Academic Programs Housed in the Arts and Letters Dean's Office

Driscoll Scholars: Navigating Notre Dame is an experiential course designed to help you make a good start to your collegiate career and to become familiar with important resources available to you at the University of Notre Dame. You will work both collectively with your classmates to review the varied requirements of your academic programs and the Notre Dame Core Curriculum and individually to design your particular plans for coursework, research, campus involvement and professional development. You will have the opportunity to meet with academic advisors and faculty mentors; to learn about campus events, organizations and services; and to build a scholarly community through fellowship and visits to campus landmarks. The course will meet on select Friday afternoons in the fall semester and is meant to complement the work you are doing in IDST 105 at Holy Cross College.

Driscoll Scholars: Navigating Notre Dame is an experiential course designed to help students make a good start to their collegiate career and to become familiar with important resources available at the University of Notre Dame. Students work both collectively to review the varied requirements of academic programs and the Notre Dame Core Curriculum and individually to design particular plans for coursework, research, campus involvement and professional development. Students will have the opportunity to meet with academic advisors and faculty mentors; to learn about campus events, organizations and services; and to build a scholarly community through fellowship and visits to campus landmarks. The course will meet on select afternoons in the spring semester. It is a continuation of AL 10001 in the fall semester.

This course introduces students to the various facets of Modern Greek culture and society, so that students can move comfortably and sensitively within the host society. It gives them the opportunity to reflect upon and document intercultural competences gained while studying abroad. At the same time students learn the basics of the Modern Greek language so they can handle daily life situations and basic interactions.

The course is an introduction to the appreciation of art through selected works of painting and sculpture from the West, from ancient periods to the present. Students will learn to use different approaches to understand the language of art and the complexity of artistic creation in Western culture.

In this course, students will work on the foundations of scientific thinking in order to use research as a complement and tool in planning a user-centered design project. Upon completion of this course, students will be able to propose, articulate, and formulate viable research that provides a solid foundation for a design intervention.

In this course, you will deepen your perception by starting with elementary drawing and calligraphy sessions. This part of the course is aimed at developing this sensitivity and understanding the origin and nature of forms as a basis from which you will be able to analyze, compare and argue. You will also learn and practice how the nature of drawing is transformed in the computer. As this is an introduction (due to the complexity of the subject), you should consider this course as a starting point from which you will embark on your own path of knowledge and personal taste.

To give an overview of the geology of Hong Kong, potential geological resources for tourism and the role of geology in the development of Hong Kong's infrastructure. Course Contents: 8 Lectures on general geology of Hong Kong, geology of Hong Kong's country Parks and Geopark, and aspects of geological knowledge pertaining to large scale construction projects. 4 weekend field trips to localities of geological interest.

Building Core Competencies in the Health Professions will help students deepen their interests in the health professions and build their "toolkit" of core competencies needed for a successful application process. This course, although ideal for sophomores, is also open to juniors and seniors planning to enter a health profession. Students will work both collectively to review the varied requirements of the health professions and also individually to design particular plans for the necessary coursework and documentation, clinical and volunteer opportunities, research, co-curricular engagement, and standardized testing. Students will develop their own profiles for professional school application with resources and support from campus offices and national organizations. Students will reflect on the unique advantages of a liberal arts education for a fulfilling career in the health professions.

"required pre-departure course for students enrolled in Short Summer Study Abroad courses. Enrollment requires departmental approval corresponding to specific summer study abroad courses."

"required pre-departure course for students enrolled in Short Summer Study Abroad courses. Enrollment requires departmental approval corresponding to specific summer study abroad courses."

Are you able to confidently answer the question - what life do I want beyond college? The Notre Dame student experiences huge personal growth during their time on campus through academics, social groups, extra-curriculars, and athletic commitments. However, the time dedicated to these endeavors, combined with the speed at which college-life operates, often leaves the student with little time to purposefully reflect upon these experiences and how each shapes their individual values, interests, skills and personality (V.I.P.S). Ultimately, the student lacks the ability to confidently answer the question - what life do I want beyond college? This course uses career development as the vessel to help students explore themselves, the working world, and how to connect the two through classroom exercises and experiential learning. Furthermore, the course will equip students with tools that they will use throughout their professional lives. Topics will include discernment (of self and the working world), personal branding, articulation of VIPS, networking, and professionalism. Assignments will include reading and self-reflection, completion of self-assessments, class participation, conducting interviews (informational & behavioral) with alumni, exploration of career tools, and a potential day trek up to Chicago.

