Community Learning Courses
Fall 2006 and Spring 2007
Bible and Religion
Mennonite History and Thought
A study of the Anabaptist movement and Mennonites throughout the world. Particular attention is given to the Anabaptist vision and its relevance for 21st century American life. Through visits to a variety of local churches and interviews with their leaders, students will gain perspective on the diversity present in Mennonite theology, worship and witness.
CHST 482 (HIST 482)
Biology
Life Science Practicum
BIOL 211 Experiential community learning in areas related to future vocation is coordinated with classroom instruction. Typical experiences may involve hospital, biomedical organizations, clinics, rescue squads, health departments, environmental organizations or life science education. Multiple classroom sessions reflect on 20-30 hours of contact time in the practicum assignment.
Business and Economics
International Business
The purpose of this course was to explore the international environment of business, to examine the implications for specific functional areas of doing business, and to understand strategies for competing internationally. The course took a cultural approach; that is, it was grounded in the conviction that, in order to be effective, any attempt to do business internationally must be grounded in a thorough understanding of the culture of the host country since culture affects product design, marketing, production and personnel management. The course focused on global markets that are especially important at this point in time with particular emphasis on East Asia and the European Union.
BUAD 442
The component of Community Learning in this course involved the students in a community service organization that is actively working with Harrisonburg's ethnically diverse population in order to enhance their cross-cultural understanding. Academic credit was given for the learning that occurred in the community setting. Students were expected to engage in critical analysis of community issues and synthesize classroom-based knowledge and personal experience in a written report. The course required a minimum of 15 hours in the community.
Chemistry
Environmental Chemistry
An introduction to concepts in atmospheric, aquatic and terrestrial chemistry, pollution, and energy production and consumption. Students and faculty work together with members of the community at large to investigate local environmental issues, and educate the community about these issues. Laboratory work includes common field sampling and analytical techniques, and statistical analysis of chemical data. Students are expected to design, conduct, and report on experimentation to confirm measurements of environmental analytes using multiple strategies. Three lectures and one laboratory period or field trip per week.
CHEM 282 syllabus (.pdf)
Education
Exploring Teaching
ED 101/102Sandy Brownscombe
This course is designed to give the student a means for assessing him/herself as a prospective teacher. The students engage in basic communication skills development, participate as a teacher assistant in several school settings, and encounter the demands and rewards of the teaching profession in a variety of ways.
Cathy Smeltzer Erb
Learning, Motivation and Assessment
Emphasis is placed on learning theories and principles, motivation development and assessment procedures. A framework for understanding the physical, cognitive, and psychosocial development of adolescents and subsequent implications for effective middle and secondary school instruction and evaluation is explored. Current theories and practices regarding assessment and accountability to various audiences are examined.
PFE ED 242b
Math in the Elementary School
This course introduces methods of teaching mathematics in grades K-6 with significant attention to planning, instruction and assessment activities which are responsive to the needs of diverse learners of students. National Council of Teachers of Mathematics (NCTM) standards and Virginia Standards of Learning (SOLs) provide the content framework. Participants in the course will be involved in exploration, development and practical applications of inquiry, discovery, directed teaching, use of manipulatives, and other activities designed to prepare them for teaching mathematics in elementary schools.
ED 312a
Science in the Elementary School
Active sciencing and teacher resourcefulness are emphasized in planning relevant, meaningful experiences for diverse learners. National Science Teachers Association (NSTA) standards and Virginia Standards of Learning (SOLs) provide the content framework. Emphasis is given to the importance of preparing children’s learning environments so that science concepts can be taught through inquiry and active participation.
ED 312b
Social Studies in the Elementary School
Introduces methods of teaching social studies in the elementary school. National Council for the Social Studies (NCSS) standards and Virginia Standards of Learning (SOLs) provide the content framework. Multicultural Education is stressed and students design a culturally responsive curriculum unit incorporating social studies facts, concepts and generalizations.
ED 312c
Literacy Block
ED 321Education Faculty
An integrated block of courses designed for students who plan to teach in pre-kindergarten through grade six. The 7-hour block of courses explores the development of spoken and written language and traces the development of reading from birth through pre-adolescence. Understanding the social and cultural context for language learning both at home and at school and knowing the cognitive and psychological factors that exist at various stages of development form the basis for planning the curriculum at school.
The practicum provides the students with opportunities to integrat and apply an integrated language arts perspective in a classroom setting. In addition, the student is engaged in assessing one child's literacy development and in planning and implementing an appropriate tutoring program and communicating with parents and caregivers.
