The Service Learning Program is excited to announce the following faculty and courses that have been approved by the Service Learning Committee to receive a Silvershein/Gutenstein Family Faculty Development Grant. The winning applications deepen the SL offerings in Education, Business, Communication, English, Spanish, and Religion. The fifth round of grants, like the previous four, are underwritten by the Robert G. and Ellen S. Gutenstein Foundation, which remains committed to preparing faculty to offer exceptional student learning experiences that engage students in the community to form their ethical thinking and leadership abilities.
This capstone course requires seniors to apply their knowledge of strategic communication research, planning, strategies, and tactics to a client’s problem or opportunity by creating a turn-key campaign. Teams of students work under the supervision of the professor as they partner with a non-profit to develop their campaign. Students will volunteer with the non-profit to create a deep understanding of its mission, so that their campaigns are expertly tailored to the organization and its stakeholders.
This course provides an in-depth study of journalistic storytelling for print and online media as well as freelance markets. Special emphasis is given to utilizing observational skills as well as narrative, description, anecdotes and compositional techniques to tell a story. The course incorporates the use of video, audio and images to create multimedia stories. Students will be partnered with one of four non-profit agencies that each focus on a different social issue (like education, immigration, hunger, and so on). The students will volunteer at these placements, and then develop feature pieces highlighting their experiences, the non-profits, and/or the social issues confronted.
This course provides students with a framework for the production of various documentary styles. The class will collaborate on a semester-long multimedia documentary project, showcased on a class website. Students will work closely with a partner non-profit to create a documentary that addresses the goal of the organization. Students will be encouraged to pursue topics that explore the documentary form’s potential as a tool for social change.
This course pushes students to read and respond to a variety of works, both creative and informative, by environmentalists, seeking to build a more complete understanding of why and how a healthy, thriving environment leads to a better quality of life for the humans who inhabit it. Students will connect their reading and writing to volunteer work in the larger Piedmont community, and will complete written analysis not only of their time spent volunteering, but also how their personal experiences confirm or complicate the premises set by the texts we’ve read.
This course will provide an introduction to the field of study of social entrepreneurship, how to develop a social mindset, and discuss best practices of starting and growing a successful mission-driven venture. The class will partner with local agencies that will aid the students as they seek to create economic ventures for underserved communities to create self-sufficiency through entrepreneurship.
This course examines the diversity found in today’s school community. Students will explore the multicultural nature of contemporary classrooms and will gain a better understanding of those learners’ behavior in relation to mores of a public school education. Topics that will be discussed include common beliefs related to diversity, strategies to engage students from diverse backgrounds (i.e. disability, gender, ethnicity, race, and socioeconomic status) and overcoming personal biases regarding diversity issues. Students will volunteer in Guilford County Public School classrooms under the supervision of the professor.
This course studies the Bible’s teachings on wealth and poverty as it challenges students to use this knowledge to reflect on their own experiences with the poor, homeless, and hungry in High Point. The course will reflect on the causes of poverty, contemporary economic arrangements, and wrestle with the question of what the biblical writers might say to us in our current situation. The class will work with an organization like Helping Hands that offers direct service to those experiencing hunger and homelessness.
This course will focus on the culture, current events and society of the Spanish-speaking world today. The students will watch televised news broadcast in Spanish, read current articles from newspapers and magazines in Spanish and watch selected videos. Service completed in this course is designed to enhance students’ cultural knowledge of the Hispanic community in the US, particularly the challenges that this population faces in the Triad area. Students will participate and assist local Hispanic organizations such as The Center for New North Carolinians or the Latino Family Center, working with the Hispanic population of the area.
The Service Learning Program is excited to announce the following faculty and courses that have been approved by the Service Learning Committee to receive a Silvershein/Gutenstein Family Faculty Development Grant. The winning applications expand the reach of the Service Learning Program into Physics and Game Design. The fourth round of grants, like the first three, are underwritten by the Robert G. and Ellen S. Gutenstein Foundation, which remains committed to preparing faculty to offer exceptional student learning experiences that engage students in the community to form their ethical thinking and leadership abilities.
Dr. Barlow’s introduction to physics course will engage local elementary school students in the wonder of our universe through regular interactions with college physics students, and his students will create a HPUniverse Day, which will be a 3-4 hour event one day in the fall with numerous stations for kids and families to explore physics, including bottle rockets, a gravity gym, robotic telescope observations (through a telescope in Australia), and more.
Prof. Nowicki’s first semester senior capstone course will do interior design work for local non-profits that have a strategic vision and the resources to take advantage of the students’ work. Students will split into teams and compete, treating the non-profit as a client, thereby gaining real-world design experience.
