ABCS Courses

Academically Based Community Service (ABCS) is at the core of the Netter Center’s work.  ABCS students and faculty work with West Philadelphia public schools, communities of faith, and community organizations to help solve critical campus and community problems in a variety of areas such as the environment, health, arts, and education.

ABCS:

  • Integrates service with research, teaching, and learning

  • Works to improve the quality of life in the community and the quality of learning and scholarship in the university through collaborative problem-solving, K-16+

  • Fosters structural community improvement (e.g., effective public schools, neighborhood economic development)

  • Emphasizes student and faculty reflection on the service experience

  • Helps students become active, creative, contributing citizens of a democratic society.

Over 200 ABCS courses have been developed at Penn in a wide range of disciplines. In the 2016-2017 academic year, 70 ABCS courses were offered across 8 schools and 31 departments and programs, enrolling approximately 1700 undergraduate and graduate students.

To register for an ABCS course: You can browse and register for ABCS courses on Penn In Touch using your PennKey and password. To find ABCS courses, use the advanced search tool and find the program labeled ABCS.

For students currently enrolled in an ABCS course, click here for more information on transportation and clearances.

For faculty interested in teaching an ABCS course, click here for more information on available resources.

Note: If an ABCS course is cross-listed across multiple departments, it will appear more than once in the list below.

View course lists from previous academic years.

2017 Fall Undergraduate & Graduate ABCS Courses

Undergraduate

Embedded Controlled Gardening Independent Study

Jorge Santiago – Aviles
A course intended to integrate concepts of basic physics, biology and electronics and systems engineering for the benefit of Penn engineering students, teachers and students from two minority centered community public schools. The course will engage the participants in the design and implementation of indoors cultivating systems using photo-voltaic technology to energize LED emulating the needed solar radiation for plant growth, a liquid nutrient distribution system, sensors / actuators capable of selecting the harvestable plants and keeping track of overall system parameters. For more information, please contact Professor Santiago-Aviles, santiago@seas.upenn.edu
Environmental Studies

Music in Urban Spaces

018
Molly Jean 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. Freshman Seminar; Fulfills the Cross Cultural Analysis Foundational Requirement *Two terms; students must enter first term; Special permission needed from instructor
Music

Music in Urban Spaces

018
Molly Jean 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. Freshman Seminar; Fulfills the Cross Cultural Analysis Foundational Requirement *Two terms; students must enter first term; Special permission needed from instructor
Urban Studies

Faculty-Student Collaborative Action Seminar in Urban University-Community Relations

078
Ira Harkavy
A primary goal of the seminar is to help students develop proposals as to how a Penn undergraduate education might better empower students to produce, not simply "consume," societally-useful knowledge, as well as function as caring, contributing citizens of a democratic society. Please note new location of the class: The Netter Conference Room is on 111 South 38th Street, on the 2nd floor. Among other responsibilities, students focus their community service on college and career readiness at West Philadelphia High School and Sayre High School. Students are typically engaged in academically based community service learning at the schools for two hours each week.
Africana Studies

Community Algebra Initiative

122
Idris Stovall
This course allows Penn students to teach a series of hands-on activities to students in math classes at high schools in West Philadelphia. The semester starts with an introduction to successful approaches for teaching math in urban high schools. The rest of the semester will be devoted to a series of weekly hands-on activities designed to teach fundamental aspects of geometry. In the first class meeting of each week, Penn faculty will teach Penn students the relevant mathematical background and techniques for a hands-on activity. During the second session of each week, Penn students will teach the hands-on activity to small groups of high school students. Penn students will also have an opportunity to develop their own activities and implement them with the high school students.
Mathematics

Essay, Blog, Tweet: Non-Fiction Now!

