FALL 2022 ACADEMICALLY BASED COMMUNITY SERVICE (ABCS) COURSES
Penn students can also browse and register for ABCS courses on Path@Penn using their PennKey and password. To find ABCS courses, use the advanced search tool and find "Academically Based Community Service Courses" in the University Attribute dropdown menu.
AFRC 1780 / URBS 1780/ HIST 0811: FACULTY-STUDENT COLLABORATIVE ACTION SEMINAR IN URBAN UNIVERSITY-COMMUNITY RLTNS
Instructor: Ira Harkavy, Theresa Simmonds
This seminar helps students develop their capacity to solve strategic, real-world problems by working collaboratively in the classroom, on campus, and in the West Philadelphia community. Students develop proposals that demonstrate how a Penn undergraduate education might better empower students to produce, not simply "consume," societally-useful knowledge, as well as to function as caring, contributing citizens of a democratic society. Their proposals help contribute to the improvement of education on campus and in the community, as well as to the improvement of university-community relations. Additionally, students provide college access support at Paul Robeson High School for one hour each week.
AFRC 2325 / ENGL 2222: AUGUST WILSON AND BEYOND: PERFORMANCE IN THE AFRICAN DIASPORA
Instructor: Herman Beavers, Suzana Berger
The purpose of this course is to engage students in the rigorous process of mining experiences for material that can be transformed into a public performance piece. In-class writing, group discussions, and field work in the Philadelphia area. “The people need to know the story. See how they fit into it. See what part they play.” - August Wilson
AFRC 3306 / ENGL 3306: VOTING WRITES
Instructor: Lorene Cary
This is a course for students who are looking for ways to use their writing to participate in electoral politics. Student writers will use many forms--short essay, blogs, social media posts, mini video- or play scripts, podcasts--and consider lots of topics as they publish work, in real time, with #VoteThatJawn. Imagine a Creative Writing class that answers our desire to live responsibly in the world and to have a say in the systems that govern and structure us. Plus learning to write with greater clarity, precision, and whatever special-sauce Jawn your voice brings. The course is designed as an editorial group sharing excellent, non-partisan, fun, cool, sometimes deadly earnest content for and about fresh voters. In addition, you will gain experience in activities that writers in all disciplines need to know: producing an arts-based event, a social media campaign, working with multi-media content, and collaborating with other artists. We will sometimes work directly with diverse populations of youth from other colleges and high schools throughout the city. Because you will engage with a common reading program about the ground-breaking Voting Rights Act of 1965, the class is cross-listed with Africana Studies. In addition, the work of #VoteThatJawn performs a civic service; therefore it is listed as an an Academically Based Community Service (ABCS) course with the university. Don't sit out this momentous electoral season because you have so much work. Use your work to bring other youth to the polls.
ANTH 3180 / ANTH 6180: ANTHROPOLOGY AND PRAXIS
Instructor: Gretchen Seuss
This course focuses on real world community problems, engaged scholarship, and the evaluation of actively-running Penn programs intended to improve social conditions in West Philadelphia. Two trends emerge in public interest social science that students will explore through research and evaluation: 1) merging problem solving with theory and analysis in the interest of change motivated by a commitment to social justice, racial harmony, equality, and human rights; and 2) engaging in public debate on human issues to make the research results accessible to a broad audience. As part of the course, students will learn the foundations of anthropology, social theory, and evaluation as they work with qualitative and quantitative data while conducting an evaluation based on community and partner need. Students will gain direct experience conducting evaluation research as a collaborative process and have an opportunity to engage in academically-based community service with a focus on social change.
ARCH 7280 / IPD 5280: DESIGN OF CONTEMPORARY PRODUCTS: DESIGN FOR EQUITY, INCLUSION AND ACCESSIBILITY
Instructor: Sarah Rottenberg
The power of design to shape the world we live in is increasingly obvious, as is the responsibility of designers to challenge our assumptions about who designs, who is included or marginalized by our designs, and how we can make sure that all design is inclusive design. This course will address issues around designing for equity, inclusion and accessibility and co-design. We will ask, What is inclusive design? Who does it serve? What should it look like? To answer these questions, we will engage with the current discourse around designing for equity, inclusion and accessibility, with a particular focus on accessibility. We will engage with disability justice frameworks and critical disability studies to challenge our assumptions about disability and engagement. And we will connect with members of the disability community and co-design along with them. This course is intended for anyone who considers themselves a designer: of physical or digital products, places, or services who wants to prioritize inclusion in their practice.
