Content with Institutions : University of Utah

Psychology 1010 program

At the University of Utah, Psychology 1010 excels in simultaneously enhancing students academic learning while exposing them to practices of good citizenship. The PSYCH 1010 team accomplishes this, surprisingly, in a traditionally challenging environment: large classes of young, inexperienced first-year students. Agency surveys, student evaluations, and grades illustrate very positive feedback about both the service and the learning. Dr. David Dodd and two teaching assistants, trained and funded by the Lowell Bennion Community Center, refined the format and process of integrating service-learning into PSYCH 1010, and created a manual for subsequent 1010 classes. What they learned, accomplished, and documented may…

Lead Contamination of Jordan River Sediments

As part of a freshman chemistry course students can participate in a service learning project where they map the sediment of the Jordan River for lead, zinc, and copper. The US Geological Survey planned to conduct such a survey, but did not have the resources. In laboratory sessions students processed the samples. In the first year the course was offered service had no bearing on the grade, but in the future the professor will factor a students’ service work into the final grade. Contact: Eward M. Eyring, Professor, at 801.581.6958 or eyring@chemistry.utah.edu This information originally appeared in “”Science and Society:…

Reaching the second wave: faculty involvement

The task of increasing faculty involvement in service-learning has been described as coming in two waves. In the first wave are typically innovators who look to be ahead of the field, taking risks and believing strongly in the idea of service-learning as a pedagogy. The second wave comprises those faculty who are not as easily convinced, and will come on board only after the practice has gained some broader acceptance and is presented not as a risky innovation, but as a tested idea. Every campus has to start with a first wave of faculty who lead the pack. But some…

Distinctive Degree for commitment to service

Each year approximately 10 students graduate with that honor, of commitment to service– they sit up front (with other distinctive degree recipients) and wear special cords. The scholars are required to complete 10 credit hours of service- learning classes, 400 hours of service (documented and journaled to the s/l coordinator) and a final Integrative Service Project…The students document the placement and hours so that we can count them. More importantly, the students write their “”thoughts”” about their service: what they felt and thought, how it’s important, what’s frustrating, why it’s needed, etc. Their submissions are read and comments made, prompting…

“Violence and Youth Gangs”

Course and Project Overview The purpose of this 4-credit class is to involve students in a series of readings and discussions that explore the causes and consequences of youth violence and gang behavior. Solutions to the problems of youth violence and juvenile gang activity are reviewed through required readings. In addition to classroom participation, students are required to meet with a troubled youth in the community for a minimum of three hours per week. Student-youth interactions occur in the context of a project being conducted by the University of Utah (Graduate School of Social Work and Lowell Bennion Center), the…

Regional Planning

Planning for Metropolitan RegionsThis course will focus on the regional scale management of the relationships between urban land use, transportation and environmental quality. Background will be provided on local and national trends, related research findings, existing legal and institutional contexts, contradictions in currently espoused solutions, and emerging policy options. Recent work on land use, transportation and environmental quality by community organizations like 1000 Friends of Oregon will be reviewed. Then the following three activities will be implemented in successive offerings of the course to constitute the course's service learning component. The first activity scheduled for this spring will be to…

Service Learning: Modern Dance

Service-Learning: Modern Dance is a course designed specifically to offer the Modern Dance Major a practical experience in community service. The class, which meets once a week for 90 minutes, is an elective open to sophomores, juniors, or seniors (as to second year graduate students) in Modern. Course credit is variable (1-3 credit hours depending on the number of hours students devote to their service activity. The course will require each student to complete a brief community assessment and select an organization or area that interests them. Students will then propose a project and meet with the appropriate representatives to…

