Summer & Fall 2016 Courses with Community Components

Transcription

1 Summer & Courses with Community Components COURSE TITLE COURSE NO. PROFESSOR & DEPT. CREDIT(S) & ENROLLMENT TIME COURSE DESCRIPTION Health, Homelessness & Social Justice Discover Hopkins: Psychological Profiling AS (21) AS (41) A. Schneider Public Health Studies L. Ralfman Psychological & Brain Sciences Limited to 30 1 credit Waitlist Only Summer (June 27 July 29) TThF 5:30 8:00 PM Summer (June 20 July 1) MTWThF 9:30 AM 4:30 PM Homelessness is bad for health, and its existence, persistence, and growth demonstrate deep policy failures and social ills. This course examines issues fundamental to the modern phenomena of homelessness in the U.S. and the connection between disparate health and desperate inequality. There are ethical values and dimensions to the decisions we make about health policy and public policy generally. Life, liberty, the pursuit of happiness, equality, justice, community, democracy, human rights, and human flourishing; there are many values that we might prioritize both individually and collectively as we develop and assess programs, policies, and systems. In this course, we will consider these and other values together with issues of health and homelessness. We will also examine tools of policy analysis and political action, and how those committed to changing the world can use those tools to engage that system critically. Psychological Profiling focuses on strengths and limitations of psychological methods employed by forensic professionals who assist police in criminal investigations. Clinical cases of serial offenders, spree killers, disgruntled employees, police profiling, and terrorists will be studied. Legal and ethical issues will be explored, especially racial profiling controversies. We anticipate visits to the FBI Behavioral Sciences Unit at Quantico, Virginia; Baltimore County Forensic Crime Lab (with emphasis on crime scene analysis), and the Baltimore Police Profiling Program. Documentary AS P. Berger Summer Course will begin on Wednesday, July 6th. In this

2 Photography Hopkins Leadership Challenge Seminar Spanish Language Practicum* Environmental Biomes: Maryland Zoo Penguin Coast Advanced Academic Programs EN J. Beauchamp, T. Sanchez AS AS (01 & 02) Center for Leadership Education, Entrepreneurship and Management L. Sanchez German and Romance Languages & Literatures F. Spencer, J. Taylor Biology Limited to 10 1 credit Limited to 30 Limited to 12 per section 1 credit Limited to 12 (July 6 July 29) MWTh PM Summer (July 5 July 15) TWF 1-3:30 PM Summer (June 27 July 29) TBA *Online T 10 AM 12:30 PM hands-on course, we will explore different genres of documentary photography, including the fine art document, photojournalism, social documentary photography, the photo essay and photography of propaganda. Students will work on a semester-long photo-documentary project on a subject of their choice. Digital SLRs will be provided. First class is mandatory. The Hopkins Leadership Challenge seminar is designed specifically for enrolled in Hop-in program. The classroom content will include discussions with current university leaders and will serve as an introduction to the history, services and involvement opportunities open to JHU undergraduates. The seminars will include discussion and assignments from The Leadership Challenge by Kouzes and Posner. The experiential component of the course will include programs designed to enhance classroom content and expose to the on campus and off campus involvement opportunities available. Enrollment limited to Hop-In program only. The Spanish Language Practicum involves a specially designed project, taking place some time within the summer period of 5/26-7/31, related to student's minor concentration. Provides an opportunity to use Spanish language in real world contexts. May be related to current employment context or developed in agencies or organizations that complement student's research and experimental background while contributing to the improvement of language proficiency. May not be taken satisfactory/unsatisfactory. Please see Dr. Sanchez in advance of registering for this course to discuss your project and timeline. Recommended Course Background: AS This one semester introductory class is open to freshmen who successfully completed a high school biology course. No other experience is required. Students will explore concepts and methods required to understand an environmental biome, the sum of organisms that coexist and interact in a given