134
Lorene Cary
This class is designed to advance students' writing practice, discipline, and workshop and critiquing skills. Student writers will create non-fiction narrative in several forms: blogs, memoir, interviews, Q&As, essays. We will play with promotion, video, and social marketing, even grant proposals, advertisements, public service announcements, queries, and photo captions -all the forms that writers actually use throughout careers of deep reflection followed by hustle-and-pitch. The class will act as an editorial group for SafeKidsStories.org, a site to be launched in the fall of 2015. The idea is to depict safety with the specificity and drama that we usually reserve for conflict. Your writing will explore Big Questions about the social, emotional, relational and physical structures that affect our children and youth ; your research, interviews, reporting, and experience will discover and share solutions. If we do the job right, we will shine a light on people in our midst creating structures of safety for kids in an era of fear. If we make it fun to read, look at, and listen to, too, then, like a few historic college courses that participate substantively in their communities, we'll be on our way to stealth culture change.
Africana Studies

Essay, Blog, Tweet: Non-Fiction Now!

135
Lorene Cary
This class is designed to advance students' writing practice, discipline, and workshop and critiquing skills. Student writers will create non-fiction narrative in several forms: blogs, memoir, interviews, Q&As, essays. We will play with promotion, video, and social marketing, even grant proposals, advertisements, public service announcements, queries, and photo captions -all the forms that writers actually use throughout careers of deep reflection followed by hustle-and-pitch. The class will act as an editorial group for SafeKidsStories.org, a site to be launched in the fall of 2015. The idea is to depict safety with the specificity and drama that we usually reserve for conflict. Your writing will explore Big Questions about the social, emotional, relational and physical structures that affect our children and youth ; your research, interviews, reporting, and experience will discover and share solutions. If we do the job right, we will shine a light on people in our midst creating structures of safety for kids in an era of fear. If we make it fun to read, look at, and listen to, too, then, like a few historic college courses that participate substantively in their communities, we'll be on our way to stealth culture change.
English

The Politics of Food

135
Mary E Summers
In this ABCS and Fox Leadership Program course students will use course readings and their community service to analyze the institutions, ideas, interests, social movements, and leadership that shape "the politics of food" in different arenas. Service sites include: the Agatston Urban Nutrition Initiative; the Greater Philadelphia Coalition Against Hunger; the West Philadelphia Recess Initiave; the Vetri Foundation's Eatiquette Program; and Bon Appetit at Penn. Academic course work will include weekly readings, Canvas blog posts, several papers, and group projects. Service work will include a group presentation (related to your placement) as well as reflective writing during the semester. Typically one half of each class will be devoted to a discussion of the readings and the other either to group work and discussion of service projects, or to a course speaker. This course is affiliated with the Communication within the Curriculum (CWIC) program, and student groups are required to meet twice with speaking advisors prior to giving presentation.
Health & Societies

The Politics of Food and Agriculture

135
Mary E Summers
Students will use course readings and their community service to analyze the institutions, ideas, interests, social movements, and leadership that shape the "politics of food" in different arenas. Service opportunities include work with the Urban Nutrition Initiative, Community School Student Partnerships, and the possibility of other placements as approved by the professors.
Political Science

Community Physics Initiative

137
Larry Gladney
Bill Berner
The goal is to develop a course that links practical and theoretical attributes of some fundamental physics concepts to engage students in significant research and service activities between Penn students and local high school students.  Penn students learn theoretical and practical physics by creating and teaching hands- on physics lessons to high school students. Students spend half of their weekly lecture hours mastering physics fundamentals and preparing lesson plans. The other half will be spent implementing lessons at school sites in West Philadelphia and other city schools.
Physics

Faculty-Student Collaborative Action Seminar in Urban University-Community Relations

173
Ira Harkavy
One of the goals of this seminar is to help students develop their capacity to solve strategic, real-world problems by working collaboratively in the classroom, on campus, and in the West Philadelphia community. Research teams help contribute to the improvement of education on campus and in the community, as well as the improvement of university-community relations. Among other responsibilities, students focus their community service on college and career readiness at West Philadelphia High School and Sayre High School. Students are typically engaged in academically based community service learning at the schools for two hours each week.
History

