Here are sample syllabi from some of our high-quality programs. These examples are here for your convenience for idea generation. If you have specific questions about a syllabus, please contact the creator. Also, please ask permission directly to the author if you are wishing to borrow any part of a syllabus.
COMM 140: Applied Public Relations
COMM140 is primarily a performance course requiring client interaction and public relations practical performance both enhancing the students future marketability as well as fostering potential job success. The students use creativity and critical thinking whilehelping their respective client. Furthermore the students engage in social responsibilityall semester helping them to become involved citizens in the future.
SOC 350-01 Applied Sociology Practicum
Teen Works is an organization in Indianapolis that provides a 6-week Summer program for low-income high school students, providing these individuals jobs and college readiness workshops. Once these students finish the summer program, they are encouraged to apply for a scholarship through the organization that helps pay tuition at various colleges/universities. Before the program begins, volunteers and employees work to get students enrolled in the program, through high school visits, and then collects information on the students that plan to attend the summer session.
Students registered for CVOC 105-50 will be in a service learning experience in Jonseville, VA for five days, participating as volunteers with the Appalachian Service Project (ASP) (https://asphome.org). There, you will have the opportunity to help a family in need with housing improvements, making their home dryer, warmer, or safer. The cost of the trip is $375.00 and includes the cost of travel, lodging, most meals, and course textbooks. Students must arrange to pay this in full in accordance with schedule provided by the instructor.
The main objective of this course is to fully engage in service during our week in the Appalachian Mountains. This means you will: a) be present and participate in all service and group reflective activities during the trip; b) comply with all ASP and course instructor safety and other directions during the trip; c) diligently work to complete volunteer duties as assigned; and d) maintain a pleasant and cooperative attitude during the service experience.
The second objective is equally important to completing the service work: to engage in critical reflection on the context, needs, and motivation for service. This makes the experience truly service learning. This means you will a) complete all course readings as assigned; b) think critically and thoroughly about the readings and their connection to the experience of service; and c) share your reflections and insights gained by participating in group discussions during the trip and completing assigned coursework described below.
In our experience in Virginia, we have the occasion to view and consider elements of a co-culture within the United States. You are invited to break into the Appalachian world by the relationship you build with ASP staff and especially with the family at whose home you will be working.
For full credit in this course, you must be energetic in your service; be observant and attentive to the people around us during our week together; be thoughtful in your reflections about the Appalachian realities and your own sense of how service in this particular context can respond to the distinctive realities of the region; and be active in the community that is built among us during our week together.
English 384: Technical Editing and Writing
Study of on-screen writing and editing requirements of technical documents. Students learn about document design in technical communications. Students practice strategies for acquiring technical information from the World Wide Web and collaborating in technical writing and editing. The course includes information about technical writing and editing job markets.
Service Learning Project (35%) Due during Finals Week Students will work with a local company to produce documentation and other technical writing documents. Students will also do a design analysis and article analysis to supplement the project.
PT 635: Service Learning Project
Students develop, implement and evaluate individualized or small group service learning projects. Projects may take on a variety of formats, but must have a common goal of promoting health for a group who otherwise would not have access to that service. Students contract with service learning coordinators for specific requirements.
SOC 103-01, Social Problems
This course is designed to introduce students to the central concepts and theories in the study of social problems. We will look at some of the most prominent and profound issues affecting society today, place these issues in a historical context, learn about their causes, discover some solutions and hopefully have some interesting and enlightening discussions along the way.
This course will address the critical thinking, social responsibility and performance goals of the university. The course will be conducted largely as a discussion, with some lecture, anecdotes and supplementary material presented by the instructor. The goal is to use the required text to create a framework for discussions about society, social problems, current events and social theory that are relevant and constructive. Some of the material presented is troubling and contentious. It is likely that many students may take issue with the material or its presentation. The expectation is that discussions will be handled with maturity and respect for one another’s thoughts, feelings and experiences.
KINS 481: Applied Event Management
In this course, a group of undergraduate students plan, organize, and implement the Indiana Special Olympics State Youth Basketball Tournament. The goal of this tournament is to provide a safe, fun, successful event that will be a memorable experience for all involved. To accomplish this goal, student organizers plan both a basketball tournament and a set of complimentary activities designed to improve the physical and social health of the participating athletes. Sample activities include health screenings, interactive educational sessions, instructive physical activities, interactive video games, arts/crafts, and dance lessons. Athletes are enticed with a reward to participate in all of the ancillary activities. Students from the course recruit university students and faculty in health-related majors to implement the health–related complimentary activities. The complimentary activities and basketball related activities are implemented by recruited volunteers from the general student population, university social organizations, university athletic teams, and university faculty and staff.
