SPRING 2012 Poverty Project Course Content

SPRING 2012 Courses with WCU Poverty Project content

COURSE NAME INSTRUCTOR Description Poverty Project Connection PRE-REQ Alternative Spring Jennifer Hinton INCLUDES TRAVEL TO Working with children in a health care Break Service and Baldwin RABINAL, GUATEMALA setting. Trip Sanders DURING SPRING BREAK 2012

NON-CREDIT BEARING ANTH 493 OR Tony Hickey INCLUDES TRAVEL TO By SOC 494 and Nyaga WONGONYI, KENYA permission Topics in Mwaniki DURING MAY 2012 of instructor Anthropology or Sociology COMM 302 Katerina Public affairs reporting is the kind Poverty Project Connection: Students Pre-req: Reporting Public Spasovska of coverage that keeps the public taking the class will produce news stories COMM 240 Affairs informed as citizens and keeps the on the growing poverty rate in the county institutions focused on the public and what is being done to help/ease the good. Journalists after all are the situation. It will discuss policies and their ultimate public servants (or they impact on the community. should be). Students will learn how to cover local government bodies and institutions; election campaign and profiling people running for office. They will also report on issues that are important for the community- poverty and immigration. COMM 415 Michael Caudill Intercultural communication looks • To develop awareness of our own None: Fulfills Intercultural at how people from different cultural identities and how that influences Upper Communication cultures communicate with each communication styles. Division other. Intercultural communication • Identify and analyze the effects of Liberal brings together such relatively culture and gender on intercultural Studies unrelated areas as cultural communication. Perspective anthropology, psychology and • Recognize the role of verbal and (P6 World established areas of nonverbal messages play in intercultural Culture) communication. Its practical aim is communication. to produce guidelines with which • Describe the process of stereotype people from different cultures can formation and how they affect better communicate in a variety of communication. situations. • Recognize how perceptions of reality differ from culture to culture and how that Overall Course Goal: To develop affects communication. intercultural communication • Identify the common barriers which awareness and competency skills create misunderstandings in intercultural and apply them creatively to contacts. address cultural differences in our • Identify the sources of intercultural personal and professional conflict and some methods of reducing it. interactions. • Compare value systems across cultures and describe how they influence the areas of education, business, and healthcare. COUN 615 Phyllis This course focuses on the A special emphasis will be placed on (Graduate Cross Cultural Robertson, development of knowledge, those populations of people whose level only). Counseling Ph.D. awareness, and skills for working racial, ethnic, social economic, religious, most effectively with persons from ability, age, sexual orientation, or a variety of cultural backgrounds. language differ from those of mainstream society. You will be encouraged to examine your personal attitudes, values, and beliefs as you develop a richer understanding of your own worldview and the worldview of others. This is a seminar type course designed for discussion, interviews with guest speakers, experiential activities, and demonstration of research through multi-media presentations. Two sections are offered with a WCU section during the day and a UNCA section in the evening. EDCI 200-03 Victoria Leadership development through Participants in the course will: N/A, contact Seminar in Faircloth seminars with university and public Develop a more comprehensive Dr. Vicki Leadership professionals, field trips and intellectual and emotional (empathetic) Faircloth, Development * understanding of the causes and School of service projects. consequences of poverty-related issues Teaching in the country of Jamaica. and Determine what they can do about Learning, poverty issues in Jamaica, from Office 138 or INCLUDES TRAVEL TO JAMAICA perspectives informed by their own 135 Killian, DURING SPRING BREAK 2012 disciplines and those of others via a for spring break trip—while living and permission working in this developing country for to register one week. Work collaboratively across disciplines with students in various majors, while serving in several Jamaican communities with faculty, staff, and with graduates of the WCU Jamaica Teacher Education Program. Interact with individuals from a variety of philosophical, religious, socio-economic, and other backgrounds while working and serving in Jamaica. Integrate projects they engage in while in Jamaica into coursework and other service projects, to include electronic briefcases for future presentations. Clarify the place of poverty and associated issues with respect to their own values through participation in working in Jamaican communities. Contribute to potential solutions to