Special Methods PFE
Focus on the application of specific curriculum and methods concepts relevant to the student’s certification area.
ED 361c
Reading and Writing Across the Curriculum
The precesses of reading and writing provide a framework for all instruction. The focus of this course examines literacy across the curriculum with emphasis on providing the classroom teacher with strategies to enhance literacy development. The course is designed to teach methods, techniques, and strategies to equip the classroom teacher to become a content area literacy provider.
ED 391
One of the requirements of this course is participation in community learning activities (10 hours) that demonstrate the students' application of the knowledge gained during the class. Journal logs were collected that indicated the time spent in community learning, the application of the knowledge gained in the class and the reflection on what the student would continue to do to enhance the literacy and content area knowledge of the student(s). The EMU students could chose from a given list of area cooperating agencies or could offer his/her own placement suggestion.
Curriculum Block
Education Faculty
ED 312
The secondary and elementary physical education blocks are designed to combine actual in-school experience with curriculum theory, methods and student assessment.
History
History of Asia: Vietnam
As an IC3 course, History of the Asia studies Vietnam in connection with online dialouge with students in Vietnam.
HIST 371
History of the Middle East
Using the IC3 platform, History of the Middle East gives particular focus to Iran, Iraq and the Arab-Israeli conflict.
HIST 432
Mennonite History and Thought
A study of the Anabaptist movement and Mennonites throughout the world. Particular attention is given to the Anabaptist vision and its relevance for 21st century American life. Through visits to a variety of local churches and interviews with their leaders, students will gain perspective on the diversity present in Mennonite theology, worship and witness.
HIST 482 (CHST 482)
Justice, Peace and Conflict Studies
Developing and Sustaining the Peacebuilder
This experiential/reflective course focuses on the vocation of being a peacebuilder with time divided between a peace and justice community learning assignment and reflection upon that experience. In addition to community learning, the course includes exploration of opportunities for vocational involvement, the development of a professional portfolio with personal resumé and the exploration of disciplines for sustaining ourselves in the long term for peace and justice work. Students will participate in a field trip to the Greaterford Prison.
JPCS 311
Language and Literature
Conversation and Readings
This Spanish course is a study and a practice in speaking, writing, and reading Spanish along with a study of the Latin American and Spanish cultures.
SPAN 301
Community Learning is offered as an alternative project. The students have the chance to become involved in a project in the community to allow them to be immersed in Hispanic culture and to be able to practice their language skills.
Intermediate Spanish II
This course is a study in speaking, writing, and reading Spanish through US Latino culture. The focus revolves around Hispanic Americans and the experiences, beliefs and attitudes that they bring into our present-day culture.
SPAN 212
Participation in Community Learning is required as a part of this class. This involvement allows the student to be immersed in the Hispanic culture and also allows practice of the language skills. Keeping a journal and turning in a short reflective paper is required at the time of the final exam.
Community Learning in Hispanic Education
This course is designed to combine experiential community learning in the local "Latino" community with a reflection on larger historical and current immigration/migration issues and policies. Class discussions focused on readings, personal immigrant stories, students' community learning experiences, and visits to local, regional, and national agencies. Class reading and writing, presentations, lectures and discussions were conducted in a bilingual format varying from week to week.
SPAN 392
This Community Learning intensive course only met once a week in the classroom. In addition to the weekly class meetings, approx. 2-3 hours per week in a community learning setting/agency was required (30 hours in total). The agency was engaged with issues/work directly connected to local immigrants. The community-based component of this class was evaluated through consistent attendance, journal logs, reflections in class, and formal written responses.
Methods of Teaching ESL and FL
Methods of Teaching English as a Second Language and Foreign Languages emphasizes theory, practical methods and materials for teaching any second language. The course includes observation and participation in a local ESL classroom.
LANG 452
TESL Practicum
Supervised teaching in an ESL classroom or in one-to-one instruction of English to nonnative speakers of English. Lesson plans and reflections are prepared for each of 60 hours taught.
LANG 461, 462
Advanced Writing
After studying examples of memoir-writing, students work in pairs writing memoirs for residents at VMRC. Through a series of recorded interviews and stages of memoir-writing, the project is compiled over the course of the semester. During finals week, a reception is held to present the projects to the residents.
LANG 192
Mathematical Sciences
No CL designate courses currently offered.
Music
Elementary School Music
An exploration of the methods, materials, philosophy and objectives appropriate to the elementary school music program. Students participate in field experience as part of the course. Special emphasis is given to Orff and Kodaly approaches the needs of diverse populations and the use of technology in the music classroom.