Students are placed to work as interns in various organizations ranging from commercial businesses to charitable foundations. Specifics of the internship expectations and assignments depends on the international location.

Taught at a host institution. Students enrolled in this internship will work at one of several non-profit, educational or government based agencies in Puebla. In addition to their work at their placement site, students will attend several lectures at UPAEP and submit a final presentation.

Taught as MKT 298 A - 'Internship' at a host institution. Students engage in research and/or work activities in the city or Rome with business, cultural and governmental organizations.

This course will introduce students to research strategies and techniques in the humanities, social sciences, and arts, and to the academic and scholarly resources available in London. Students will learn how to identify, locate, and analyze a range of sources and materials, experiment with generating, exploring, and refining research questions, and work on their research communication skills, both written and oral.

This course will introduce students to research strategies and techniques in the humanities, social sciences, and arts, and academic and scholarly resources in London. Students will visit different types of research facilities in and around London, learn how to identify, locate, and analyze a range of sources and materials. During the course, students will investigate areas for independent research using a wide range of sources, both primary and secondary and physical and electronic, such as manuscripts, diaries, interviews, archivial photographs, artwork, and archaeological finds. Students will be expected to refine their research topic over the course of the semester, in communication with their faculty advisor, and develop a draft research prospectus by the end of the course.

This seminar consists of a four-week internship with a local community organization, research organization, business, or international NGO. The aim of an internship is to enable students to gain valuable learning experience and enhance their skills in an international professional environment. An internship is part of the student's experiential learning on the program and is in no way a paid-for activity. SIT will use its extensive network to facilitate placement with an organization. The organization and the student's internship activities, though, must be approved by the SIT's academic director. Regular reflection and assessment meetings are held with the academic director or internship coordinator to review the progress of the internship and learning associated with the internship experience. The student is responsible for submitting a signed learning agreement which outlines the learning objectives, activities, and deliverables of their internship experience. Students complete an internship and submit a paper in which they process their learning experience, analyze an issue important to the organization, and/or design a socially responsible solution to a problem identified by the organization. The paper should also document a comprehensive schedule and the specific skills and knowledge acquired through the experience. A focus will be on linking internship learning with the program's Critical Global Issue focus and overall program theme.

Students participate in engaged learning activities with organizations in the city of Rome in a variety of educational and institutional settings in keeping with their academic and disciplinary areas of interest. One initial, mid-term and final meeting with the instructor aims at providing context for guided reflection on the students' experiences as interns with organizations in Rome.

Is it possible to understand the immense phenomenon of Rome in a semester of site visits, historical studies, literary readings, film viewings and lectures? Of course not. Nevertheless, students in this course will start to understand Rome by experiencing the complexity of its urban network; by studying the ruins of antiquity and the splendors of Renaissance, Baroque and 18th Century Rome; by tracing the epic adventure that reunited Italy and led to the establishment of Rome as its capital after twenty centuries (so that today, Rome is at the heart of two states: the Italian Republic and of Vatican); by revisiting the tragedies of modern times, including fascism and the civil war; and by learning about the Rome of postwar and contemporary Italy.

This class will introduce you to Danish language as well as Danish culture. You will never be able to immerse yourself in a culture unless you know just a little bit of the local language. The course will explore how language serves as an opener to culture. The language itself and the interactional conventions and etiquette reveal something of the values and worldviews that form everyday life in a community and how we perceive others and ourselves. By analyzing keywords and concepts and applying appropriate etiquette while speaking the language, you learn how to navigate in a foreign culture.

Why are TV series, movies and crime fiction from Scandinavia so appealing? Is it the Nordic landscape, the city panorama, the terse language of the novels and the stark realism of the TV series? Is it that the protagonists are anti-heroes, feminists, and outsiders? In the novels and on the screen, secrets are exposed and the postcard perfection of the Scandinavian Welfare States is revealed to have a dark side. We will study novels, films and TV series to encircle the phenomenon of Nordic Noir and discuss how these mirror Scandinavian society of today.