Prof. Heagney’s upper-division students will learn about developing characters and the gamer’s experience by working with local elementary-age students to develop characters and storylines of their own. The HPU students will run an after-school Character Design class at Macedonia Family Resource Center, which has the computer and video technology to provide their kids exciting opportunities to design their own characters and make them come to life.
Dr. Kim’s upper-division students will work with a health-related local non-profit to research and develop a communication campaign in health promotion. The students will split into teams to design the overall campaign, but will ultimately produce one campaign for the client. The non-profit will receive a turn-key health campaign and students will receive valuable experience working with a real-world client and developing a campaign.
Dr. Franks sophomore-level students will be given the opportunity to do stream cleanups, work in the local nature center, and perform other environment-related service projects as they complete their University-required course in ethics. They will study different ethical understandings of the environment, and they will test out these methods through their own first-hand experience working to protect it.
This upper-level Biology and Women and Gender Studies course examines the physiology of the adult female body and addresses health issues that are unique to or different in women. Emphasis is placed on the effects of female sex hormones on multiple processes (reproductive, nervous, endocrine, and cardiovascular) in the body. As students serve in local non-profits that help women make informed choices about their bodies, students will be pushed to consider how not only gender but also socioeconomic status, level of education, ethnicity, etc. factor into the quality of healthcare one receives. Students will also be pushed to consider how enhancing the diversity of those who make critical decisions in the fields of science / medicine will enhance the lives of women and underrepresented groups.
This upper-level Biology course covers the principles of genetics, including epistasis, polygenes, pedigrees, gene linkage and mapping; along with a review of DNA structure, Central Dogma and biotechnology. Students will work with local animal shelters by sequencing breed specific markers to determine the breed composition of dogs up for adoption. Shelters will benefit by being able to give proof of an animal’s breed before it is adopted. This is especially important for animals that resemble “banned breeds” (e.g. pitbulls). Their genetic profile could be quite different than their appearance.
This course provides learners with a broad introduction into the five course functions/disciplines of pubic/community health. Students will analyze many different contemporary public health issues and their relation to social issues. However, the course will focus on ways to improve the health and quality of life of the underserved in the Triad Community. Students will work with community partners to improve the health and quality of life of the underserved individuals either through existing programs or programs created by students.
The Service Learning Program is excited to announce the following faculty and courses that have been approved by the Service Learning Committee to receive a Silvershein/Gutenstein Family Faculty Development Grant. The winning applications expand the reach of the Service Learning Program into the History, Sociology, and Interior Design majors, and deepen the current course offerings in English, Religion, Education, and Spanish. The third round of grants, like the first two, are underwritten by the Robert G. and Ellen S. Gutenstein Foundation, which remains committed to preparing faculty to offer exceptional student learning experiences that engage students in the community to form their ethical thinking and leadership abilities.
This course builds upon creative writing skills developed earlier in students’ coursework. The students will partner with community members through the HPU Community Writing Center to help the community members pursue intellectual, philosophical, and personal understanding through fictional narratives. As they do this, students will further develop their understanding of the ethical agency of voice and aesthetics, as well as the relationship between formal choices in narrative and identity, theme and agency.
This course will expose the students to how historians pursue their craft and will allow them to work collaboratively to research interpret, and present their findings on a single historical problem – in this case the history of the furniture market in High Point. Students will undertake a series of oral history interviews with community members as part of the evidence-gathering process, partnering with organizations like the High Point Library or High Point Museum. They will construct a final project to share their findings, like an interactive website or museum display. In the midst of their research, students will discover the ethical and intellectual responsibilities of the public historian, including questions about whose voices do and should be part of the historical narratives consumed by the public. The primary learning objective of this class is to familiarize students with the practice of history as it is undertaken outside the classroom.
This course will focus on the culture, current events, and society of the Spanish-speaking world today. The students will watch televised news broadcast in Spanish, read current articles from newspapers and magazines in Spanish and watch selected videos. Service completed in this course is designed to enhance students’ cultural knowledge of the Hispanic community in the US, particularly the challenges that this population faces in the Triad area. Students will confront ethical issues about rights, citizenship, immigration, and the responsibilities we bear to one another. Students will assist in the development of programing and projects with local Hispanic organizations such as The Center for New North Carolinians or the Latino Family Center.
This course places emphasis on current nutritional guidelines for various ages and groups, weight control, eating disorders, and nutritional fads. Students will be evaluated on the level of fitness and nutrition and will create a plan with obtainable goals to improve fitness and nutritional levels. Students will work with children in afterschool programs – like the Boys & Girls Club – to educate them on the importance of healthy eating and having an active lifestyle. The focus will be on making healthy choices – like being active – and understanding what these choices do for the body. Through this course students will study ethical questions about the origins and implications of food insecure households as well as investigate the implications of food deserts on nutrition.