3 Freshman Seminar: The Making of a Chemist Freshman Seminar: Archaeology at the Crossroads: The Ancient Eastern Mediterranean through Objects in the JHU Archaeological Museum Gender and Sexuality in Early Greece and the Eastern Mediterranean AS AS AS Staff Chemistry, Freshman Seminars E. Anderson Classics, Freshman Seminars, History of Art, Near Eastern Studies, Program in Museums and Society E. Anderson Classics, Study of Women, Gender & Sexuality Limited to 12 Limited to 25 M 1:30 4:00 PM M 1:30-4 PM TTh 1:30 2:45 PM environmental space. The laboratory component will compare environmental samples using ribosomal DNA typing, as well as metagenomic sequence analysis. This year s research focus will explore biological profiles surrounding penguins at the Maryland Zoo using novel metagenomic DNA sequence data. Students will be introduced to professional culture and practice in academic and industrial chemical research laboratories. Through reading and analysis of a few series of seminal papers from the 1800's to the present leading to Nobel Prizes in Chemistry or Physics, will learn how scientific inquiry and writing has evolved over time. Through discussion and practice, will learn how to communicate chemistry in social media, scientific publications, scientific talks, and public lectures. This seminar investigates the Eastern Mediterranean as a space of intense cultural interaction in the Late Bronze Age, exploring how people, ideas, and things not only came into contact but deeply influenced one another through maritime trade, art, politics, etc. In addition to class discussion, we will work hands-on with artifacts from the JHU Archaeological Museum, focusing on material from Cyprus. In this course we will explore evidence and interpretations of gender and sexuality in the region of the Aegean and eastern Mediterranean during the third and second millennia BCE. Material investigated will include the snake goddess figures from Minoan Crete, anthropomorphic figurines from the Cyclades and Cyprus, wall paintings, etc. In each case we will consider the history of interpretation as well as investigate the objects archaeological and sociocultural contexts. Discussion topics will include representational ambiguity, the specific materialities of objects, and their possible roles in activities construing gender. The course will incorporate material from the JHU Archaeological Museum. Cross-listed with Women, Gender, and Sexuality Program. John Keats Guide to City AS M. Favret This course will take John Keats poems and letter as

4 Living Urban Ecologies Research Practicum: KEEN (Kids Enjoying Exercise Now)* AS AS (01 & 02) English Limited to 15 V. Procupez Anthropology L. Gorman Neuroscience Limited to credits per section MW 3 4:15 PM TTh 10:30 11:45 AM S 10 AM 1:30 PM a guide to London in the 1810 s; from the anatomy theaters of the hospitals where he trained, to the raucous parties and poetry slams of his radical literary friends; from museums and theaters to brothels and sickrooms. Keats intensely sensual poems are at once bookish and attuned to his environment: they provide lessons on how to abide in a large urban center. For his writing is intensely urban, even when it ventures far from the gloom of the metropolis. Reading the letters he wrote to his brother on the (then-) frontier in Kentucky, we can find yet another key to how he shaped London. We will look at maps of the city, see where the new housing developments were being constructed as old buildings were torn down, visit the jail where his friend, Leigh Hunt, was incarcerated for ridiculing the Prince Regent, see the theater posters and pamphlets Keats saw, as well as the parks and squares he could not enter. The goal for this course is to learn about Keats work, but also to try to reconstruct how his city looked and sounded and felt and what, finally, it meant to the poet. Ideally, the course will collectively create a digitized map of Keats s London that serves as well as a guide to his poems. This course will explore the city from the vantage point of nature/culture relations and political imagination. It will engage a range of topics including the built environment, urban infrastructure, (de)industrialization and the ways in which urban space shapes and is shaped by power relations, racial dynamics, housing markets, domesticity and the body. As part of the coursework, will carry out small guided research projects in Baltimore City. KEEN (Kids Enjoying Exercise Now) This is a 1-2 credit S/U course, organized by the Undergraduate Neuroscience Program Committee. This course has an option for variable credits. Therefore, 1 credit equals 3 visits or 2 credits equals 6 visits. This course provides the opportunity to learn and interact with children who have neurological disabilities,

5 Teaching Practicum: Making Neuroscience Fun (MNF) Research Practicum: HopKids- Children s Center AS (01 & 02) AS L. Gorman Neuroscience L. Gorman Neuroscience 1-1- Limited to 50 TBA TBA including autism, cerebral palsy and Down syndrome in weekend exercise and recreational activities. You will receive a profile for the KEEN athlete that you will be paired with during a session. You will receive initial training and then volunteer for the number of credits registered for during consecutive Sundays during the first or second half of the semester. One class meeting for orientation will be held on campus; one exit meeting will be held on campus; practicum will take place at KEEN centers in Maryland. Making Neuroscience Fun (MNF) is a community outreach program which brings age-appropriate interactive presentations about the brain and nervous system to Baltimore City and County elementary school. MNF is an effort aimed at fostering appreciation for science in general, emphasizing the importance of the brain and the nervous system in everyday life, and enhancing the science curriculum in Baltimore s City and County schools. You will receive initial training prior to participating and will be responsible for attending a mandatory orientation and exit session that will be held on the Homewood Campus. The practicum will take place at Baltimore City and County Schools. Students willing to drive are encouraged to register. Zip Cars will be provided. This is a one (1) - two (2) credit S/U course, organized by the Undergraduate Neuroscience Program. This course has an option for variable credits by which 1 credit = 3 visits and 2 credits = 6. This practicum provides the opportunity to learn, play and interact with children receiving treatment in over 20 different specialties including dermatology, endocrine, GI, immunology, urology, plastics, hematology among others. Students will travel to an outpatient building at the John s Hopkins Children s Center where they will participate in a variety of therapeutic activities including doing art projects and making the children feel comfortable. Students will gain valuable clinical experience and be exposed to a wide range of children with a variety