A close study of selected masterpieces of modern literature, mainly fiction and poetry, by Chinese and Western authors of the twentieth century.

This course offers readings and insights from 3 parts of the world: Latin America, Germany, and the US/Puerto Rico. We will spend each third of the semester with a different lecturer from those regions and learn about the literature their place of origin offers.

The aim of this course is to give advanced students the theoretical and practical skills necessary to invent and produce a creative photographic project. Projects may fall into traditional genres such as nature photography, architecture, portraiture, fashion, still life/objects/merchandise, photojournalism, landscape, etc., as well as more conceptual approaches. The course assumes the basic competence in black and white photography (including darkroom techniques), and/or expertise in digital photography. Instruction is both on an individual, tutorial level and in group visits, lessons and critiques. The course will help students acquire the technical and artistic competency expected in the professional workplace.

The aim of the course is to present the different stages of the institutional process of construction of the Euro zone since the Lisbon Treaty (2009). Two major questions will receive particular attention: the examination of the foundations, coordination rules and European control procedures in matters of budgetary policy on the one hand (stability pacts, TSCG, European semester); the presentation and analysis of the foundations of the ECB's monetary policy and the new regulations (Banking Union, Eurogroup, ESM) on the other. These questions will be supplemented by a third examination of the specificity and limits of the European policy mix in the light of the 2008 crisis.

This course surveys the history of Sanskrit Hindu Mythology from its inception in the Vedic period to its height in Sanskrit Epics and Puranas. Welcome to the world of Hindu Mythology where everything is turned up-side down. Demons are virtuous. Gods are powerless. Everyone shape-shifts. And women dictate the trajectory of the universe. How and why do ancient Hindus describe the world we inhabit in this way? This course surveys the history of Sanskrit Hindu Mythology from its inception in the Vedic period to its height in Sanskrit Epics and Puranas. Students will explore how premodern Hindu writers used such myths to navigate key religious themes: the problem of evil; power and sovereignty; gender and sexuality; love and war; and body politics.

At the end of this course the student will be able to critically evaluate and comprehend the different concepts and methods used in the field of social and humanitarian communication. In particular, through the use of examples and case studies, the student will become acquainted with: the complex system of relations that connects poverty, development, solidarity and the representation of sufferance; the different forms of communication employed in the media by social and humanitarian organizations, the processes of construction of social problems, the principles regulating the design of social communication campaigns, the different implications that the use of strategic tools (e.g. storytelling, celebrities, branding) have on this specific segment of communication.

The internal structure of Planet Earth profoundly affects what we experience on its surface. Our ideas about it derive from integrating a variety of geological and geophysical data sets. These include observations on rock types, rock ages and geological structures, as well as data from modern instruments, such as GPS stations, gravimeters, magnetometers and seismometers, This module explores how such data inform us about what lies beneath our feet, from the Earth's surface to its centre. You will consider how plate tectonic theory and other concepts help (or not!) to explain our planet's main geological and geographical features. You will explore how and why rocks deform, and you will investigate how this relates to the nature and distribution of earthquakes. Through a user-friendly geographical information system, you will visualise and analyse a range of online global geo-datasets. These will enable you to examine variations in Earth's topography and shallow structure, and to work out past and present plate tectonic motions on Earth.

General AL credit for a study abroad course.

For internships taken during the regular semester. Credit toward graduation for up to two internships is available for College of Arts and Letters students upon approval by a dean in the Office for Undergraduate Studies. Students are required to provide a goals and objectives statement and to obtain a letter of offer for the internship in advance of beginning the internship, to keep a daily journal over the course of the internship, to have a letter of evaluation provided upon completion of duties, and to write a reflection paper.

For internships taken prior to the semester of registration for the internship. Credit toward graduation for up to two internships is available for arts and letters students upon approval by a dean in the Office for Undergraduate Studies. Students are required to provide a goals and objectives statement and to obtain a letter of offer for the internship in advance of beginning the internship, to keep a daily journal over the course of the internship, to have a letter of evaluation provided upon completion of duties, and to write a reflection paper.