Faculty-Student Collaborative Action Seminar in Urban University-Community Relations

178
Ira Harkavy
One of the goals of this seminar is to help students develop their capacity to solve strategic, real-world problems by working collaboratively in the classroom, on campus, and in the West Philadelphia community. Research teams help contribute to the improvement of education on campus and in the community, as well as the improvement of university-community relations. Among other responsibilities, students focus their community service on college and career readiness at West Philadelphia High School and Sayre High School. Students are typically engaged in academically based community service learning at the schools for two hours each week.
Urban Studies

Urban Education

202
Andrew J Schiera
This course focuses on various perspectives on urban education, conditions for teaching and learning in urban public schools, current theories of pedagogy in urban classrooms along with a close examination of a few representative and critical issues. In the past, students in this course have volunteered as mentors through Community School Student Partnerships, a student-led group that supports school day and afterschool programs in one-on-one and/or group settings at our West Philadelphia University-Assisted Community Schools. Fulfills the Culture and Diversity in the United States Foundational Requirement; Requirement for the Urban Education Minor
Education

Urban Education

202
Michael C 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. Among the theoretical frames students will learn will be the tools of systems thinking (Bertalanffy, 1968). While most of us have internalized the key lesson of the industrial revolution-that to understand something we must break it into its parts; systems thinking, in contrast, is about understanding the parts in relation to whole. The power of systems thinking is that each point of connection also serves as a point of intervention. By showing the importance of decisions of those within classrooms and those outside of them, this course is well-suited to students of education, but also any who seek a role in creating a more just society.
Urban Studies

The Big Picture: Mural Arts in Philadelphia

222
Jane Golden Heriza
Shira Walinsky
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.
Fine Arts

Educating for Democracy in Latin America and the U.S.

227
Catherine E.M. Bartch
What does it mean to educate for a democracy, and for what type of democracy should we educate for? This course will examine these central questions and others pertaining to citizenship, democracy, and education as it relates to Latin America and Latino/as in the U.S. The course will first examine theoriesof education for democracy comparing and contrasting the works of persons including U.S. progressive-era writer John Dewey, Brazilian scholar Paolo Freire, and Penn President and political scientist Amy Gutmann. The course will delve into a civic and political education curriculum and pedagogies that have beencarried out in institutions, inequality, and culture in the region. The latterpart of the course will examine civic education practices of Latino/as here in the U.S. from primary schools to higher education. This course offers a service-learning component where students will be encouraged to volunteer with educational organizations in the Philadelphia community.
Latin American & Latino Studies

Education for Democracy in Latin America and the U.S.

228
Catherine E.M. Bartch
What does it mean to educate for a democracy, and for what type of democracy should we educate for? This course will examine these central questions and others pertaining to citizenship, democracy, and education as it relates to Latin America and Latino/as in the U.S. The course will first examine theoriesof education for democracy comparing and contrasting the works of persons including U.S. progressive-era writer John Dewey, Brazilian scholar Paolo Freire, and Penn President and political scientist Amy Gutmann. The course will delve into a civic and political education curriculum and pedagogies that have beencarried out in institutions, inequality, and culture in the region. The latterpart of the course will examine civic education practices of Latino/as here in the U.S. from primary schools to higher education. This course offers a service-learning component where students will be encouraged to volunteer with educational organizations in the Philadelphia community.
Political Science

Latinos in the United States

235
Amada Armenta
This course presents a broad overview of the Latino population in the United States that focuses on the economic and sociological aspects of Latino immigration and assimilation. Topics to be covered include: construction of Latino identity, the history of U.S. Latino immigration, Latino family patterns and household structure, Latino educational attainment. Latino incorporation into the U.S. labor force, earnings and economic well-being among Latino-origin groups, assimilation and the second generation. The course will stress the importance of understanding Latinos within the overall system of race and ethnic relations in the U.S., as well as in comparison with previous immigration flows, particularly from Europe. We will pay particular attention to the economic impact of Latio immigration on both the U.S. receiving and Latin American sending communities, and the efficacy and future possililities of U.S. immigration policy. Within all of these diverse topics, we will stress the heterogeneity of the Latino population according to national origin groups (i.e. Mexican, Puerto Rican, Cuban, and other Latinos), as well as generational differences between immigrants and the native born.
Latin American & Latino Studies