MUED 341
Chamber Ensemble: Opera Scenes
This course provides an opportunity to explore various eras, genres, and styles of music with regard to musicianship and performance practice. Students will be responsible for learning and memorizing notes, rhythms, lyrics and all other musical elements of the provided score. Students will do basic research on pre-selected, pre-cast scenes with regard to synopses, character/drama, history/politics, customs/mannerisms, costumes, movement, etc. This may include interviews with community members who identify with characters to be portrayed. Interviewees will be invited to the final performance as special guests and honored in an open reception afterward. Information gathered by students will be applied to the process of bringing each scene to “life” through staging and by determining appropriate movement, posture, costuming, props to be used, etc. The instructor will serve as a guide throughout the process, providing basic tools of acting and ensemble work that will facilitate the successful amalgamation of the aspects listed above.
MUED 411 syllabus (.pdf)
Nursing
Nursing and Family in Community
Focuses on nursing with the family as a unit in the community system from conception to late adulthood. Clinical application occurs in home visits with families.
NSL 471, 472 syllabus (.pdf)
Community Health
Focuses on community health nursing with clinical application to individuals, families and communities. Epidemiology, communicable diseases and health care systems are considered.
NSL 421, 422 syllabus (.pdf)
Physical Education
Adapted Physical Education
A combined study of academic course work and practicum experiences designed to educate the student to meet the physical, motor, personal-social and learning needs of exceptional individuals, particularly those individuals with disabilities whose needs cannot be met in a mainstreamed physical education setting.
PE 372
Psychology
Developmental Case Study
Designed to introduce the skills of behavioral observation based on developmental principles. A one-to-one experience with a young child using suggested activities.
PSYC 211, 212
Sociology/Social Work
Introduction to Social Work
Introduction to Social Work explores the social work profession including primary social work values, generalist social work practice, basic relationship and intervention skills and explores social work career opportunities. Students do agency visits and a 22-hour volunteer experience at a human service agency.
SOWK 121
Theater
No CL designate courses currently offered.
Visual and Communication Arts
Video Camera and Non-linear Editing
DIGM 231This course is a practical hands-on introduction to the video camera and to non-linear editing of the material that comes from the video camera. It covers operation of the camera, basic lighting and sound, camera movement and support. Issues of composition, content, aesthetics, continuity and creativity will be explored with exercises, labs and real-life shooting. The non-linear video editing will cover both technical and philosophical issues of editing. Students will edit exercises and their own productions.
Washington Community Scholars Center
Faith and Works in Urban Society
CHST 385
Global Village Curriculum and Honors Program
First Year Seminar (FYS)
GVC 111Nancy Heisey
This foundational course introduces first year students to the breadth of the liberal arts curriculum and to the skills needed for successful university work. Course themes focus on stories: scholarly, personal, faith and community. As an interdisciplinary course, this class invites exploration of class participants' background and experience, faith, and involvement with others, and develops a deeper understanding of their place in relationship to God, the academy, and the community, using the theme of Micah 6:8. Learning is facilitated in large and small group settings on the campus and within the local community. Assignments include written personal reflection, reading, book and article responses, selected campus activities, community learning, and a final research project.
Byron Peachey
Vernon Jantzi
Deanna Durham
Cities
GVC 211Stephen Cessna
In this course students and faculty will examine the phenomena of cities and urbanization. An underlying theme will be to open ourselves to do justice, love mercy, and walk humbly with God in the city. In this context we will ask the following questions: How/why have cities evolved? What does urban (vs. rural) living do to us and for us? What makes a city work well? Among other outcomes, students will recognize the potential for the city structure to act as an agent for social change, recognize the potential the city provides for demonstrating human creativity, and understand how to use and apply the scientific process to study an urban problem.
Christian Early
Mark Metzler Sawin
Honors Program
Ruling Ideas Seminar
This seminar, led by a teaching team of two honors faculty, is required of all entering honors students and meets during the fall semester of each year. In Ruling Ideas Seminar students investigate ideas which dominate the disciplines and constructions of higher education. Together students and faculty explore not only what ideas rule, but how they rule. The course features faculty members from different disciplines presenting ruling ideas from their discipline or ruling ideas about which they are passionate.
HONRS 111
Honors Colloquium: The History We Tell Ourselves
HONRS 311
Community Learning Courses 2007/2008
Community Learning Courses 2005/2006