Do you like working with kids and playing sports? This zero- or one-credit, Arts & Letters internship offers the opportunity to help coach local youth in a variety of sports M-Th (after 2:00pm for elementary; after 3:00pm for middle school). Students will be placed in pairs with teams and coaches from different South Bend Community School Corporation elementary and middle schools, and volunteer twice a week throughout the semester. In addition to receiving mentorship from South Bend School coaches and staff, students will learn coaching strategies to foster children’s physical, social, emotional and moral development. Additional requirements include attending about 6 evening class meetings, signing an Internship Agreement, and writing short midterm and final reflections. This class is co-taught by Professors Annie Coleman and Christine Becker with support from community partners. Students may register for either 1 or 0 credit hours.

Cross-college or cross-discipline directed readings of merit that do not conform to traditional departmental designations.

Not sure how to get started with your career development? This course will help you begin your journey. You will learn about and engage in the career development process. You will also learn tangible skills related to researching career options, networking, resume writing, and developing your professional online presence. Career development is a lifelong journey. Learning the tools and techniques needed to navigate career transitions now will aid you throughout your life.

If you are in this course - and the whole Sheedy Family Program - it is because you are seeking something. You have questions like, How can I connect my business major with my minor in psychology, or Spanish, or economics? Where can I learn the moral standards that will guide my actions in the business world? What do I tell my well-meaning relatives when they ask of my liberal arts major, "What are you going to do with that?" How are degrees in business and the liberal arts mutually enriching - a "sum greater than the parts" situation? Those questions are the reasons that this course, the gateway course in the Sheedy Family Program in Economy, Enterprise, and Society, exists. Together, we'll probe big philosophical questions related to the SFP's three key terms: economy, enterprise, and society. You'll learn to dialogue with peers - a vital "real world" skill with deep roots in the liberal arts - and to flexibly integrate ideas from across disciplines. You'll grapple with texts in genres from ancient philosophy to modernist poetry to contemporary film. We look forward to thinking in community with you.

This one-credit course offers a multi-narrative lens on the Israeli-Palestinian conflict to understand how we got to October 7 and its aftermath, and to think about where we go from here. Co-led by two Notre Dame faculty members, one Jewish and one Muslim, the course will engage with two books–Anita Shapira’s Israel: A History and Rashid Khalidi’s The Hundred Years’ War on Palestine–as well as other shorter readings. Alongside the class sessions, students will be expected to attend public fora addressing such issues as the multiple narratives; international law questions arising in connection with the conflict; the role of universities in Israeli and Palestinian civil society; the distinctive vision of a Catholic university in relation to the conflict; peacebuilding in the midst of extreme polarization; and possible ways forward. In some cases, we will have the opportunity to meet separately with the speakers at these fora. The course does not envision, in the first instance, reaching agreement, but rather, improving the quality of our disagreements. We hope that passionate advocates on either side of the conflict will feel welcome in this course alongside others who are simply curious and wish to learn more about one of the most important conflicts in the world. (This course will only meet 10 times. Those specific dates will be determined at a later date based on speaker availability.)

The Independent Study Project (ISP) is a self-designed research project offering students the opportunity to undertake a personally significant and independent investigation, which highlights the regional and cultural reality that can only be encountered during a study abroad experience. The ISP is the academic component in which the student most directly applies the concepts, skills, tools, and techniques of experience-based learning articulated through the Research Methods and Ethics course and the thematic courses, while enabling students to further integrate their language skills and the contacts they have developed at the level of the international community in Rabat as well as the regional (Moroccan, North African) levels. Each student will plan, develop, and independently undertake a research project, with the advice and guidance of the Academic Director and the ISP Advisor. The topic of study may be anything of interest to the student, within the scope of the program, and is usually developed out of lectures, discussions, field visits, and educational excursions. The final project should provide material evidence of student capability in utilizing appropriate methodologies and in synthesizing experience in the host culture including the complexity of multiculturalism and human rights in Rabat. Students are expected to complete 120 hours of field-based (non-archival, non-library) research on their topic, submit a substantial written paper, and deliver an accompanying oral presentation.

Global Service Learning (GSL) is an experiential learning program presented in collaboration with Ikaya Primary School in Kayamandi. It is comprised of 60 in-class hours and 45 hours of on-site community engagement at the 2nd year level. The class covers theory on education, sustainable development, social justice, and community engagement. The community engagement component takes place in a partner school and requires students to work in small groups with their teacher to design and implement basic lessons for 5 and 6-year-old learners.

