Fordham University            The Jesuit University of New York

Examples of Past Integrated Courses

Community service is a requirement for all courses

Rose Hill Courses
Abnormal Psychology focuses on identifying, describing, explaining and treating mental illness. Students would be taught to generally use the techniques presented in class to better understand the population(s) served at their sites rather than to specifically look for examples of abnormal behavior. For example, the importance of establishing rapport in generating successful therapy outcomes is addressed in the course. Students would be encouraged to share how they are learning to establish rapport at their respective sites. Cultural differences in behavior and emotional expression is another important theme of the course that could nicely be illustrated by students’ service-learning experience. In the event that students did observe instances of mental illness at their site, this could be processed and discussed in class as well.

This Senior Values Seminar explores the student’s long-term involvement in and commitment to community service and social justice. Students will be expected to participate for a minimum of three hours per week in a community service or social action project while taking this course. By seeing the vulnerable people that you serve as your teachers, you will be asked to reflect on your service experiences to further understand the meaning of the novels and sociological works assigned for the course. At the same time, you will use these readings to give additional meaning to your service experiences. Ultimately, we will use these two types of learning to explore how you can integrate community and public involvement with your career and personal objectives.

Many more beliefs which we have and decisions that we make are based on faith than one might commonly suppose—whether one is explicitly religious or not. This course attempts to look at two aspects in particular: the ‘object’ of faith (God or other source of one’s ultimate concern) the ‘life’ of faith (how one makes choices directed toward one’s source of ultimate concern). Particular emphasis will be given to the Roman Catholic traditions with regard to these issues, but in true Jesuit style the course will also demand critical thinking by carefully considering articulate views which call Church teaching into serious question. Because the ‘life’ of faith (especially in a Catholic context) cannot be disconnected from service to the most vulnerable, this course also offers the opportunity to practice the very principles we will study—especially when it comes to concern for populations without basic goods like food, shelter, medical care, and more.

Through engagement with the parables in the Gospels, students will explore historical, theological, literary, and ethical methods of interpretation. Focused study of the socio-economic conditions of the first century will encourage students to compare the parables’ original meanings with their challenges for us today. Using the parables’ frequent emphasis on the poor and marginalized, students will be able to generate diverse options for serving local communities.

This course offers students an opportunity to develop their writing and public speaking skills by engaging critical debates in society about the ways people strive to make a living and flourish under difficult circumstances. Participants will explore the diversity of practices of charitable activities (works of mercy) and organized advocacy for social change (work for justice) pursued by individuals, religious communities, and voluntary associations in the Bronx and in New York metropolitan area. This is a practice-based approach to theology that requires three hours a week of involvement in an organization in the Bronx.

LIncoln Center Course
This Service Integrated course provides an overview of the descriptive characteristics, diagnosis, and treatment of the primary psychological and behavioral disorders of childhood and adolescence. A fieldwork component of 3 hours per week offers supervised experience in settings serving children with problems and enables students to acquire firsthand experience regarding the issues and systems concerning these children and their families. All 18 students are required to complete 30 hours by the end of the semester in partnership with one local community-based organization.

This course focuses on the prevention of psychological disorders and the promotion of wellness across the life span. Topics covered include stress, coping, and social support; risk and protective factors for adjustment and maladjustment; empowering disenfranchised groups; developing and evaluating prevention and early intervention programs; and facilitating social change and responsive community organizations. A fieldwork component (3 hours per week) in a community-based organization (e.g., social service, educational, health) is integrated with class discussion and enables students to apply course concepts to human service systems and gain firsthand knowledge of the relevant issues.

This senior values course explores the relationship between the arts/encounters with beauty and justice or what it means to live in right relationship with God, self and others. We will consider the arts as creating new approaches to long-standing injustices, from urban poverty and environmental degradation to criminal justice and war, and discover new ways in which people use the arts in order to build just relationships with each other and the earth. We will explore the central components of contemporary theories of justice as they have been experienced, articulated and practiced by artists or those with a sensitivity to the mystery of beauty. Students will be placed with community partners who use the arts in their missions to address a variety of social injustices facing marginalized New Yorkers.

Inequality in America
What is meant by “the 1 percent”? Who came up with this slogan, and how and why has it become a marker for our time? How does “the problem of the 1 percent” relate to issues of inequality associated with race, gender, and class? What are the mechanisms and power differentials that underlie these different forms of inequality? Who has the power? And what can be done? The objective of this course is to study historical and contemporary factors that create inequality in the U.S. and beyond. In addition to course readings, lectures, class discussion, and assignments students will volunteer 30 hours throughout the semester with a non-profit organization that is addressing issues of inequality throughout NYC.