poverty-related issues in theoretical and practical terms through participation in scholarly and creative activities (via discipline and course-specific approaches, as well as focused undergraduate and graduate research), service-learning, and student organization events, upon return from Jamaica. Take action through participation in real- world, poverty-focused projects and initiatives, including advocacy and civic engagement projects, while in Jamaica. ENGL 190-02 Dr. Mae Miller Dorothy Allison stated in an We will be reading works of literature No Freshman Claxton interview that “the deepest way to about people from this region dealing prerequisites Seminar: change people is to get them to with poverty and its offshoots—drug “Outlaw” inhabit the soul of another human abuse, poor nutrition, lack of opportunity, Literature being who is different from them. and other issues. And that happens in story. That happens in literature.” In this class, we will read novels about “outlaws,” those who live and struggle on the margins of society. The stories will be about people you know—the man who runs the pawn shop, children dealing with parents on drugs, Native Americans struggling to make it in the world outside the reservation, miners and millworkers. The class will decide on a service project designed to address some of the issues we will discuss in class. ENGL 459-01 Dr. Mae Miller Dorothy Allison stated in an We will be reading works about people Southern Claxton interview that “the deepest way to from this region dealing with poverty and Literature: change people is to get them to its offshoots—drug abuse, poor nutrition, Literature of the inhabit the soul of another human lack of opportunity, and other issues. Working Class being who is different from them. And that happens in story. That happens in literature.” We will read about people living on the margins of society—the uneducated, the poor, those without power. HPE 212 David B. The basic physiological, We talk periodically about how those N/A Foundations of Claxton psychological, and sociological living in poverty and anywhere toward Health and principles and historical that end of the socioeconomic spectrum Physical foundations. have less access to many forms of Education physical activity. They can’t afford to join the county recreation center soccer league. In many cities there are few parks or playground areas, and the few there are often unsafe. Healthy food is often hard to find in some inner city areas and is sometimes more expensive than foods that lead to obesity. MATH 340 Jeff Lawson Survey software and programming Building time-series models for PREQ: Introduction to languages; applications in population growth with food or water MATH 255 Scientific modeling and simulation; supply limits. Resource allocation (Calculus II) Computing development of algorithms that models. A semester-long independent requires advanced mathematical study problem allows a student to background. choose a GPP-related topic. MATH 430 Jeff Lawson Topics including design of models, Advanced discrete and continuous PREQ: Mathematical analysis of stability and sensitivity, models of population response to limited MATH 320 Modeling optimization, programming, food resources. Populations in (Ordinary forecasting, differential equation competition for the same food resources. Differential models, diffusion, or wave Advanced food supply allocation models. Equations), propagation. Optimal dietary strategies to achieve MATH 362 "Living at $1.50 a day". (This gives (Introduction students a feel for the nutrition value to to Linear cost ratio for a variety of foods.) Energy Algebra), and water demands and allocations for MATH 340 food resources. Students may choose a final project model related to GPP. NSG 322 Dr. Cheryl Clark INCLUDES TRAVEL TO JAMAICA Students Concepts of DURING SPRING BREAK 2012 already Geriatric Nursing admitted to 322, Concepts of Geriatric Nursing, the courses in the Overview of nursing science Nursing *NSG 411 specific to care of the aging older major Adult Nursing II adult with emphasis on complex Practicum; or physiologic, emotional and spiritual Nursing patient needs. students who have not been fully admitted 411, Adult Nursing II Practicum, to the nursing Continuation application of the program may nursing process with emphasis on still participate nursing science applicable to with nursing students who individuals experiencing acute will be working alteration in health. in medical clinics in the rural Parish of St. Elizabeth. However, since you not eligible for courses in the major, you will need to register for EDCI 200-03 (permission to register needed from Dr. Vicki Faircloth, School of Teaching and Learning, Office 138 or 135 Killian) *NSG 422 Dr. Cheryl Clark This course will focus on It will have a strong focus on issues of Senior Concepts of and Dr. community/mental health. poverty, public health, mental health, and nursing Community/Ment Elizabeth health disparities. students al Health Nursing Sexton only. PREQ.: NSG 410, 411, 412, 413 and 414 CO-REQ.: NSG 423