This course muct be pre-approved by a Notre Dame department for specific departmental credit within a major.

Rwanda is currently depicted as a successful post-conflict nation. This is due to the country's efforts to sustain its economic growth while addressing political security as well as the psycho-social needs of its population, following the 1994 genocide against Tutsis and the civil war. Many actors are contributing to that success story and through a four-week internship with a community based organization, research organization, business, government institution, or international NGO, students get to learn more about the challenges and opportunities of the reconstruction process. The aim of an internship is to enable students to gain valuable experience working in a post-conflict context and enhance their skills in an international internship environment.

The Rome International Scholars Research Seminar is a 3 credit course and one of the distinctive features of the Rome International Scholars program. The course introduces students to the nature of research, its methods and its resources (both primary and secondary) in Rome and Italy. The main aim of the course is to support students through the successive stages of a research project from the initial idea, through the development of the research and the completion of a final outcome (e.g. a final paper), in collaboration with individual advisors. Students will learn how to develop and formulate their research questions, and how to identify, locate, and interpret a variety of scholarly resources crucial to their projects. Both individually and as a class students will work on developing and refining their research communication skills, both written and oral. Students will be invited to consider building up on their research project in The Rome International Scholars Research Seminar is a 3 credit course and one of the distinctive features of the Rome International Scholars program. The course introduces students to the nature of research, its methods and its resources (both primary and secondary) in Rome and Italy. The main aim of the course is to support students through the successive stages of a research project from the initial idea, through the development of the research and the completion of a final outcome (e.g. a final paper), in collaboration with individual advisors. Students will learn how to develop and formulate their research questions, and how to identify, locate, and interpret a variety of scholarly resources crucial to their projects. Both individually and as a class students will work on developing and refining their research communication skills, both written and oral. Students will be invited to consider building up on their research project in Rome for a senior thesis. - 70% of the grade comes from the student's research project. Each student is guided by a faculty member back on campus or in Rome whether at the RGG or partner universities. Students meet with their advisors for a minimum of 10 contact hours evenly distributed in the course of the semester according to a timeline that the student and advisor agree upon at the start of the project. The advisor is responsible for guiding the student from the early stages of the project, providing timely feedback on the research proposal, timeline, bibliography, outline, intermediate and final drafts of the project, and for communicating the final grade on the final project to the Rome Director of the RIS Program.  - 30% of the grade for this course comes from the participation in a research seminar, which meets weekly during the semester in Rome. The research seminar provides opportunities for the students to build an academic cohort within which each student shares and presents their research at different stages of the project in more informal and formal formats, and discuss research methods, tools, challenges, best practices, based on their own experience and on the discussion of assigned readings relevant to these topics. The seminar offers a special focus on research resources through a series of visits to several prominent research libraries in Rome (e.g. the National Library of Rome, the library of the American Academy in Rome, the Historical Archive of the Jewish Community of Rome, the library of the Food and Agriculture Organisation (FAO),  etc.) and their collections, guided by expert librarians and archivists at each institution.

Administrative law is concerned with the operation of government and the principles of sound public administration and decision-making. It includes Parliament, the Executive, statutory tribunals and semigovernmental organisations. The course covers major aspects of both Merits Review and Judicial Review at the Commonwealth and State level and the growth of public enquiries. The course will provide students with fundamental legal knowledge and skills to address administrative law problems, and to advise and represent clients affected by governmental power and decisions.

This course provides an introduction to contemporary Family Law in Australia. The course starts with an introduction to Commonwealth and State legislative powers with particular emphasis on the Family Law Act 1975. Other topics covered include a study of the law of marriage, nullity and divorce, the law relating to children, the alteration of property interests between parties to a marriage and the interaction with third parties. Students should be aware that Western Australia has distinct legislation and procedures, as well as a Family Court system that is separate to the Federal Circuit and Family Court of Australia which governs all other States and Territories. This course is not designed to address the Family Court Act 1997 (WA), nor the practice and procedure associated with practising family law in Western Australia. The case law covered in seminars will nonetheless be applicable to the practice of family law in Western Australia.