6 Spanish Language Practicum* Space, Place, Poverty & Race: Sociological Perspectives on Neighborhoods & Public Housing AS AS L. Sanchez German & Romance Languages & Literatures S. Deluca Sociology, Center for Africana Studies, International Studies Enrollment limited to 12 Limited to 18 M 1:30 2:20 PM T 3 5:30 PM of diseases/illnesses. You must attend (3) at least three sessions per semester either 1-3 on Mondays, on Tuesdays, 1-3 on Wednesdays or on Thursdays. Transportation is provided by the JHU shuttle. This course has an option for variable credits. Therefore, 1 credit equals 3 visits, 2 credits equals 6 visits and equals 9 visits. You must complete the number of visits you have registered for in order to receive credit. You may receive NRP hours only AFTER your credit requirements have been met. This fourth-year course involves a specially designed project related to the student s minor concentration. On completion of this course, the student will be able to use the Spanish language in real world contexts. The student-designed project may be related to each student s current employment context or developed in agencies or organizations that complement student s research and experimental background while contributing to the improvement of his/her language proficiency. There is no final exam. May not be taken satisfactory/unsatisfactory. No new enrollments permitted after first week of class. Is a neighborhood just a grouping of individuals living in the same place, or do neighborhoods have collective meanings and impacts on children and families? We will capitalize on research methodologies used to define and describe neighborhoods and their effects on economic and educational outcomes. These include case studies, census data, surveys, quasi/experimental data. Focus is on how research measures neighborhood effects and incorporates community level processes into models of social causation (e.g., social capital/control, community efficacy, civic engagement). Also examined: patterns in residential mobility, segregation, and preferences within black and white populations; development of housing policy in the U.S.; programs to determine how neighborhoods affect issues of social importance. Statistics and public policy background is helpful but

7 Schooling, Racial Inequality and Public Policy in America Population/ Community Ecology Nature, Baltimore and a Sense of Place AS AS AS S. Morgan Sociology, Center for Africana Studies K. Sziavecz Earth & Planetary Sciences, Public Health Studies A. Monopolis Earth & Planetary Studies Limited to 15 Limited to 30 Limited to 12 TTh 10:30 11:45 AM TTh 10:30 11:45 AM T 1:30 4 PM not required. After examining alternative explanations for why individuals obtain different amounts and types of educational training, the course focuses on how an individual s family background and race affect his or her trajectory through the educational system. The course covers the specific challenges that have confronted urban schooling in America since the 1960s, including the classic literature on the effects of school and community resources on student achievement as well as the development and later evaluation of school desegregation policies. The course also considers case studies of current policy debates in the US, such as housing segregation and school resegregation, voucher programs for school choice, and the motivation for and consequences of the establishment of state-mandated testing requirements. Throughout the course, emphasis is placed upon the alternative modes of inquiry and writing which opposing scholars, policymakers, and journalists use to address these contentious topics. This course explores the distribution and abundance of organisms and their interactions. Topics include dynamics and regulation of populations, population interactions (competition, predation, mutualism, parasitism, herbivory), biodiversity, organization of equilibrium and non-equilibrium communities, energy flow, and nutrient cycles in ecosystems. Field trip included. This course integrates environmental literature, outdoor excursions, nature writing, and ecocriticism. Students will survey a range of authors that have written about nature, environmental issues and sustainability. These include, among others, Aldo Leopold, Henry David Thoreau, Lao Tzu, Edward Abbey, Vandana Shiva, Bill Bryson, Terry Tempest Williams and Michael Pollan. Students will define and explore the concepts of nature, sustainability, and a sense of place. Weekly field trips to Baltimore's parks and green spaces will encourage to discover their own sense of place and environmental worldview through careful

