Chemistry 104 is the first term of a one-year sequence in General Chemistry. The course is designed for nursing and allied health sciences as well as such disciplines as fire science, respiratory therapists, medical technology, biotechnology, and dental hygiene requirements. Includes a service-learning component. The main goals of the service-learning project are to illustrate the relevance and application of chemistry in everyday life and to underscore the importance of civic responsibility.
CHEM 331 is designed to provide a meaningful community-based learning experience for students interested in applying chemistry to directly serve the needs of residents in the Northeast Neighborhood. The course was developed by the Department of Chemistry/Biochemistry and the Center for Social Concerns, in collaboration with Memorial Hospital, the City of South Bend, and Greentree Environmental, Inc. Participating students will join with community partners in helping to identify neighborhood homes that have unsafe levels of lead contamination.
First Year Seminar in Chemistry - Chemistry Through a Child s Eye
Labwork We will be performing all the experiments that will be used for service-learning. We will also explore selected experiments with chemistry from Uncle Tungsten.
Service-learning All students in this class will participate in service-learning where they will present chemistry to elementary school students in local schools. Students will work in groups of ~6 per elementary school class and will visit the classes 3 times over the course of the semester.
Group project All students will make a mini presentation to the rest of the class about a current topic in chemistry or science. This project must be a group effort including a contract from the group showing division of labor. The projects will be presented during the final exam time.
Written assignments Students will be required to keep a journal of service-learning activities. Journal assignments will be associated with the service-learning activities and will count toward that part of the course grade. There will be various other writing assignments throughout the semester.
This course is intended to provide a survey of basic chemical, biological, and physical principles of environmental science and ecology, as well as the applications of these principles to current political, scientific, and economic issues. The course will attempt to familiarize you with the issues underlying the global environmental situation and, perhaps more importantly, to help you develop an understanding of the natural processes that govern how the Earth manages its systems. Includes a service-learning option.
This course allows students to further develop substantial skills in writing and reading by confronting the task of doing a long research project. Students will learn how to set up a search strategy, articulate a research question, locate and evaluate sources, analyze and synthesize information from them, write at length and in depth, and format research papers. This course also includes a service-learning component.
English 2001: Advanced Composition - Writing Memoir
Students will develop writing skills by writing personal memoirs, life stories, and reflective essays; develop critical thinking skills as you discover and use the conventions of memoirs and critique each other's work; integrate theory and practice by comparing theories of aging with personal experience gained from working with residents at St. James Retirement Community; and learn to interact successfully with classmates and seniors by recognizing and solving problems through reflection and discussion. Residents of St. James
Students learn the principles of writing, organizing, revising and editing essays. Multiple rhetorical approaches are studied, including short story, essay, novel, poetry, drama, and film. This course includes a service-learning component.
Writing 121 develops skills in analytical reading, critical thinking and expository and persuasive writing. Students are expected to compose several essays using a variety of strategies to present evidence in support of a thesis. This course also includes a service-learning component.
This course analyzes the spatial and functional relationships within the earth system. Primary areas of focus include earth movements, weather and climate, landform processes, and ecosystems. Includes a service-learning option.
The emphasis continues to be on the application of generally acceptable accounting principles to the recording and reporting of financial information, the underlying theoretical foundations of accounting, and the analytical skills needed by business and accounting students. Includes a service-learning component involving preparing and presenting financial literacy information to people in transition from homelessness.
Practical Accounting II is the study of fundamental accounting theory and practice, which includes an introduction to accounting and the decision-making process. Specialized accounting procedures for merchandising businesses, partnerships, and corporations will be studied; some computerized accounting will be introduced; financial statements will be studied.
Managerial Accounting focuses on the accounting information needs of the various levels of internal management within an organization. Internal reporting is directed at three major areas of management responsibility: cost determination, planning and control, and long-term decision-making.
This course offers the student the opportunity to develop knowledge and instructional strategies for teaching reading to students of diverse cultural/linguistic backgrounds. Special emphasis will be placed on developing oral language proficiency as a prerequisite skill to reading and on instructional strategies designed specifically to meet the needs of such learners. Field experience is required. Prerequisite: Admission into the Teacher Education Program.
This course focuses on providing students with both the tools & experience needed to understand and design fitness training programs for individuals who do not fit in the ACSM guidelines for a healthy adult. Includes a service-learning component.