Education in American Culture

240
Brian Peterson
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.
Education

Ethnography and Media for Social Justice

243
Jessa Lingel
How do qualitative social scientists study urban communities? What kinds of powerful tales can be told about urban lifestyles and social issues in places like Philadelphia? This course will allow students to study various ethnographic treatments of urban communities in the United States, using films, articles, TV serials, and books as guides for the framing of their own independent research on the streets of Philadelphia. Students will also form production teams of two or three people, and these production teams will be responsible for (i) identifying and researching an important urban issue in contemporary an important urban issue in contemporary Philadelphia and (ii) turning that research into a 15-30 minute video documentary or pod cast. Mixing video/audio journalism with ethnographic methods will enhance their skills at archival and social research, from participant observation and interviewing techniques to sound editing and production. This course is intended to be a rigorous and exciting opportunity for students to tell empirically grounded stories using the voices of their participants and the sounds of the city.
Communications

Latinos in United States

266
Amada Armenta
This course presents a broad overview of the Latino population in the United States that focuses on the economic and sociological aspects of Latino immigration and assimilation. Topics to be covered include: construction of Latino identity, the history of U.S. Latino immigration, Latino family patterns and household structure, Latino educational attainment. Latino incorporation into the U.S. labor force, earnings and economic well-being among Latino-origin groups, assimilation and the second generation. The course will stress the importance of understanding Latinos within the overall system of race and ethnic relations in the U.S., as well as in comparison with previous immigration flows, particularly from Europe. We will pay particular attention to the economic impact of Latino immigration on both the U.S. receiving and Latin American sending communities, and the efficacy and future possibilities of U.S. immigration policy. Within all of these diverse topics, we will stress the heterogeneity of the Latino population according to national origin groups (i.e. Mexican, Puerto Rican, Cuban, and other Latinos), as well as generational differences between immigrants and the native born.
Sociology

Anthropology & Policy: History, Theory, Practice

305
Gretchen E. L. Suess
From the inception of the discipline, anthropologists have applied their ethnographic and theoretical knowledge to policy issues concerning the alleviation of practical human problems. This approach has not only benefited peoples in need but it has also enriched the discipline, providing anthropologists with the opportunity to develop new theories and methodologies from a problem-centered approach. The class will examine the connection between anthropology and policy, theory and practice (or 'praxis'), research and application. We will study these connections by reading about historical and current projects. As an ABCS course, students will also volunteer in a volunteer organization of their choice in the Philadelphia area, conduct anthropological research on the organization, and suggest ways that the anthropological approach might support the efforts of the organization.
Anthropology

Monument Lab: Public Art & Civic Research Praxis

305
Matthew J. Neff
Paul M. Farber
What is an appropriate monument for the current city of Philadelphia? This question is the central prompt for a Fall 2017 citywide public art and history project, as well as a specially designed community-based and engaged research course in Fine Arts. Students in Monument Lab: Public Art & Civic Research Praxis will participate as members of specialized research teams, in partnership with local high school research fellows, embedded in iconic public squares, West Philadelphia sites, and neighborhood parks around the city; serve as trained art guides to facilitate learning around over twenty temporary monument installations by internationally and locally-based artists; collect research proposals as a form of creative datasets managed by Penn's PriceLab and Library; and engage civic partners and public audiences around key issues of the project, including issues of race, gender, sexuality, class, social justice, and civic belonging. The class is structured as a socially-engaged art praxis experience: students will meet weekly for group facilitations, civic dialogues, and special guest lectures by participating artists. In lieu of midterms and a final exam, students will work at research "labs" throughout the city for a set amount of hours per week, write reflection papers, and produce a final site specific research portfolio. The course is ideal for students invested in issues of socially-engaged public art, history, and civic engagement. *Monument Lab is a citywide public art and history project, curated by Paul Farber and Ken Lum, and co-produced with Mural Arts Philadelphia.
Fine Arts