In this course, we will consider literary texts dealing with the issues of "between languages." Readers and writers do not always work with their primary language; instead, they are sometimes proficient in multiple languages but choose to work with one; or work with, across, or between different languages. We will read literary and literary-theoretical texts dealing with literary issues arising from such situations. Topics of discussion include: writing in non-native languages, rethinking the "mother tongue," and working with gaps between languages and untranslatability. All readings are mostly comprehensible in English, but students should be willing to work with languages other than English (whether they can read them or not).

Grammar, elementary composition, practice in conversation, and reading of modern prose.

This course will explore the academic, personal and spiritual dimensions of studying abroad. It will do so with a specific focus on being in London, on the art of William Shakespeare, and on the significance of these things for reflecting constructively on your study abroad experience. Engaging with a Shakespeare text from various literary, theological and personal perspectives, students will explore the intersection between local cultural encounters and their intellectual growth. Course activities will allow students to reflect on the text in relation to their own fields of study and areas of interest; and they will allow students to work in community, with the opportunity of learning from one another. By filtering their study abroad experience through the lens of one of London’s most culturally relevant figures, the class will equip students with tools to process and articulate what they are going through as study abroad students and global citizens. This course will encourage them to approach their time in London as academically rigorous, culturally enriching and existentially meaningful. Through a shared set of site-specific experiences, discussions and assignments, students will be prompted to increase their intercultural competency, and understand both themselves and their study abroad location in more depth, approaching a range of activities with curiosity, openness, and self-reflection.

Mandatory 2 credit field work component to Poverty and Development course. Graded S/U.

Lectures by Mexican doctors on healthcare in Mexico, traditional medicine, physician perspectives, expectations of patients. Students spend six hours/week in Mexican hospitals, shadowing doctors and doing some clinical work under medical supervision. They take a trip to the indigenous town of Cuetzalan where they meet a traditional healer and witness first hand practices of traditional medicine.

Arts and Letters elective credit while abroad.

Thucydides's History of the Peloponnesian War is one of the greatest historical narratives ever produced, telling the story of the epic struggle between democratic Athens and oligarchic Sparta and their allies that took place between 431 and 404 BC. But it is much more: along the way Thucydides presents deep analyses of the nature of democracy and other political regimes, the moral hazards of empire, justice among nations, and the causes of war. He penetrates to the roots of political life in human nature. His reflections are thus not only of historical interest but take us to matters of permanent relevance in human affairs. We will study the whole work in the recent edition of Robert B. Strassler, The Landmark Thucydides (The Free Press, 1998). We will also consider the reaction to cultural and moral aspects of the war as expressed in Plato's dialogue, Gorgias.

Seven hundred years after his death and the publication of the Divine Comedy, Dante's great poem remains as vital and challenging today, as it was when it first appeared complete in 1321. Dante's Commedia narrates an epic journey through the realms of the afterlife—Hell, Purgatory, and Paradise. It undertakes a study of the condition of souls after death (status animarum post mortem), but it also challenges its readers to an experience of self-examination and a survey of the condition of our souls in this life (status animarum in vitam). This course invites a focused reading of the Divine Comedy in relation to the aims and ends of education, specifically a liberal arts education directed to freeing minds and souls for the discovery and propagation of truth, goodness, and beauty and for the sake of human flourishing. As we shall see, Dante builds into his poem a curriculum of study, including not only reflections on the Trivium (grammar, logic, and rhetoric) and Quadrivium (arithmetic, geometry, music, and astronomy) but also engagement with the whole scope of what we call the "humanities" - those disciplines dedicated to understanding human things, including history, politics, literature, psychology, philosophy, and theology. In our reading of the Inferno, we will undergo an education in moral reasoning and interpersonal interpretation. Then we will climb our way up the Purgatorio and experience the lessons of works and worship and the integral formation of the imagination. Finally, we will ascend through the Paradiso and learn about love to gain a love of learning amid the prismatic colors of what Dante calls luce intellettual piena d'amore ("intellectual light full of love"). In that light, we will reflect upon Dante's abiding relevance for education today as a torch for those who walk in darkness and find themselves "midway in the journey of our life" (Nel mezzo del cammin di nostra vita). Required texts: Inferno (Trans. Robert & Jean Hollander. Anchor Books, 2002), Purgatorio (Trans. Robert & Jean Hollander. Anchor Books, 2004), and Paradiso (Trans. Robert & Jean Hollander. Anchor Books, 2007).