ASAM 1020: THE ASIAN AMERICAN ENTREPRENEUR
Instructor: Rupa Pillai
From shopkeepers to motel owners, the Asian American entrepreneur is frequently celebrated and offered as proof that the American Dream is achievable and that the United States is a meritocracy. This seminar challenges this view. Through interdisciplinary texts, qualitative research assignments, and speakers, we will explore the transnational forces and structural limitations within the United States that produce Asian ethnic niches and the bamboo ceiling which limits the success of Asian Americans.
ASLD 1033: ASL/DEAF STUDIES - ABCS
Instructor: Jami Fisher
This Academically Based Community Service course is intended to be the final course in the ASL/Deaf Studies course sequence. Students will work with a Deaf community partner to learn about the organization and work on a mutually agreed on research project. Students will also have course meetings on a weekly basis with discussions and activities centering on reflection of community experiences through linguistic as well as cultural lenses. Ongoing reflections and discussions—formal and informal—on Deaf cultural/theoretical topics drawing from readings as well as community experiences will be integral to the course experience.
EDUC 2140: EDUCATION IN AMERICAN CULTURE
Instructor: Charles Adams
This course explores the relationships between forms of cultural production and transmission (schooling, family and community socialization, peer group subcultures and media representations) and relations of inequality in American society. Working with a broad definition of "education" as varied forms of social learning, we will concentrate particularly on the cultural processes that produce as well as potentially transform class, race, ethnic and gender differences and identities. From this vantage point, we will then consider the role that schools can and/or should play in challenging inequalities in America. Students will have the option of volunteering at a local school or community organization in addition to regular coursework.
ENGL 0051 / URBS 0051: COMMUNITY WRITING: POST-COVID UNIVERSITY
Instructor: Zita Nunes
Community Writing combines theory with practice: students will first study critical and creative writing pedagogy, and then visit a range of Philadelphia communities to write creatively together and form new kinds of community through writing. The moment seems ripe for assessing and planning for the [post] COVID university. The epidemic has challenged the certainties that undergraduate students may have expected about the role and form of their engagements with the university. This class provides a way to analyze and communicate about this experience, while building the individual and collaborative skills students need to thrive. The course would open with a discussion of short articles on the [post]Covid university and a selection of literature and films set on college campuses (with a focus on underrepresented minorities). Then, in concert with peers at local universities (Lincoln, Drexel, and Temple), students, individually and in groups, would research different aspects of their home institutions in their university archives as well as other sources—the university’s founding, its funding, mission, composition of student body, athletics, libraries, dorms, clubs, history of English (or other majors), Black, LGBTQ, etc. student activism. Students would then translate their research into forms (scholarly essay, white paper, policy proposal, grant proposal, video, podcast, art project, exhibition, etc.) of communication to a clearly identified audience (prospective students, administration, local community, legislature, scholars, etc). Student work for the course would be presented at an undergraduate conference during the subsequent term and students invited to serve as undergraduate TAs for future courses. Assignments will be scaffolded in preparation for a final project.
LALS 3020 / PSCI 2420: DIPLOMACY IN THE AMERICAS - THE PENN MODEL OAS PROGRAM
Instructor: Catherine Bartch
"Diplomacy in the Americas" an academically based community service course in which students work with Philadelphia and Norristown public school students to explore solutions to critical problems facing the Americas. Entrenched political, economic, and social inequality, combined with environmental degradation, weak institutions, pervasive health epidemics, weapon proliferation, and other issues pose formidable hurdles for strengthening democratic ideals and institutions. The Organization of the American States (OAS), the world's oldest regional organization, is uniquely poised to confront these challenges. "Diplomacy in the Americas" guides students through the process of writing policy resolutions as though the students were Organization of the American States (OAS) diplomats, basing their research and proposals on democracy, development, security, and human rights - the four pillars of the OAS. Students will also read literature about what it means to educate for a democracy and global citizenry, and they will have the opportunity to turn theory into practice by creating and executing curriculum to teach and mentor the high school students through interactive and experiential pedagogies.
LALS 4240 / SOCI 2931: LATINX COMMUNITIES AND THE ROLE OF CBO'S IN SOCIAL CHANGE
Instructor: Johnny Irizarry
The purpose of this course to create a Latino Studies/Service Learning ABCS course that cultivates dialogue and knowledge about the social, political, cultural and historical complexities of the Latinx experience in the United States (Philadelphia in particular) and the roles Latinx CBO's play in meeting the needs of Latinx communities and in impacting social change.