Obesity and Society

313
Tanja V.E. 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. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
Nursing

The Big Picture: Mural Arts in Philadelphia

322
Jane Golden Heriza
Shira Walinsky
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 instructor, Jane Golden, is the founder and Director of the Philadelphia Mural Arts Program.
Urban Studies

August Wilson and Beyond: Performance in the African Diaspora

325
Herman Beavers
Suzana E Berger
In this intergenerational seminar, Penn students and West Philadelphia Cultural Alliance members together read groundbreaking playwright August Wilson's 20th Century Cycle: ten plays that form an iconic picture of African American traumas, triumphs, and traditions through the decades, told through the lens of Pittsburgh's Hill District neighborhood. Students and elders get to know each other by exploring the history and culture that shaped the plays. As an Academically Based Community Service (ABCS) course, the class plans and hosts events with the West Philadelphia Cultural Alliance, learns history through storytelling, and writes an original theatre piece inspired by the readings and relationships, to share at an end-of-semester performance. Wilson's plays provide the bridge between the two groups and art is the service they provide to the community together. "The people need to know the story. See how they fit into it. See what part they play." - August Wilson Benjamin Franklin Seminar
Africana Studies

Tutoring in Urban Public Elementary Schools: A Child Development Perspective

326
John W. Fantuzzo
The course provides an opportunity for undergraduate students to participate in academically based community service learning. Student will be studying early childhood development and learning while providing direct, one-to-one tutoring services to young students in Philadelphia public elementary schools. The course will cover foundational dimensions of the cognitive and social development of preschool and elementary school students from a multicultural perspective. The course will place a special emphasis on the multiple contexts that influence children's development and learning and how aspects of classroom environment (i.e., curriculum and classroom management strategies) can impact children's achievement. Also, student will consider a range of larger issues impacting urban education embedded in American society. The course structure has three major components: (1) lecture related directly to readings on early childhood development and key observation and listening skills necessary for effective tutoring, (2) weekly contact with a preschool or elementary school student as a volunteer tutor and active consideration of how to enhance the student learning, and (3) discussion and reflection of personal and societal issues related to being a volunteer tutor in a large urban public school.
Education

Tutoring in Urban Public Elementary Schools: A Child Development Perspective

326
John W. Fantuzzo
The course provides an opportunity for undergraduate students to participate in academically based community service learning. Student will be studying early childhood development and learning while providing direct, one-to-one tutoring services to young students in Philadelphia public elementary schools. The course will cover foundational dimensions of the cognitive and social development of preschool and elementary school students from a multicultural perspective. The course will place a special emphasis on the multiple contexts that influence children's development and learning and how aspects of classroom environment (i.e., curriculum and classroom management strategies) can impact children's achievement. Also, student will consider a range of larger issues impacting urban education embedded in American society. The course structure has three major components: (1) lecture related directly to readings on early childhood development and key observation and listening skills necessary for effective tutoring, (2) weekly contact with a preschool or elementary school student as a volunteer tutor and active consideration of how to enhance the student learning, and (3) discussion and reflection of personal and societal issues related to being a volunteer tutor in a large urban public school.
Urban Studies

Case Study: Self-care of Chronic Illness

355
Barbara J. Riegel
This case study introduces the role of self-care by patients with chronic illness. We will discuss the history, definitions, predictors, and outcomes of self-care in various chronically ill populations. A focus of discussion will be an in depth exploration of the factors that influence self-care. Understanding these factors will prepare nurses for their role in promoting patient self-care. Fieldwork experiences will enable students to gain practical experience in engaging chronically ill individuals in self-care.
Nursing