This course includes the intercultural academic learning modules designed to accompany international summer internships. Enrollment is limited to Arts and Letters students undertaking verified, approved international summer internships. For further details on course requirements and permission to register, please contact Prof. Mary Davis at mdavis35@nd.edu. This course counts as general College Internship credit. Students may register for additional general College Internship courses, but only one credit may count toward the AL degree's required 122 credits.

Credit toward graduation for up to two internships is available for College of Arts and Letters students upon approval by a dean in the Office for Undergraduate Studies. Students are required to provide a goals and objectives statement and to obtain a letter of offer for the internship in advance of beginning the internship, to keep a daily journal over the course of the internship, to have a letter of evaluation provided upon completion of duties, and to write a reflection paper.

Cross-college or cross-discipline directed readings of merit that do not conform to traditional departmental designations.

This is a zero-credit course offered by Notre Dame International. The course helps visiting undergraduate international students make a meaningful transition to collegiate life at Notre Dame and in the United States by integrating their academic, co-curricular and residential experiences. Students will also study intercultural communication theories which will help them to navigate cultural differences in the US. Lectures, group discussions, group activities.

This is a zero-credit course for students engaged in independent research for working with a faculty member or a member of the University staff on a special project. Registration requires a brief description of the research or project to be pursued and the permission of the director of the Summer Session. This course is taken as an indication of the student's status on campus and is meant to allow the registered student to use the University facilities as the Summer Session permits. No course work is required.

The Welsh writer Allen Raine once said, “You may get to the very top of the ladder, and then find it has not been leaning against the right wall.” Business for Humans is designed to help you pick the right ladder from the start. It does so by connecting liberal arts education to professional life. Students explore this idea through classic and contemporary readings in the humanities and social sciences, examining the intersection of a liberal arts education and the business world and how humanistic inquiry shapes and elevates professional life. At the same time, they gain information, resources, and inspiration to help with their career discernment journeys. A suite of self-assessment tools helps them assess their career aspirations in light of their “thick” desires, their working styles, and their character strengths. They also hear stories from accomplished alumni working across a wide array of fields to learn how career paths and trajectories really work. Students leave the course with greater confidence as they take their initial steps toward a meaningful job, career, and calling.

"I want to... "...see how all of my educational interests relate" "...discern what I want my career to look like and how I will find meaning in the work I do" "...shape myself into a well-rounded person" "...bridge the gap between corporations and people on the ground." "... integrate my faith and my interest in business" If you are in this course - and the whole Sheedy Family Program - it is because you are seeking something. You have questions like, How can I connect my business major with my minor in psychology, or Spanish, or economics? Where can I learn the moral standards that will guide my actions in the business world? What do I tell my well-meaning relatives when they ask, of my liberal arts major, "What are you going to do with that??" How are degrees in business and the liberal arts mutually enriching - a "sum greater than the parts" situation? Those questions are the reasons we're all here together. In this course, the gateway to the Sheedy Family Program, we'll probe five of the most important questions informing the SFP's key terms: economy, enterprise, and society. You'll learn to dialogue with peers - a vital "real world" skill with deep roots in the liberal arts - and to flexibly integrate ideas from across disciplines and genres from ancient philosophy to modernist poetry to contemporary film. We look forward to thinking alongside you. Course Learning Goals - By the end of this course, you will... ...understand how business and the liberal arts mutually enrich one another, and identify and articulate some of the biggest questions that this intersection raises. ...know how to contribute constructively to, and facilitate, liberal arts-style dialogue and appreciate why it is valuable for community building, career discernment, and answering big questions. ...have laid the intellectual groundwork to navigate the Sheedy Family Program and the rest of their lives intentionally, including reading and communicating with people from diverse disciplines and backgrounds.