MGMT 3530: WHARTON FIELD CHALLENGE FLCP
Instructor: Keith Weigelt
Do you want to make a real difference in the lives of a student? Do you want to set kids on a path to becoming financially literate? Do you want to learn leadership skills in the classroom? Here at the Financial Literacy Community Project (FLCP) we are able to create an experience that achieves all three. We partner with various public schools around the West Philadelphia area and teach concepts integral to financial literacy. We teach a wide range of grades from middle school to high school, and work with students to help them learn how to be financially responsible. In addition to teaching in neighboring high schools, we also have group class meetings run by Professor Keith Weigelt on Mondays from 7:00 PM-8:30 PM. We learn about the disparity of wealth and how to best address it while also learning teaching techniques, classroom strategies, and overall basic financial literacy. A basic understanding of personal financial literacy is required.
MUSC 0180A / URBS 0180A: MUSIC IN URBAN SPACES
Instructor: Molly Mcglone
Music in Urban Spaces explores the ways in which individuals use music in their everyday lives and how music is used to construct larger social and economic networks that we call culture. We will read musicologists, cultural theorists, urban geographers, urban educators and sociologists who work to define urban space, arts education and the role of music and sound in urban environments. While the readings we do will inform our conversations and the questions we ask, it is within the context of our personal experiences working with a group of students in the music programs at West Philadelphia High School and Henry C. Lea Elementary that we will begin to formulate our theories of the musical micro-cultures of West Philadelphia and education’s role in shaping socio-economic realities. Students should expect to support music programming at either Lea or West for 2-4 hours a week outside of regular class time.
MUSC 0181: ON BELONGING: MUSIC, DISPLACEMENT, AND WELL-BEING
Instructor: Carol Muller
The 2020s has begun as a time of global existential angst: we are all living with so much uncertainty and change. Think of the impact of the COVID pandemic and the questioning of science in the form of vaccine resistance; climate change challenges; a technological and educational revolution; growing income inequality; the urgency of BLM protests in the USA, moves against dictatorships, the need to decolonize universities, and the pressure to address human rights and refugee challenges. But it is also a moment of real excitement, with increased technological access and presence in our lives. In fact, the capacity to connect to others almost anywhere in the world, immediately, is truly revolutionary. As is the capacity to plug into the sound of the world’s music in an instant. Through personal music listening, for example, we can use music to soothe, to excite, to travel imaginatively, to focus, for meditation, as a soundtrack to our everyday lives, and as emotional regulation. But the work of music for personal wellbeing and collective healing is much larger than just an individualized listening experience. This seminar opens up the issue of emotional regulation and collective healing by examining the relationship between sound and musical practice, performance, and engagement, both locally and around the world. You might think about this seminar as a kind of reflexive moment as you arrive on campus: as undergraduates and members of communities you will think about the relationship between your own recent move/displacement and the work of music/sound as a strategy of individual and collective belonging. There will be an ABCS component to the class.
NRSC 1160: ABCS OF EVERYDAY NEUROSCIENCE
Instructor: Loretta Flanagan-Cato
This course is an opportunity for undergraduates to share their interest and enthusiasm for neuroscience with students in grades 9-12 attending urban public schools in West Philadelphia. The course will allow Penn students to develop their science communication and teaching skills. Students will prepare neuroscience demonstrations, hands-on activities, and assessment tools. In parallel, the course aims to engage local high school students, increasing their interest and knowledge in science, and ultimately promoting lifelong science literacy.
NURS 3750: NUTRITION THROUGHOUT THE LIFE CYCLE
Instructor: Monique Dowd
Understanding and meeting nutritional needs from conception through adulthood will be addressed. Nutrition-related concerns at each stage of the life-cycle, including impact of lifestyle, education, economics and food behavior will be explored. As an ABCS course, students will be given the opportunity to address a real world nutrition-related issue in West Philadelphia in collaborations with Penn and/or local programs. Students will work in West Philadelphia with either senior citizens in the LIFE Program or with K-8 students for 2-4 hours/week outside of class time.