Nutrition Throughout The Life Cycle

375
Monique Dowd
Understanding and meeting nutritional needs from conception through adulthood will be addressed. Nutrition-related concerns at each stage of the lifecycle, 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 K-8 students through the Agatston Urban Nutrition Initiative's Fruit Stands for 2-4 hours/week outside of class time. *Prerequisites: NURS 054, NURS 112, or comparable nutrition or introductory course
Nursing

August Wilson and Beyond: Performance in the African Diaspora

380
Herman Beavers
Suzana E Berger
In this intergenerational seminar, Penn students and West Philadelphia Cultural Alliance members together read groundbreaking playwright August Wilson's 20th Century Cycle: ten plays that form an iconic picture of African American traumas, triumphs, and traditions through the decades, told through the lens of Pittsburgh's Hill District neighborhood. Students and elders get to know each other by exploring the history and culture that shaped the plays. As an Academically Based Community Service (ABCS) course, the class plans and hosts events with the West Philadelphia Cultural Alliance, learns history through storytelling, and writes an original theatre piece inspired by the readings and relationships, to share at an end-of-semester performance. Wilson's plays provide the bridge between the two groups and art is the service they provide to the community together. "The people need to know the story. See how they fit into it. See what part they play." - August Wilson Benjamin Franklin Seminar
English

Nursing in the Community

380
Alison Meredith Buttenheim
Monica Harmon
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.
Nursing

Urban Environments: Speaking About Lead in West Philadelphia

404
Richard Pepino
Catherine Klinger Kutcher
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.
Environmental Studies

Urban Asthma Epedemic

408
Michael Kulik
Requires community service in addition to class time. Asthma as a pediatric chronic disease has undergone a dramatic and unexplained increase. It has become the number one cause of public school absenteeism and accounts for a significant number of childhood deaths each year in the U.S. The Surgeon General of the United States has characterized childhood asthma as an epidemic. In ENVS 408, Penn students learn about the epidemiology of urban asthma, the debate about the probable causes of the current asthma crisis, and the nature and distribution of environmental factors that modern medicine describes as potential triggers of asthma episodes. Penn students will co-teach asthma classes offered in public schools in West Philadelphia and survey asthma caregivers, providing them with the opportunity to apply theoretical knowledge to real-world situations, promote community education and awareness about asthma, and use problem-solving learning to enhance student education in environmental health. Students should expect to commit 1.5-2 hours per week for 6 weeks for student teaching plus survey time for a community research project. Communication with the Curriculum (CWIC) Course
Environmental Studies

Air Pollution: Sources & Effects in Urban Environments

411
Maria-Antonia Andrews
Marilyn V. Howarth
This is an ABCS course designed to provide the student with an understanding of air pollution at the local, regional and global levels. The nature, composition, and properties of air pollutants in the atmosphere will also be studied. The course will focus on Philadelphia's air quality and how air pollutants have an adverse effect on the health of the residents. The recent designation by IARC of Air Pollution as a known carcinogen will be explored. How the community is exposed to air pollutants with consideration of vulnerable populations will be considered. Through a partnership with Philadelphia Air Management Service (AMS) agency the science of air monitoring and trends over time will be explored. Philadelphia's current non-attainment status for PM2.5. and ozone will be studied. Philadelphia's current initiatives to improvethe air quality of the city will be discussed. Students will learn to measure PM2.5 in outdoor and indoor settings and develop community-based outreach tools to effectively inform the community of Philadelphia regarding air pollution. The outreach tools developed by students may be presentations, written materials, apps, websites or other strategies for enhancing environmental health literacy of the community. A project based approach will be used to include student monitoring of area schools, school bus routes, and the community at large. The data collected will be presented to students in the partner elementary school in West Philadelphia . Upon completion of this course, students should expect to have attained a broad understanding of and familiarity with the sources, fate, and the environmental impacts and health effects of air pollutants.
Environmental Studies