*NSG 423 Dr. Cheryl Clark MAY INCLUDE TRAVEL TO We will have five service-learning Senior Community/Ment and Elizabeth JAMAICA DURING SPRING projects of 20 hours and divide the class nursing al Health Nursing Sexton, R.N., BREAK 2012 into the five groups. One of the groups students M.S.(N) will be going to Jamaica. The other only. Practicum-SLC 423, Community/Mental Health groups will be doing projects with a focus on populations who are homeless, Nursing Practicum, Application of seasonal farmworkers and migrants, the art and science of nursing families struggling with mental health specific to patients in issues, and clients served by a free community/mental health settings. clinic.

PAR 102 David This course is dedicated to the Besides addressing poverty in the No Western Moral Henderson study of historical theories of virtue, broader context of suffering, good and prerequisites Traditions duty, justice and the good. The evil, we will spend a few days specifically intellectual resources of these focused on the appropriate moral enduring traditions will be used to response to poverty: What are our moral illuminate contemporary moral obligations to the poor? dilemmas (e.g., abortion, euthanasia, poverty, animal rights) and to challenge the students to intentional moral growth. (P4) PAR 354 – SLC John Whitmire This course will explore the nexus We will examine some of the practical N/A Religion, of issues that have come to be responses religious and philosophical Suffering, and the called “the problem of evil” (e.g. traditions suggest for dealing with our Moral human experiences of pain, own suffering and that of others. Finally, I Imagination suffering, disappointment, and will ask you to consider whether any one meaningless in life), as well as the or some combination of these (15 hours of philosophical history of that approaches represents a satisfactory community “problem.” We will examine the “answer” to some of the problems we service required) attempts to make sense of human encounter in the service-learning suffering offered by some of the component of the course – either in world’s great religious traditions theoretical terms, or by enabling us to (mainstream Judaism, Christianity, deal practically with concrete human Buddhism, and Hinduism), as well suffering. There will also be an as some classics of philosophy opportunity to participate in an (ranging from dualistic positions, to international humanitarian conference in stoicism and skepticism, as well as Washington, D.C. as part of your service agnostic and atheistic positions). learning (at a small cost).

PAR 392 Daryl Hale Discussion of whether global A section of The Global Justice Reader N/A, one Global Justice, justice can be achieved, in light of which deals with the issue of global option for Liberty, and political realism, poverty, women’s poverty. I believe there are about 5-6 International Human Rights inequities, war, markets, with articles in that section, and students will Studies concern for human liberty and write one of their papers on that topic. double (does not count rights. majors. as a LS course) PSC 321 Jen Schiff International Political Economy (or Students will study the salient issues of N/A, an International “IPE”) is the study of the politics of the contemporary global economy, elective for Political Economy the global economy. How is it including the origins of the modern trade political organized? Who controls it? Who and financial systems, the distribution of science and gains, and who loses, from trade? wealth and global economic inequality, one of the Why are some countries so rich the causes and consequences of global core classes and some so poor, and why do the poverty, the challenges of development, for poorer countries have such a and the growth of illicit global economic International difficult time catching up to the activities like human and drug trafficking. Studies. wealthier world? By semester’s end, students will gain a comprehensive understanding of the reciprocal relationship between the global economy and the policy choices of governments in the contemporary world. *PSC 349-02 Dr. Jen Schiff INCLUDES TRAVEL TO JAMAICA Political Civic Learning DURING SPRING BREAK 2012 Science Majors Participate in a service learning If you have experience and analyze its completed this relationship to public policy. course, please register for EDCI 200-03 (permission to register needed from Dr. Vicki Faircloth, School of Teaching and Learning, Office 138 or 135 Killian) PSY 323 Dr. Mickey (16 hours in a public school Requires a service learning Admit to Understanding Randolph setting) commitment. Students are required to Teacher Teaching and complete the hours across the semester Ed, Learning Exploration of the universal and (not in a block of time) and produce a EDCI 201 developmental needs of 21st project related to the service learning century learners and the experience and that the agency may assessment techniques teachers continue to use (e.g., brochures, power utilize in the development of points. Handbooks, etc) . This project responsive instruction. Field should be related to the course work as experience and subscription to well. TaskStream© required. PSY 363 Dr. Mickey (10 hours in a community setting Requires a service learning PSY 150 Behavioral Randolph working with commitment. Students are required to Interventions children/adolescents/or families) complete the hours across the semester (not in a block of time) and produce a A survey of behavioral theory project related to the service learning covering both nonmediational and experience and that the agency may mediational approaches. continue to use (e.g., brochures, power Applications of behavioral theory to points. Handbooks, etc) . This project a variety of difficulties including should be related to the course work as school and clinical settings well.

PSY 678 Dr. Mickey (20 hours working in a setting Students are required to complete the N/A Family Systems Randolph serving families) hours across the semester (not in a block of time) and produce a project related to Requires a the service learning experience and that service learning the agency may continue to use (e.g., commitment brochures, power points. Handbooks, etc). This project should be related to the course work as well.

SOC 103 Peter Nieckarz Analysis of human behavior in N/A Human Society social and cultural contexts, emphasizing the sociological perspective. SOC 235 Heather Talley We will examine the causes and We explore issues ranging from the This is a Social Problems consequences of contemporary recent mortgage crisis to the “dissolution” liberal social problems. Throughout we of “the American family,” war to poverty, studies will use sociological concepts in crime to everyday racism. course order to consider how social problems are largely determined by social structure as opposed to individual pathology or value neutral social policy.