Proponents of the field of “narrative medicine” believe that stories of illness and healing can better enable people to deal with the trauma of sickness, whether they are patients, healthcare providers, or observers. Effective care of the sick requires a sturdy bond of trust between doctors and patients, yet the current healthcare-industrial complex can often dehumanize suffering and desensitize healthcare professionals to the personal stories of their patients. Narrative medicine gives people a chance to heal themselves and others through the simple act of storytelling. This course focuses on close reading and analysis of literary texts, and it addresses the ethical questions raised by narrative medicine, like the implications of the dehumanization of healthcare or whether healthcare is a right or privilege. Students will volunteer their time at an assisted living community, like Westchester Manor, and reflect on their service through autobiographical writings that will enable students to recognize, absorb, interpret, and be moved by stories of illness.
This course is designed to evaluate a wide range of tools to assess reading skills in students. Students will use qualitative methods to help teachers (K-6) regularly assess their students’ interests, attitudes, and reading abilities. Students will plan, implement, and evaluate the reading assessment, and they will use the data in order to select, apply, and modify the teaching materials and strategies to support the young students best. Students will learn to plan the kind of individually appropriate instruction that is at heart of being an exemplary literacy educator. And they will address the ethical issues that arise through the study of literacy, like cultural bias in assessments, stereotypes of students, the use of culturally relevant pedagogies, and more. The students will work one-on-one with local elementary students at the HPU Community Writing Center.
This course provides an introductory look at families from a sociological and feminist perspective. Students will learn how to develop what sociologists refer to as the sociological imagination, which helps students to critically analyze the family within the social context and influence of culture. They will work with community organizations to assist with services that have them directly interact with, support, and learn from members of the local community who either provide or utilize these services (possible partners include the YWCA and Family Service of the Piedmont). Students will confront ethical issues about what constitutes a family, public policies that affect families (like marriage, divorce, and parental rights laws), and how social differences are experienced and reproduced through the family. By the conclusion of the course, students will be able to explain how the family as a social institution has changed over time and the role of other social institutions in influencing those changes.
This course examines the diversity found in today’s school community. Students will witness the multicultural nature of contemporary classrooms and gain a better understanding of how different cultures relate to learning. The course will help students learn how to develop strategies to be successful in a diverse school environment, and students will tackle difficult ethical questions, like whether teachers should be “colorblind,” the responsibility of teachers to teach character, what it means to be a culturally competent educator, and more. By working in local community schools, students will be able to apply what they have learned and identify strategies to support families from diverse backgrounds. Students will also gain the ability to investigate the impact of differentiated instruction for the unique needs of diverse learners.
In this course students will investigate cultures other than their own through a cross-cultural study of housing, housing options, and contemporary issues related to global housing. The community service will take place in the Caribbean, Central, or South America as students complete local construction projects to learn about housing. They will confront ethical issues of justice, equality, equity, and the competing needs of stakeholders. Civic responsibility will be emphasized and examined through the lens of “everything local is global” and “everything global is local.” Students will work in teams to investigate complex issues related to a given problem as well as propose innovative and culturally appropriate design solutions for current and future buildings. Finally, they will gain a sense of the importance of civic engagement and a knowledge of how to get involved, which will significantly influence the lives of others and lead to the students’ own transformation.
This class is an exploration of historical and contemporary Christian perspectives on what it means to live well in community and in relationship with God and others. Students will pay special attention to the sources of Christian social ethics and approaches and applications of these sources by various traditions. Service will take place at Ward Street Mission as students serve in the food closet, aid the clothing closet, serve meals, work with the Boys & Girls club, and/or work with the community garden. The service will help students articulate their own beliefs regarding issues of social ethics with respect to the major thinkers covered in the course. Students will also become keen and discerning analyzers of religious beliefs as social practices and structures. Most importantly, they will acquire a practiced familiarity with the Christian tradition of ethical deliberation about social issues, assess the relative strengths and weaknesses of these strands, and discuss social issues from the distinctive perspectives of the aforementioned strands.
The Service Learning Program is excited to announce the following faculty and courses that have been approved by the Service Learning Committee to receive a Silvershein/Gutenstein Family Faculty Development Grant. The winning applications expand the reach of the Service Learning Program into the School of Communication, the School of Art & Design, the School of Business, and six majors in the School of Liberal Arts and Sciences. The second round of grants, like the first round, are underwritten by the Robert G. and Ellen S. Gutenstein Foundation, which remains committed to preparing faculty to offer exceptional student learning experiences that engage students in the community to form their ethical thinking and leadership abilities.