Latinx Communities and the Role of CBO's in Social Change

424
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.
Latin American & Latino Studies

Graduate

Obesity and Society

513
Tanja V.E. 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. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
Nursing

Public Interest Workshop

516
Gretchen E. L. Suess
This is a Public Interest Ethnography workshop (originally created by Peggy Reeves Sanday - Department of Anthropology) that incorporates an interdisciplinary approach to exploring social issues. Open to graduate and advanced undergraduate students, the workshop is a response to Amy Gutmann's call for interdisciplinary cooperation across the University and to the Department of Anthropology's commitment to developing public interest research and practice as a disciplinary theme. Rooted in the rubric of public interest social science, the course focuses on: 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 research results accessible to a broader audience. The workshop brings in guest speakers and will incorporate original ethnographic research to merge theory with action. Students are encouraged to apply the framing model to a public interest research and action topic of their choice. This is an academically-based-community-service (ABCS) course that partners directly with Penn's Netter Center for Community Partnerships.
Anthropology

Teaching Writing in Multilingual Contexts

516
Anne Pomerantz
This course introduces participants to a range of theoretical and practical issues related to second language literacy development, with a particular emphasis on writing instruction. An intensive service-learning project offers course participants the opportunity to work with developing writers in a bilingual community organization. The dual emphasis on theory and pedagogy is intended to create space for critical reflection on the characteristics, production, teaching, and assessment of written texts in bi/multilingual educational settings.
Education

Public Interest Workshop

516
Gretchen E. L. Suess
This is a Public Interest Ethnography workshop (originally created by Peggy Reeves Sanday - Department of Anthropology) that incorporates an interdisciplinary approach to exploring social issues. Open to graduate and advanced undergraduate students, the workshop is a response to Amy Gutmann's call for interdisciplinary cooperation across the University and to the Department of Anthropology's commitment to developing public interest research and practice as a disciplinary theme. Rooted in the rubric of public interest social science, the course focuses on: 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 research results accessible to a broader audience. The workshop brings in guest speakers and will incorporate original ethnographic research to merge theory with action. Students are encouraged to apply the framing model to a public interest research and action topic of their choice. This is an academically-based-community-service (ABCS) course that partners directly with Penn's Netter Center Community Partnerships.
Gender,Sexuality & Women's Stud

Public Interest Workshop

516
Gretchen E. L. Suess
This is a Public Interest Ethnography workshop (originally created by Peggy Reeves Sanday - Department of Anthropology) that incorporates an interdisciplinary approach to exploring social issues. Open to graduate and advanced undergraduate students, the workshop is a response to Amy Gutmann's call for interdisciplinary cooperation across the University and to the Department of Anthropology's commitment to developing public interest research and practice as a disciplinary theme. Rooted in the rubric of public interest social science, the course focuses on: 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. The workshop brings in guest speakers and will incorporate original ethnographic research to merge theory with action. Students are encouraged to apply the framing model to a public interest research and action topic of their choice. This is an academically-based-community-service (ABCS) course that partners directly with Penn's Netter Center Community Partnerships.
Urban Studies

Outside the School Box: History, Policy and Alternatives

551
Michael C Johanek
This course explores historical and contemporary challenges involved in the policy and practice of non-school education agencies and factors that work in service to local school/community settings. Students will explore several historical case studies, conceptual frames, and current policy challenges, culminating in a community-based research project.
Education