NURS 3800: NURSING IN THE COMMUNITY
Instructor: Alicia Kachmar, Steven Meanley
This course considers how nursing influences the health and healing capacities of both communities as a whole (populations) and of groups, families, and individuals living within particular communities locally and globally. It addresses the complexity of nursing practice using a public health paradigm. It requires students to draw from prior class and clinical knowledge and skills and apply this practice base to communities across care settings, ages, and cultures with different experiences of equity and access to care. It provides the tools needed to engage in collaborative community work and to give voice to the community's strengths, needs, and goals. It also moves students from an individual and family focus to a population focus for health assessment and intervention. Students consider the science, policies, and resources that support public health, and community based and community-oriented care. Clinical and simulated experiences in community settings provide sufficient opportunities for clinical reasoning, clinical care and knowledge integration in community settings. Students will have opportunities to care for patients and populations within selected communities.
PHYS 0137: COMMUNITY PHYSICS INITIATIVE
Instructor: Philip Nelson
This is an Academically Based Community Service Course (ABCS). The central purpose is to work in partnership with a local high school to improve physics education outcomes for their students. An immersive classroom experience will be enriched through instructional design work and grounded in a study of science education scholarship.
SOCI 2960 / URBS 3140: PARTICIPATORY CITIES (SNF Paideia Program Course)
Instructor: Marisa Denker
What is a participatory city? What has that term meant in the past, what does it mean now, and what will it mean going forward? Against the backdrop of increasing inequality and inequity, and the rise in a search for solutions, what role can citizens play in co-creating more just cities and neighborhoods? How can citizens be engaged in the decision-making processes about the places where we live, work, and play? And most importantly, how can we work to make sure that all kinds of voices are meaningfully included, and that historically muted voices are elevated to help pave a better path forward? This course will connect theory with praxis as we explore together the history, challenges, methods, and approaches, and impact of bottom up and top down approaches to community participation and stakeholder involvement in cities. Multiple opportunities will be provided to be involved in community engagement work for live projects in Philadelphia.
URBS 2020: URBAN EDUCATION
Instructor: Michael Clapper
This seminar focuses on two main questions: 1) How have US schools and urban ones in particular continued to reproduce inequalities rather than ameliorating them? 2) In the informational age, how do the systems affecting education need to change to create more successful and equitable outcomes? The course is designed to bridge the divide between theory and practice. Each class session looks at issues of equity in relation to an area of practice (e.g. lesson design, curriculum planning, fostering positive student identities, classroom management, school funding, policy planning...), while bringing theoretical frames to bear from the fields of education, sociology, anthropology and psychology.
UNDERGRADUATE AND GRADUATE COURSES
ANTH 5830 / EDUC 5466: ETHNOGRAPHIC FILMMAKING
Instructor: Amitanshu Das
This ethnographic methodology course considers filmmaking/videography as a tool in conducting ethnographic research as well as a medium for presenting academic research to scholarly and non-scholarly audiences. The course engages the methodological and theoretical implications of capturing data and crafting social scientific accounts/narratives in images and sounds. Students are required to put theory into practice by conducting ethnographic research and producing an ethnographic film as their final project. In service to that goal, students will read about ethnography (as a social scientific method and representational genre), learn and utilize ethnographic methods in fieldwork, watch non-fiction films (to be analyzed for formal properties and implicit assumptions about culture/sociality), and acquire rigorous training in the skills and craft of digital video production. This is an ABCS course, and students will produce short ethnographic films with students in Philadelphia high schools as part of a partnership project with the School District of Philadelphia. Due to the time needed for ethnographic film production, this is a year-long course, which will meet periodically in both the fall and spring semesters.
ENVS 1615: URBAN ENVIRONMENTS: SPEAKING ABOUT LEAD IN WEST PHILADELPHIA
Instructor: Maria Andrews
Lead poisoning can cause learning disabilities, impaired hearing, behavioral problems, and at very high levels, seizures, coma and even death. Children up to the age of six are especially at risk because of their developing systems; they often ingest lead chips and dust while playing in their home and yards. In ENVS 404, Penn undergraduates learn about the epidemiology of lead poisoning, the pathways of exposure, and methods for community outreach and education. Penn students collaborate with middle school and high school teachers in West Philadelphia to engage middle school children in exercises that apply environmental research relating to lead poisoning to their homes and neighborhoods.