This initiative requires student organizers to first understand the Special Olympics organization, along with its mission, goals, and policies. It then requires student organizers to recruit, train, and supervise the approximately 250 volunteers needed to run a basketball tournament for approximately 350 Special Olympics athletes. On the event day, student organizers and volunteers interact directly with the Special Olympic athletes thus creating opportunities to affect attitudes about persons with disabilities. The event takes place annually on the University of Indianapolis campus on the 3rd Saturday of March.
Languages without Borders is a Professional Edge project that aims to empower learners with tools needed to succeed at school and later on in professional life. Students and mentors will create Centers of Excellence (ACEs) at selected schools close to the University of Indianapolis (UIndy). The purpose of these centers will be to expose students to experiential learning, and initiate collaboration between foreign language professors at the University of Indianapolis and world language instructors elementary and middles schools. This joint venture will build a bridge between UIndy and the surrounding community, as well as a recruitment tool for the institution.
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English 420: Writing in the Schools
To enhance our own writing style and process, the class will serve 8th graders at the Christel House Academy near campus. We’ll lead four writing workshops with the 8th graders in conjunction with Second Story, a local non-profit that aims to improve writing attitudes in kids 6-18. (I’ve served on the board and in other capacities for the past three years. Teaching writing in the schools and community is something I’ve been passionate about for a decade.) Each student will collaborate on a project to lead 8th graders in writing a poem based on “What are you founded on?” and the following that with helping students design a broadside and perform their poem. We’ll work with 53 students in eighth grade. Christel House has similar demographics to most IPS schools, including 90% of students on free or reduced lunch and about equal distributions of African-American, Latino, and Caucasian students.
SOWK 341: Social Work Research Lab
Service Learning Labs provide an opportunity to extend learning outside of the traditional classroom and encourage students to strengthen and refine skills in a less artificial setting. The primary goal of this lab is to further develop the student's use and appreciation of scientific knowledge for practice. This practice includes integrating knowledge, skills and values in the areas of social work values and ethics, diversity, social and economic justice, populations-at-risk, human behavior and the social environment, social welfare policy and services, social work practice, and field. The lab also provides opportunity for both practice evaluation and program evaluation issues. This lab is designed to strengthen the student's understanding and appreciation of a scientific, analytic approach to building knowledge for the delivery and evaluation of practice through applied work with a specific issue or organization.
SOWK 110: Service Learning Lab
Students in small groups will perform tasks and have responsibilities at different service agencies. Students will learn about our city, neighborhood and neighbors. Students will meet initially in class have agency orientation and then report to their work sites. Students will have a better understanding of poverty, diversity and sense of civic responsibilities.
SOWK 331 - Macro Practice: Service Learning Lab
Service Learning Labs provide an opportunity to extend learning outside of the traditional classroom and encourage students to strengthen and refine their skills. The primary goal for this lab is to further develop the student’s use and appreciation of knowledge and application for practice. This practice includes integrating knowledge, skills, and values in the areas of social work values and ethics, diversity, social and economic justice, populations-at-risk, human behavior and the social environment, social welfare policy and services, social work practice and field. This lab is designed to strengthen the students understanding and appreciation of the macro setting in social work. Where they can gain a better understanding of how policy and procedures are implemented, designing new programs, supervising staff, writing grants, and how an agency operates.
Spring Term 2010
Students in small groups will perform tasks and have responsibilities at different service agencies. Students will learn about our city, neighborhood, and neighbors. Students will meet initially in class, have agency orientation and then report daily to their work sites. Students will have a better understanding of poverty, patience, diversity, and a sense of civic responsibility.
DSGN 371_01: Introduction to Web Design
As a continuing part of the 2015-2016 service learning cohort project “Making SENSE” with Uindy social work faculty Michelle Meer and fellow Visual Communication Design colleague Julia Taugner Visual Communication students in DSGN 371_01: Intro to Web in Fall 2016 were invited to redesign the SENSE Charter School Website. It was an opportunity for the students to tour and get to know SENSE charter school. Our goal was to help students learn a new skill while also learning about the client and how they were telling their stories already. It is important to start understanding and engage in the community to be able to design in their voice. These same students would be working with SENSE in Semester II (Winter 2017) in our student DSGN 392 applied design One14 Design Studio on an additional project to collect community stories.
Link to finished projects: http://rhondawolverton.com/uindyintrotoweb.html
Link to finished projects: http://rhondawolverton.com/uindyintrotoweb.html