Sacred Texts of the Middle East
This course surveys the sacred literature of the traditional “Middle East” using the topic of “Sex, Marriage and the Family” as its organizing principle. Through primary works from ancient Mesopotamian traditions, the Hebrew Bible, New Testament, the Talmud, Avesta, gnostic and mystical works, the Qur’an, and early Muslim writings, students will reflect more broadly on the similar yet different ways humans construct themselves and their worlds in relation to the sacred. Given that normative texts do not contain the totality of how a religion is lived, breathed, and embraced by its adherents, this course will employ a number of different contemporary methods and examples to imagine and reconstruct, as much as possible, the “living traditions” (both past and present) to which these texts refer. Students will see the more abstract points raised in the texts with regard to marriage, family, gender, and identity in new ways through the practical knowledge they will gain from volunteering approximately 30 hours during the semester and working closely with other faith communities.

Service- Learning Interdisciplinary Seminar

Service-Learning Interdisciplinary Seminar
Connect with Professor and course of your choice @ RH or LC
Offered each semester, students independently make the connection between a course in which they are enrolled and their work in the community. Students complete 30 hours of service, attend a series of 5 seminars with the Service-Learning Program, and write 2 integrative essays, earning one additional credit for their course. Faculty serve as mentors to students connecting the Interdisciplinary Seminar to their class.

Previous Service-learning Courses
Since its inception in Spring 2008, the Dean’s New Course Initiative (NCI) has seen the development of the following service-integrated courses, which employ community- based work to enhance student engagement with course material:

NCI 08
Carey Kasten – Spanish and New York City (Modern Languages, RH)
Vivian Mahieux – Spanish and New York City (Modern Languages, LC)
Orlando Rodriguez – Introduction to Sociology (Sociology & Anthropology, RH)
Joachim Rennstich – Global Governance (Political Science, LC)

NCI 08-09:
Brad Hinze – Faith and Critical Reason, Religion in Public Life (Theology, RH)
Jude Jones – Process Philosophy (Philosophy, RH)
Heather Gautney – Politics in Film (Sociology and Anthropology, LC)
Chris Morret – Introduction to Sociology (Sociology and Anthropology, LC)
Al Auster – Films of Moral Struggle (Communications and Media Studies, LC)
Anne Hoffman – Feminist Theory in Intercultural Perspective (LC)
JoAnna Isaak – Art and Ecology (Music and Art History, RH)
Carina Ray – The African City (History, RH)

NCI 09-10:
Karina Hogan – The Prophets (Theology, LC)
Janis Barry – World Poverty (Economics, LC)
Maureen O’Connell – Art and Christian Values (Theology, LC)
John Davenport – Philosophical Ethics (Philosophy, LC)
Daniel Soyer – New York City Politics (History, RH)
Costas Panagopolous – Municipal Elections (Political Science, RH)
Rachel Annunziato – Abnormal Psychology (Psychology, RH)

NCI 10-11
Jeff Flynn – Intro to Peace & Justice/Political Philosophy (Philosophy RH)
Michael Peppard – The Parables of Jesus (Theology, RH)
John Van Buren – Environmental Ethics (Environmental Studies, RH)
Charlie Camosy – Moral Aspects of Medicine (Theology, RH)
Fred Wertz – Practicum in Psychology (Psychology, LC)

NCI 11-12
Orlando Rodriguez-Community Service/Social Action (Sociology & Anthropology, RH)
Susan Greenfield-Homelessness: Literary Representation and Lived Experience (English, RH)

NCI 12-13
Brenna Moore-The Church in Controversy (Theology, RH)
Ben Dunning-Theologies of Sexuality and Gender (Theology, LC)

NCI 13-14
Mary Beth Combs-Ethical Dimension of Contemporary Social Problems (Honors Program, RH)
Matthew McGowan-The Birth of Learning: Classical Education Then, Now, & in NYC (Honors Program, RH)
Kathryn Kueny-Sacred Texts of the Middle East (Theology, LC)

Jeannine Hill Fletcher – Faith and Critical Reason (Theology, RH)
Jeannine Hill Fletcher – Religion in the Modern World (Honors Program, RH)
Joachim Rennstich – Global Political Economy (Political Science, LC)

To learn more about Service-Learning, contact 
RH: Justin Freitas
LC: Kathy Crawford
Faculty Director: Jeannine Hill Fletcher-

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