Civil Engineering, Traffic Flow Theory

1. Students in the class provide a needed service: The Millcreek Lions Club and the County of Salt Lake have approached me requesting that I work with them to address traffic control problems in the Millcreek neighborhood. Traffic routed improperly has become a safety issue and has greatly contributed to the deterioration in the neighborhood especially for seniors and children. Too much traffic on neighborhood streets has cut off access by foot and isolated parts of the neighborhood from what used to be a more cohesive unit. 2. The service experience relates to the subject matter of the course: In…

Field Applications in Mine Reclamation Science

TEXT: Restoration and Revegetation of Western Ranges and Wildlands, Steven B. Monson and Richard Stevens, Published by U.S.Forest Service. COURSE FORMAT Mine reclamation science will be covered from the starting point of native species seed harvesting from shrubs, forests, grasses, and trees. Guest lecturers from the mining industry, the U.S. Forest Service, the National Resources Conservation Service (formerly the Soil Conservation Service), the U.S. Bureau of Land Management, the Utah Division of Wildlife, the Utah Division of Landscape Design, the Utah Division of Oil, Gas, and Mining, and several commercial seed harvesting and seed processing companies will provide instruction in…

Literature of Social Reflection: Hunger, Food, Writing [a.k.a. Literary Genres]

This class will explore constructions of hunger and its appeasement in a variety of generic discourses (literary, historical, political, anthropological, autobiographical, cinematic, and commercial). What is the social, political, and psychological situation of the hungry person, and of the person who serves? What hungers are our institutions (from soup kitchens to family kitchens, restaurants, and other food delivery systems, including the medical, the penal, and the political) designed to accommodate, and what interests do representations of hunger and food serve? Students will fulfill their service requirement by working in their choice of a variety of elective venues, including soup kitchens,…

Pharmacy Practice – “Community Practice”

Taught Autumn QuartersCredit Hours: 4 (quarter) Course Description This is a class designed to allow students to experience how a pharmacist in a continuity setting would gather information and counsel patients in a variety of areas, as listed in the course syllabus. Information is provided using specific examples of specific products with emphasis is heavy in application to practice. Information on different OTC products, parapharmaceuticals, ancillary products, disease management issues, and breastfeeding issues are topics not covered in other courses. Recommendations of how products should be used or how disease management/healthcare management issues should be taught by pharmacists are also…

Principles of Quality Management

Introduction to the principles of quality management, with an emphasis on cross-functional problem solving. Topics include customer driven quality, leadership, employee participation and training, continuous process improvement, design quality and error prevention, management by facts, and strategic quality planning. This course will provide a basic understanding of the philosophy, conceptual frameworks and the tools of the Total Quality Movement. Moreover, the course will underscore the importance of individual and corporate responsibility to the community. 1. Students in the class provide a needed service. At least one organization/agency will be selected to which students will be assigned for the design and completion…

Chemistry

TEXTS: Chemistry, Principles and Reactions, 3rd Ed., Masterton andHurley (Required)Lecture Outline: Chemistry Principles and Reactions, R. O. Ragsdale (Required)Problem Solving in General Chemistry, R. O. Ragsdale (Optional)Laboratory Manual (Chem 121) available from the University Bookstore after October 14. (Required)RECITATION: Tuesday and Thursday at times and places stated in the Class Schedule.The first Recitation meeting will be held Thursday, September 26 and will be supervised by your Chemistry Teaching Assistant(T.A.)Chemistry 131 students: You cannot participate inthe service learning project since you will not be checked into alaboratoryLABORATORY: At the times noted in the Class Schedule. Labs for theservice-learning students will begin…

Communication in Organization

Required course for the organizational communication sequence in the Speech Communication degree. Role of communication in defining and achieving organizational goals. Assessment and development of organizational communication systems. Service-learning component allows students to apply course content in the field through service to local disaster response and emergency management organizations. Students examine the special communication problems faced in planning for, and responding to, non-routine and crisis situations. Service Learning Criteria: 1. A needed service: Disaster response and emergency management are important services in any community faced with natural and technological crises such as floods, earthquakes, severe storms, fires and industrial accidents….