This course introduces students to concepts and practices commonly used to better understand clients, audiences, messages, and the media. Students will experience research through both traditional classroom lectures and discussions and working with a real client on a service learning project. Students will use surveys, interviews, and focus groups to analyze the clients’ target audience and/or assess the effectiveness of promotional efforts. Ethical issues of conducting research and working with clients will be explored.
Documenting the Community through Photography will expose the student to the principles of research and historical references to past photographers and photo projects that have paved the way for creating images of a fast moving world. Through an in depth look at the local community, and specifically the artisans and workers that have supported the furniture industry, the students will use a photojournalistic approach to creating an archive of imagery that will serve as reference materials for future researchers.
This course will examine feminist theory and practice as they relate to activist movements for positive social change. The underlying assumption is that feminist activist agendas are linked to feminist theories that inspire and direct the need and desire for individual, community, and political action. Over the course of the semester we will look at a variety of feminist movements and organizations while attempting to understand the persistent need for political and social activism related to current events and political concerns. The class will be conducted in a seminar/discussion format that stresses active participation, and students will engage in a semester-long research project that involves experiential learning. This project is designed to both meet learning objectives and enhance students’ understanding of course material. It also provides opportunities for hand-on experience and professional development.
This course is an interdisciplinary study of some major moral issues involved in contemporary business policies and practices. Emphasis is placed upon the development of moral awareness and the use of moral principles and theories in decision-making. Students will help area businesses apply for the Piedmont Business Ethics Award, and to better understand the businesses they are helping, they will volunteer with some of the non-profit and governmental stakeholders of their business partner. Students will aid the common good through their volunteer work and through their educational work in the business community on the importance of social responsibility. This will be an honors and service learning course.
In the 1980s, network theory emerged as a central concern in literature and continental philosophy, and continues to dominate English studies today. Just as network theory began to respond to increasing attention on postcolonial circumstances, globalization, and diaspora, the onset of the digital age provided a further metaphor for thinking about how we relate to each other. World-renowned critics as diverse as Jacques Derrida, Jean-Luc Nancy, and Gilles Deleuze connect network theory to contemporary issues relating to democracy and technology, thinking through how communities are formed, maintained, and circumvented through our textual practices. Organized around the theme of networks, students will study these philosophies (in particular, Derrida’s differential network, Nancy’s “being as tying,” and Deleuze’s rhizomatic theory) in conjunction with literature that interrogates how various networks overlap, interact, and compete. To discuss how networks are theorized in our literature and embodied in the praxis, students will learn close reading analysis and critical writing. In the process students will volunteer with area literacy initiatives and reflect on the role of social networks on the construction of literacy.
The class is a survey of macroeconomic and microeconomic issues, emphasizing policy implications. Economic issues such as public goods, common pool resource, externalities, market structure, growth and development, unemployment, inflation, poverty, and income inequality are discussed. Through a service-learning pedagogy and a partnership with Civitan, students will experience the civic responsibility approach to these economic issues, reflecting critically on the intertwining ethical and economic questions that arise. Civic responsibility will also be compared with market-based and government-based approaches, determining whether these approaches are complimentary or in competition for resources.
This course is an introduction to historical and contemporary ethical perspectives on the family and its relation to the broader social, religious, and political order. We examine a number of ethical issues that can arise in familial relationships (parent-child, marital, and other relationships), as well as the role that cultures and governments can play in supporting and defining the family as an institution. Alongside the course’s theoretical work, students will be volunteering with local organizations that specialize in supporting families and reflecting on the work the agencies do as well as their normative views of the family.
This service learning criminal justice elective provides students with an opportunity to integrate a wide-body of correctional literature into their own personal interactions with jail inmates. In partnership with the High Point Jail Ministries, students will deliver life skills classes to inmates who are incarcerated at the High Point Detention Center.
Social psychology examines how our thoughts, feelings, and behaviors are influenced by various aspects of our social contexts, including the people and situations that we encounter in our environments. In this section of the course, students will gain both an applied and theoretical understanding of social psychological concepts, including altruism, social influence, aggression, prejudice, perception, attitudes, interpersonal attraction, and group decision-making. Students will consider the role that social context plays in the motivation of both pro-social and negative behavior, the treatment of stigmatized vs. privileged group members, as well as grapple with the moral question of how they are not only influenced by their environments, but shape them in return. Students will immerse themselves in service that asks them to step outside their typical surroundings. Through observation and interaction with individuals who may be of different political, racial, socioeconomic, or regional affiliation, they should develop a deeper understanding of the course material and character development that extends far beyond the scope of this semester-long experience.