SOC 494 OR Tony Hickey INCLUDES TRAVEL TO By ANTH 493 and Nyaga WONGONYI, KENYA permission Topics in Mwaniki DURING MAY 2012 of instructor Anthropology or Sociology SPAN 493 Santiago The course focuses on Cervantes’ Deals with issues of violence, social SPAN 301 or Cervantes and Garcia- masterpiece, Don Quixote. The justice, exploitation, hunger and poverty department his World Castanon readings are in Spanish and the in 17th-century Spain, and how these head course is taught in Spanish. topics relate to 21st-century society(-ies). permission (taught entirely in (General Spanish) elective, primarily intended for Spanish majors and minors.) Open to anyone with sufficient knowledge of Spanish. SPED 620 Sharon Dole, This graduate level course is Online every semester contains a The course Education in a Ph.D. designed to prepare teachers to module that focuses on class. is open to Diverse Society meet the needs of a diverse graduate student population and focus on Assignments in the module include the students. education through sociological and following: cultural lenses. • Students post their initial thoughts (before doing any of the readings in the The course goals are the following: module) on the impact of socioeconomic status on education. Students will develop an • Students debate the issue of understanding of and appreciation tracking. They sign up for either a pro of diversity with regard to race, team or a con team. language, gender, socioeconomic • At the end of the module, students status, religion, ethnicity, post reflections on their readings. They geographic region, sexual may consider any of the following orientation, ability, and age. They questions or reflect on some other will use that knowledge to plan, aspect of their readings: implement, and evaluate 1. Is there such a thing as a "culture educational programs based on of poverty" as Ruby Payne maintains? individual student needs. Why or why not? 2. Your textbook authors refer to the One of the major assignments of "myth of middle-class Americans." What the course is to participate in a do they mean by this statement and do cultural activity in which the student you agree with it? is a minority member in some 3. What can teachers do to try to major way. The activity should be overcome the effects of poverty? active rather than passive. Students can choose the activity and several students have chosen activities related to poverty such as volunteering at a homeless shelter or soup kitchen. SPED 620 Iris Rouleau, This graduate level course is Online every semester contains a The course Education in a Ed.D. designed to prepare teachers to module that focuses on class. is open to Diverse Society meet the needs of a diverse graduate student population and focus on Assignments in the module include the students. education through sociological and following: cultural lenses. • Students post their initial thoughts (before doing any of the readings in the The course goals are the following: module) on the impact of socioeconomic status on education. Students will develop an • Students debate the issue of understanding of and appreciation tracking. They sign up for either a pro of diversity with regard to race, team or a con team. language, gender, socioeconomic • At the end of the module, students status, religion, ethnicity, post reflections on their readings. They geographic region, sexual may consider any of the following orientation, ability, and age. They questions or reflect on some other will use that knowledge to plan, aspect of their readings: implement, and evaluate 1. Is there such a thing as a "culture educational programs based on of poverty" as Ruby Payne maintains? individual student needs. Why or why not? 2. Your textbook authors refer to the One of the major assignments of "myth of middle-class Americans." What the course is to participate in a do they mean by this statement and do cultural activity in which the student you agree with it? is a minority member in some 3. What can teachers do to try to major way. The activity should be overcome the effects of poverty? active rather than passive. Students can choose the activity and several students have chosen activities related to poverty such as volunteering at a homeless shelter or soup kitchen.

For more information about travel courses: http://www.wcu.edu/22996.asp

2012 ALTERNATIVE SPRING BREAK TRIP TO JAMAICA

(a week of civic engagement and service learning in schools, clinics, orphanages, government agencies) Students must register for one of the following courses in order for financial aid to assist with the cost of this trip.

ALL STUDENTS MAY TAKE: * EDCI 200-03 Seminar in Leadership Development (1 hour) (This is a hidden section. Students must contact Dr. Vicki Faircloth, School of Teaching and Learning, Office 138 or 135 Killian, for permission to register)

POLITICAL SCIENCE MAJORS *PSC 349-02 (CRN 12425) Civic Learning If you are a political science major and you have not completed this course, please register for the section taught by Dr. Jen Schiff. If you have completed this course, please register for EDCI 200-03 (permission to register needed from Dr. Faircloth)

NURSING STUDENTS If you are already admitted to the courses in the Nursing major, you must register for one of the following courses designated as travel courses, taught Dr. Cheryl Clark: *NSG 423 *NSG 411 *NSG 322

Nursing students who have not been fully admitted to the nursing program may still participate with nursing students who will be working in medical clinics in the rural Parish of St. Elizabeth. However, since you not eligible for courses in the major, you will need to register for EDCI 200-03 (permission to register needed from Dr. Faircloth)

NOTE: In addition to registering for designated travel courses, all students will complete an application regarding intentions for selecting an alternative spring break experience. This project is in collaboration with and support of the campus-wide WCU Poverty Project. For more information on the mission and outcomes of WCU Poverty Project, which are reflected in the outcomes of the travel courses listed, above go to: http://www.wcu.edu/29387.asp

Further questions and inquiries should be directed to Dr. Vicki Faircloth [email protected]