Boys in Fitness Together (BFIT) and Girls in Fitness Together (GIFT) and A New Tomorrow
This project will be split into four academic courses and two community partners. We will partner with the Alliance Family YMCA for the entire academic year to develop and implement a health and fitness program for the 4th and 5th grade boys called BFIT. Mount Union students will work with the YMCA and the boys to develop a program that meets the wellness needs of young boys in the area. The second partner The Tomorrow Center will involve Mount Union students working alongside this charter school's students to develop community educational outreach programs focused on preventing drug and alcohol addiction.
An introduction to the elements of creative movement through lecture, reading, activity experiences, experimentation, observation, and discussion. Students will explore movement forms as more than just physical activity; they will appreciate movement as an art form, means of self-expression, a vital aspect of culture, and an opportunity to explore new perspectives and understandings of oneself and world. This course will give students practice in designing movement learning experiences for persons of all ages.
Topics include organization and operation of the American economy, the basic problems of economics, the role of business, labor and government; theory of price and income distribution with particular application to the structure of American industry. (SS) This course will cover the area of economics commonly defined as microeconomics which is concerned with the individual parts of the economy such as individual businesses or industries, individual consumers, and individual products. One of our goals is to study whether the economy uses our limited resources to obtain the maximum satisfaction possible for society.
To achieve the course goals, you will write a variety of texts: emails, memos, letters, proposals, reports, handbooks, manuals, etc. Some will be exercises from our text, but most of your writing in your major project will be real workplace writing in the form of a service learning team project.
Service learning projects represent mutually beneficial partnerships between academic courses and nonprofit organizations. The nonprofit groups will provide you with real workplace contexts for practicing the skills taught in the class, and you will provide valuable services for the organizations services for which they could not afford to pay and which might otherwise go undone. All parties have an equal stake in the success of these projects.
This applied writing skills laboratory covers major communicative tools of the public relations trade, including news releases, features, speeches, pitch letters, fact sheets, public service announcements, and more. The skills of writing are learned by doing; you will have ample opportunities to learn. The course is also an apples service-learning class, which means that as an integral part of class work you will be paired with a local nonprofit to help them identify needs, plan, and produce public relations materials for them. Budget 3 to 5 hours per week of your time for this component.
The practice of technical writing, ranging from the simple memorandum to the long, complex technical research report. The course is designed for students in professional, technical and scientific programs. Prerequisite: English 106 or equivalent.
Investigates the relationship between language and thought, theories of language development, changes in the young child's cognitive structure, and the role of the teacher in literacy development. It is designed to address the Texas State Board of Educator Certification (SBEC) Standards for Reading/Language Arts.
The goal of this course is to develop a working knowledge of various principles and theories based in the discipline of psychology and the practical application of these formulations to the teaching/learning process. The content includes theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; influences of social and cultural background on development and learning; assessment and evaluation; theoretical basis for instructional models; theoretical basis of strategies for managing the learning environment.
Developmentally Appropriate Practice in Early Childhood Environments
This course examines various components involved in developing high quality programs for children ages birth to eight. Students learn about the physical space children inhabit and how the child interacts with the space. The course involves a study of appropriate methods required to create an educational environment that is nurturing, stimulating, and welcoming for all children to explore. Discussions around developmentally appropriate practice ensure that students understand the physical, social, emotional, cognitive, and language needs of young learners. Students gain an understanding of these needs through a study of major learning and childhood development theories. Learning is demonstrated through designing appropriate learning activities and applying knowledge of theories.
Communication Sciences and Disorders 4382: Language Disorders of Children
This is an introductory course designed to familiarize participants with basic principles of language intervention and disorders, including the etiological categories associated with different profiles of atypical development. The course will also introduce students to principles of evidence-based practice through collaboration with community partners (i.e., service-learning). Within this partnership, students will learn about language by exploring it with a child who struggles with its complexities. Thus each partner (student and child) will learn what they need to know about language. At the completion of the class, participants will have the knowledge and skill required to begin a supervised practicum in language intervention for young children, and to take more advanced coursework in language assessment, language intervention, theory, research, and practices.
Reflective Teaching of Mathematics in Secondary Schools
This course is designed to develop reflective teaching practices in mathematics. The student will be exposed to a wide range of issues and theories in mathematics education, and encouraged to relate these to his/her own teaching practices. Opportunities for teaching and observation of teaching will be provided in order to analyze and reflect on teaching practices in mathematics. The course goals encourage students to make meaningful connections between theory and practice through a variety of experiences. In this course you will work on mathematical topics appropriate for you and your classroom, as well as focus on the teaching of secondary school mathematics. The course design facilitates disciplined reflective inquiry into the education process through the interaction of theory and practice. Throughout the course you will be encouraged to reflect on your learning as a tool for thinking about how mathematics learning occurs.