ENVS 1650: THE ROLE OF WATER IN URBAN SUSTAINABILITY AND RESILIENCY
Instructor: Howard Neukrug
This course will provide an overview of the cross-disciplinary fields of civil engineering, environmental sciences, urban hydrology, landscape architecture, green building, public outreach and politics. Students will be expected to conduct field investigations, review scientific data and create indicator reports, working with stakeholders and presenting the results at an annual symposium. There is no metaphor like water itself to describe the cumulative effects of our practices, with every upstream action having an impact downstream. In our urban environment, too often we find degraded streams filled with trash, silt, weeds and dilapidated structures. The water may look clean, but is it? We blame others, but the condition of the creeks is directly related to how we manage our water resources and our land. In cities, these resources are often our homes, our streets and our communities. This course will define the current issues of the urban ecosystem and how we move toward managing this system in a sustainable manner. We will gain an understanding of the dynamic, reciprocal relationship between practices in an watershed and its waterfront. Topics discussed include: drinking water quality and protection, green infrastructure, urban impacts of climate change, watershed monitoring, public education, creating strategies and more.
FNAR 1110 / URBS 1110 / VLST 3220 / FNAR 5051: THE BIG PICTURE: MURALS ARTS IN PHILADELPHIA
Instructor: Jane Golden Heriza
The history and practice of the contemporary mural movement couples step by step analysis of the process of designing with painting a mural. In addition students will learn to see mural art as a tool for social change. This course combines theory with practice. Students will design and paint a large outdoor mural in West Philadelphia in collaboration with Philadelphia high school students and community groups. The class is co-taught by Jane Golden, director of the Mural Arts Program in Philadelphia, and Shira Walinsky, a mural arts painter and founder of Southeast by Southeast project, a community center for Burmese refugees in South Philadelphia.
NURS 3130 / NURS 5130, NURS 3130 / NURS 5130, NURS 3130 / NURS 5130: OBESITY AND SOCIETY
Instructor: Tanja Kral
This course will examine obesity from scientific, cultural, psychological, and economic perspectives. The complex matrix of factors that contribute to obesity and established treatment options will be explored.
NURS 3570 / NURS 5730: CASE STUDY: INNOVATION IN HEALTH: FOUNDATIONS OF DESIGN THINKING
Instructor: Marian Leary
Innovation, defined as a hypothesis-driven, testable, and disciplined strategy, is important to improve health & healthcare. Employing new ways of thinking, such as with design thinking, will help open up possibilities of ways to improve health & the process of healthcare. Incorporating current & emerging social & digital technologies such as mobile apps, wearables, remote sensing, and 3D printing, affords new opportunities for innovation. This course provides foundational content & a disciplined approach to innovation as it applies to health & healthcare. A flipped classroom approach has the in-class component focusing on group learning through design thinking activities. The course is open to undergraduate nursing students as a case study & upper-level undergraduates and graduate students from across the Penn campus. The course provides a theoretical foundation in design thinking & may provide an overview of innovation technology & digital strategies as well as social & process change strategies. To enhance the didactic component, students will actively participate in a design case study. Students will be matched by interest and skill level with teams & will work with community-based organizations, healthcare providers and/or innovation partners. Student teams will meet their partners to identify & refine a health or healthcare problem to tackle. Students will work throughout the semester to create an innovative solution that will be pitched to their community-based organization, healthcare provider, and/or innovation partner at the end of the semester.
CLST 3307 / ANTH 3307 / NELC 3950 / CLST 5620 / ANTH 5220: INTRO TO DIGITAL ARCHAEOLOGY
Instructor: Jason Herrmann
Students in this course will be exposed to the broad spectrum of digital approaches in archaeology with an emphasis on fieldwork, through a survey of current literature and applied learning opportunities that focus on African American mortuary landscapes of greater Philadelphia. As an Academically Based Community Service (ABCS) course, we will work with stakeholders from cemetery companies, historic preservation advocacy groups, and members of the African Methodist Episcopal Church to collect data from three field sites. We will then use these data to reconstruct the original plans, untangle site taphonomy, and assess our results for each site. Our results will be examined within the broader constellation of threatened and lost African American burial grounds and our interpretations will be shared with community stakeholders using digital storytelling techniques. This course can count toward the minor in Digital Humanities, minor in Archaeological Science and the Graduate Certificate in Archaeological Science.
EDUC 5281: LANGUAGE TEACHING & LITERACY DEVELOPMENT IN MULTILINGUAL COMMUNITY CONTEXT
Instructors: Anne Pomerantz / Hannah Brenneman/ Katherine O'Morchoe/ Suzanne Oh
Immigrant youth often face the dual challenge of learning a new language and learning academic content in that language simultaneously. Many educators, however, struggle to identify and implement instructional practices that acknowledge learners' strengths, while also attending to their communicative, academic, and social needs. This course brings insights and findings from sociolinguistics to bear on research on language and literacy teaching to develop a situated, interactionally mindful approach for supporting emergent bi/multilinguals. An intensive service-learning project offers course participants the opportunity to "learn by doing" by working closely with children and adolescents in one multilingual, community-based after-school setting. Although the course takes the case of English learners attending U.S. elementary and secondary schools as its starting point, discussion of the implications and applications to other national/ educational contexts is encouraged. The goal of this course is to prepare participants to provide language and literacy instruction in contextually sensitive, theoretically informed, and interactionally attuned ways.
