep and submit a weekly journal of their experiences, examine a textbook and journal articles concerned with literacy and adult education, write four papers throughout the semester, and prepare a final paper or project.

HONR 291: Literacy Center II (3)
Second semester of HONR 290 (See description above)

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. Students must complete 3 credit hours to receive Engaged Learning credit.

Parkinson School of Health Science and Public Health

HSM 220:  Aging in America (3)
The impact of the aging population on the healthcare system and the unique health needs of this population will be examined.  Emphasis will be placed on options for long term care and the treatment of chronic illness.  The diversity of the aging population and the myths and stereotypes of aging will be explored.  Discussions will address psychosocial and physical issues, financial resources, legal and ethical issues as well as social justice concerns related to care of the elderly, public policy and services, and the potential vulnerability of the aged.  Students complete 25+ hours of direct community service to elder adults at elder serving organizations around Chicago. 

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.

School of Business

ISSCM 357:  Project Leadership - Engaged Learning (3)
The main topics of this course are fundamentals of project leadership, communication with various stakeholders (e.g., external as well internal to the project team), fostering team work, and basics of planning, including setting/ tracking project objectives.
Outcomes:  Students describe the difference between project management and functional management and the role of the project manager.  Students also develop a plan and schedule project(s).

ENTR 311:  Social Entrepreneurship (Not for Profit Ventures) (3)
This course introduces the student to the financial similarities of the traditional, not-for-profit organization; however, it also provides students with new insights and tools to effectively measure the social benefit and return on capital spent by applying entrepreneurial business principles. Outcomes:  Students demonstrate:  an understanding of the term “social entrepreneurship” - what it includes and what makes it different;  the use of analytical tools to quantify social issues with potential for a sustainable positive outcome; an understanding of non-for-profit market characteristics.

MARK 373: Integrated Marketing Communications (3)
This course develops an understanding of how advertising, personal selling, public relations, sale promotions, and direct marketing are coordinated to produce a unified, integrated marketing communications campaign. Message development, placement, timing, and evaluation metrics are examined within the context of marketing strategy.  Outcomes: Students will: Identify the role of IMC as it relates to other marketing functions, develop the theoretical and analytical skills necessary for the initiation, execution, and evaluation of IMC strategies, develop, write and present an IMC plan, and present and defend IMC recommendations and critically examine the recommendations of others.

School of Communication

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.  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 television spots.  Outcomes:  Students will need to multi-task to complete several commercial projects and practice the process of developing and executing broadcast production, as well as learn more about technology and implications of media production, and strategy and creative development, through studying, reading and engaging with the community.

School of Continuing and Professional Studies

CPST 397: The Capstone (3) (Effective Fall 2015)
Students will research a problem, conceptualize solutions, and develop a solution as their capstone project. In the class, students will synthesize and apply knowledge from prior courses. Course topics will vary as students will design their own projects that address an issue or problem in a community of professional settings.  Outcome: Students will write a proposal, conduct research, complete the project, and present their findings orally and in a formal essay. Students will present their e-portfolio as a graduation requirement.   Enrollment Conditions: Restricted to students in the School of Continuing and Professional Studies.  This is the final course in the major and may only be taken after completion of all other requirements.

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.

School of Education

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.  Outcome:  Students will be able to implement methods of teaching language, composition, and literature, in grades 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.  Outcome:  Students will be able to implement methods of teaching mathematics and methods of assessment in grades sixth through twelve.

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.

School of Nursing

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.

School of Social Work

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.