Ethnographic Filmmaking

583
Kathleen D. Hall
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.
Anthropology

Ethnographic Filmmaking

586
Kathleen D. Hall
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.
Education

Monument Lab: Public Art & Civic Research Praxis

604
Matthew J. Neff
Paul M. Farber
What is an appropriate monument for the current city of Philadelphia? This question is the central prompt for a Fall 2017 citywide public art and history project, as well as a specially designed community-based and engaged research course in Fine Arts. Students in Monument Lab: Public Art & Civic Research Praxis will participate as members of specialized research teams, in partnership with local high school research fellows, embedded in iconic public squares, West Philadelphia sites, and neighborhood parks around the city; serve as trained art guides to facilitate learning around over twenty temporary monument installations by internationally and locally-based artists; collect research proposals as a form of creative datasets managed by Penn's PriceLab and Library; and engage civic partners and public audiences around key issues of the project, including issues of race, gender, sexuality, class, social justice, and civic belonging. The class is structured as a socially-engaged art praxis experience: students will meet weekly for group facilitations, civic dialogues, and special guest lectures by participating artists. In lieu of midterms and a final exam, students will work at research "labs" throughout the city for a set amount of hours per week, write reflection papers, and produce a final site specific research portfolio. The course is ideal for students invested in issues of socially-engaged public art, history, and civic engagement.
Fine Arts

The Big Picture: Mural Arts in Philadelphia

622
Jane Golden Heriza
Shira Walinsky
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.
Fine Arts

Interdisciplinary Child Advocacy Clinic: Enriching Adolescent Development through Integrated Community Education

649
Jennifer R Nagda
Kara R. Finck
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. As part of the seminar, clinic students will also have access to experts and guest lecturers from the Children’s Hospital of Philadelphia and Penn’s School of Social Policy and Practice to assist with their interdisciplinary representation of clients and examination of laws and policies affecting children and families. *Open only to LAW and SP2 students
Law

Discursive Approaches to Intercultural Communication

676
Betsy Rymes
This course offers a hands-on introduction to the field of intercultural communication (ICC) and as such also serves as a pre-requisite to your Spring ICC Core Course, Experiential Learning Design, and to your more substantive Internship and Culminating Master’s Thesis or Portfolio. Through Service Learning Projects (SLPs) in multicultural settings, and engaging in literature circles, in which we reflect on literary and popular perspectives on ICC, we will hone our observational and analytic abilities, while gaining an appreciation of and facility for participating in the communicative diversity around us.To train students to communicate their field experiences and their interpretations of those experiences with clarity and purpose, this course also introduces, in detail, the practice of writing field notes. During most weeks, students will reflect on their own fieldnotes and will share and critique field notes in class. By the end of the course, students will have learned to translate those fieldnotes into detailed analyses and ethnographic prose, and, finally, into posters that they share with the community organizations where they have been volunteering.
Education

Multicultural Issues in Education

723
Vivian L. Gadsden
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.
Education

Visual Legal Advocacy Clinic: Documentaries & the Law

979
Regina Austin
Legal Advocacy Seminar introduces law students to the art of making short nonfiction advocacy films on behalf of local, individual clients and/or nonprofit groups seeking to advance the cause of social justice. Students will also engage with scholars from other disciplines who make films about community life and deal with issues of “image ethics” as well as reach out to local community leaders and activists from Philadelphia who might be interested in collaborating on a visual legal advocacy project. *Open to students of ALL schools, including undergraduates*
Law
2017 Summer Undergraduate & Graduate ABCS Courses

Undergraduate

Anthropology and Praxis: Transforming Social Life

318
Gretchen E. L. Suess
This course focuses on real world community problems, engaged scholarship and the evaluation of Penn programs and partnerships intended to improve social conditions in West Philadelphia. The course is rooted in Public Interest Anthropology (PIA). Two trends emerge from the rubric of public interest social science: 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. Combining these focus areas, this course will deal with critical research and the evaluation of programs organized around academically-based community service (ABCS) with a focus on social change. As part of the course, students will conduct an evaluation of an actively-running Netter Center/Penn program designed to improve quality of life and/or health status among West Philadelphia children, youth and families to support a mutually-beneficial partnership. The focus of the evaluation will be dependent upon student interest, the number of students in the course, and program needs.
Anthropology