EDUC 6220: DISCURSIVE APPROACH IN INTERCULTURAL COMMUNICATION
Instructor: Betsy Rymes, Hannah Brenneman, Katherine O'Morchoe, Suzanne Oh
This course offers a discourse-based approach and hands-on introduction to the field of intercultural communication, from the micro-level of interpersonal interaction to the macro-level of institutional practice. Through a series of readings and service learning projects in multicultural settings, students will hone their observational and analytic abilities, while gaining an appreciation of and facility for participating in the communicative diversity around them. Topics will include a repertoire approach to examining language in use, interpretation and metacommentary, and the possibility of intervention to facilitate new communicative patterns.
EDUC 7323 / AFRC 7230: MULTICULTURAL ISSUES IN EDUCATION
Instructor: Vivian Gadsden, Tamika Easley, Daris Mcinnis, Maritza Moulite
This course examines critical issues, problems, and perspectives in multicultural education. Intended to focus on access to literacy and educational opportunity, the course will engage class members in discussions around a variety of topics in educational practice, research, and policy. Specifically, the course will (1) review theoretical frameworks in multicultural education, (2) analyze the issues of race, racism, and culture in historical and contemporary perspective, and (3) identify obstacles to participation in the educational process by diverse cultural and ethnic groups. Students will be required to complete field experiences and classroom activities that enable them to reflect on their own belief systems, practices, and educational experiences.
ITD-353: CULINARY MEDICINE
Instructor: Horace Delisser
HSPV 7010: HISTORIC PRESERVATION STUDIO
Instructor: Randall Mason
The Preservation Studio is a practical course making architectural, urban and landscape conservation operations, bringing to bear the wide range of skills and ideas at play in the field of historic preservation. As part of the core MSHP curriculum the Studio experience builds on professional skills learned in the first-year core. The work requires intense collaboration as well as individual projects. The Preservation Studio centers on common conflicts between historic preservation, social forces, economic interests, and politics. Recognizing that heritage sites are complex entities where communities, cultural and socio-economic realities, land use, building types, and legal and institutional settings are all closely interrelated, the main goals of the studio are (1) understanding and communicating the cultural significance of the built environment, (2) analyzing its relation to other economic, social, political and aesthetic values, and (3) exploring the creative possibilities for design, conservation and interpretation prompted by cultural significance. Studio teams undertake documentation, planning and design exercises for heritage sites and their communities, working variously on research, stakeholder consultation, comparables analysis, writing policies and designing solutions. Students work in teams as well as on individual projects.
LAW 6490: INTERDISCIPLINARY CHILD ADVOCACY CLINIC
Instructor: Kara R Finck
Legal advocacy for children and adolescents involves a dynamic range of substantive legal issues informed by the most recent research and practice in the fields of social work, medicine and mental health. Students in the clinic represent adolescent and youth clients on a variety of matters including child welfare cases, immigration proceedings, education issues and health related matters. Under Pennsylvania’s student practice rule, students will serve as primary counsel for children and youth responsible for interviewing and counseling clients, identifying legal issues, developing case theories, and providing legal representation in formal adjudicatory hearings. Working in interdisciplinary teams, students will meet regularly with the Professor and social work supervisor to receive guidance and feedback on their casework and advocacy. As part of the classroom seminar, students will develop interviewing, counseling, and oral advocacy skills through simulations and mock hearings.
NURS 7210: ADVANCED PHYSICAL ASSESSMENT AND CLINICAL DECISION MAKING: NURSING OF CHILDREN CLINICAL I
Instructor: Loretta C Reilly, Sura Lee
This clinical course is designed to help prospective advanced practice nurses develop advanced skills in physical and developmental assessment both across the lifespan and with a specific focus on children in a variety of settings. Data collection, data interpretation, and hypothesis formulations are emphasized for the purpose of clinical decision making. The role of the advanced practice nurse in assessment of child health care issues and health promotion is incorporated throughout the course. Community collaboration and evaluation of social determinants of health, as integral aspects of assessment, will be an ongoing focus.