8 exploration, observation and reflection. Throughout the course, using a journal, will write short, ecocritical essays and reflect on their experiences, perspectives, and insights. Public Health, Policy and Politics: A Primer AS P. Beilenson Public Health Studies Limited to 120 MW 1:30 2:45 PM Combining basic tenets of public health with reallife examples of public health practice in Baltimore, the course will provide an introduction to the field of public health. Throughout the course a major effort will be made to expose to the wide array of opportunities that are available to those pursuing a career in public health. Practicum in Community Health Care* AS L. Bone, J. Goodyear Public Health Studies Limited to 25 W 4:30 5:45 PM This course is designed to expose to urban health with focus on Baltimore City through lectures, class discussions, and experiential learning. Students will select a community-based organization (CBO) according to their expressed interests and schedule in order to complete 45 hours of service based learning. Grades are based on participation, completion of service learning project, presentation, and papers. Open to Senior and Junior Public Health Studies majors only. Others by permission of instructor. Curating Homewood AS C. Arthur Program in Museums and Society, History Limited to 10 W 1:30 3:50 PM Students explore life in the early Chesapeake region and the Carroll family of Homewood. Primary research and object study culminates in studentcurated exhibition. Topic: books, booksellers and libraries in early Baltimore through the lens of the Carrolls. M&S practicum. Cross-listed with History. Social Entrepreneurship Theory and Practice* EN W. Smedick Entrepreneurship and Management, Center for Leadership Education Limited to 30 TTh 1:30 2:45 PM Learn the principles, values and skills necessary to lead and succeed in organizations that make a positive difference in today s world. The course is designed to help identify and provide opportunities to enhance their leadership skills. A Blueprint for Success will provide the framework for to cultivate their own ideas for new socially conscious entrepreneurial ventures. Students will hear from successful current leaders in the field of social entrepreneurship and be provided the opportunity to network with JHU alumni, faculty and staff who are working or volunteering in for-profit or non-profit entities through occupations that make a difference. Writing Healthy Baltimore AS K. Masterson Students will explore public health issues in

9 Culture of the Engineering Profession Culture of the Medical Profession (01 & 02) EN (01 & 02) EN Writing Seminars Limited to 15 total R. Graham, E. Rice Professional Communication, Center for Leadership Education J. Bernstein Professional Communication, Center for Leadership Education per section Th 10 AM 2:30 PM TTh 9 10:15 AM MW 1:30 2:45 PM Baltimore and then write about them first in short pieces, and then in longer, polished works. The framework will be the mayor s Healthy Baltimore 2015 initiative launched in 2011 to address the city s top-10 public health problems, including obesity, smoking, drug and alcohol abuse, STDs, cancer, and environmental health hazards. Students will study the initiative and its historical context; examine data sets; explore where and how the initiative intersects with public health practitioners and advocacy groups at the neighborhood level; and write what they learn in different formats, including essays, breaking news, and substance analysis. Students will then workshop each other s papers. This course focuses on building understanding of the culture of engineering while preparing to communicate effectively with the various audiences with whom engineers interact. Working from a base of contemporary science writing (monographs, nonfiction, popular literature and fiction), will engage in discussion, argument, case study and project work to investigate: the engineering culture and challenges to that culture, the impacts of engineering solutions on society, the ethical guidelines for the profession, and the ways engineering information is conveyed to the range of audiences for whom the information is critical. Additionally, will master many of the techniques critical to successful communication within the engineering culture through a series of short papers and presentations associated with analysis of the writings and cases. No audits. WSE juniors and seniors or by instructor approval. This course builds understanding of the culture of medicine as well as the ways in which different strata within society have access to and tend to make decisions about health and health related services while preparing to communicate effectively with the various audiences with whom medical professionals interact. Working from a base of contemporary science writing (monographs, nonfiction, popular literature and fiction),

10 Writing about Food: Criticism and Cuisine Corporate Communications & P.R. EN EN Staff Professional Communication, Center for Leadership Education P. Sheff TTh 10:30 11:45 AM TTh 12 1:15 PM engage in discussion, argument, case study and project work to investigate topics such as the medical culture, the ways medicine is viewed by different segments of society, issues associated with access to health care, ethical dilemmas and guidelines for medical decisions, the impacts of medical and engineering solutions on society, decision making within client/patient groups, social and cultural differences that effect behavioral change, and the ways medical information is conveyed to the range of audiences for whom the information is critical. Additionally, will master many of the techniques critical to successful communication through a series of short papers and presentations associated with analysis of the writings and cases. For sophomores, juniors, and seniors or by permission of instructor. No audits. Explore Baltimore s thriving food and restaurant scene while learning the art of criticism and best practices for blogging. In this journalism class, will study the work of some of the best writers in the field, from Laurie Colwin to Pete Wells, and using that work as a guide, write their own essays, reviews and features, which the class will discuss in a workshop setting. Instruction will include the basics of reporting and research; differences in writing for print and online media; ethics and legal concerns; and practical advice for pitching editors and setting up blogs. This course focuses on the ways that organizations, both for-profit and non-profit, manage their communications to deliver strategic, coherent and compelling messages to their varied stakeholders. Using case studies and team-based, real world projects, we will explore topics including public and media relations, corporate image, branding, advertising, internal and external communications, crisis management, investor relations, ethics and social responsibility. In the process, we will consider issues ranging from organizational culture and leadership styles to defining strategy, managing conflict, defending positions and disagreeing

11 agreeably. No audits. Recommended Course Background: AS , EN , AS or AS , AS , EN , EN , and EN *Indicates a recognized & developed Community-Based Learning course. Other courses listed have a community component (i.e. - courses that focus on Baltimore, social justice/social change topics, community organizations, political advocacy, etc.). These community component courses may not have working with community agencies but teach them about pressing social issues and themes.