Work plays a deeply important role in our lives. Finding good work -- which, for many of us, means getting a meaningful job you're passionate about -- can seem like the crucial factor in determining whether your life goes well or poorly, and whether you end up happy and fulfilled or miserable and empty. But things aren't nearly so simple. What kind of work is available to anyone in particular is largely determined by factors outside of our control. And when it comes to work, we're notoriously bad at predicting what aspects of a job we'll find meaningful and fulfilling, and which will drain us of life and energy. In this course, we will focus on the most urgent questions facing anyone trying to discern what their life's work will be, such as: - What causes alienation, anxiety, and burnout at work, and are these things that can be avoided with foresight and careful planning? - What is "leisure" (as contrasted with "time off") and what role should it play if we want to be healthy, flourishing persons? Is there such a thing as "work-life balance"? - Do we live in a genuine meritocracy? And, if so, is this a good thing or a bad thing? How should we think about equity and equality in the workplace? - Is it dangerous (or perhaps wise) to see your work purely as an instrument of financial gain? Does work have the power to nurture (or destroy) your soul? The course will be organized by topic, and we'll read a broad range of thinkers from St. Benedict to Karl Marx and Max Weber to more contemporary thinkers like Alasdair MacIntyre, Michael Sandel, and David Graeber (author of the provocative book "Bullshit Jobs"). We'll also watch a lot of the TV show " Survivor." Students will leave the course with their own "philosophy of work," captured in a living document that details their core beliefs about the role of work in living a good life.

John Henry Newman once claimed that truth is upheld in the world not by systems, books, or arguments, but by “personal influence.” How might Newman’s statement apply in our era — one with declining in-person social interactions and a rise in online "influencers," personalized advertising, and parasocial (one-sided) relationships? Today, influence gurus peddle persuasion tactics, and it seems everyone has something to promote. Can we still discover the line between ethical influence and manipulation? This course explores this question through a deep look at the nature, danger, and promise of influence as seen in classic and contemporary texts and sources on Christian ethics. Classic texts will include Plato’s Phaedrus, Oscar Wilde’s The Picture of Dorian Gray, and Muriel Spark’s The Prime of Miss Jean Brodie. Students will examine the popular advice from some of the past century’s best-selling self-help and business books, including Dale Carnegie’s How to Win Friends and Influence People, Influence: The Psychology of Persuasion by Robert Cialdini, and You Have More Influence Than You Think by Vanessa Bohns. Students will learn to analyze each approach through the lens of Christian ethics, drawing from Neo-Thomist, Girardian, and Personalist thought as well as from papal encyclical letters. Through contemporary case studies — including a look at the life of the recently-canonized Saint Carlo Acutis (“God’s Influencer”) — students will develop a robust framework for ethical persuasion. The course will culminate with each student composing a personal charter for his or her ethical influence. Whereas much of the professional writing about influence tends to sever professional life from personal values and purpose, this course will integrate them, resulting in a coherent and normative vision of the influential life.

Professionalizing with Purpose is a unique experiential course designed to help students in the Sheedy Family Program intentionally shape their future careers. Through readings, podcasts, guest speakers, self-assessments, peer discussions, and interactive exercises, students learn how they can activate their skills and values to create meaningful personal and professional opportunities. Students in the course identify their priorities, research target companies, network with leaders in their fields of interest, and develop strategies for creating and capitalizing on future opportunities. Along the way, they interact extensively with industry professionals who share career stories, expert advice, and perspectives on navigating uncertainty and change. Students emerge from the course with greater clarity about who they are, what matters most to them, and how to build successful, fulfilling future paths.

If you are in this course - and the whole Sheedy Family Program - it is because you are seeking something. You have questions like, How can I connect my business major with my minor in psychology, or Spanish, or economics? Where can I learn the moral standards that will guide my actions in the business world? What do I tell my well-meaning relatives when they ask of my liberal arts major, "What are you going to do with that?" How are degrees in business and the liberal arts mutually enriching - a "sum greater than the parts" situation? Those questions are the reasons that this course, the gateway course in the Sheedy Family Program in Economy, Enterprise, and Society, exists. Together, we'll probe big philosophical questions related to the SFP's three key terms: economy, enterprise, and society. You'll learn to dialogue with peers - a vital "real world" skill with deep roots in the liberal arts - and to flexibly integrate ideas from across disciplines. You'll grapple with texts in genres from ancient philosophy to modernist poetry to contemporary film. We look forward to thinking in community with you. This course is limited to students accepted into the Sheedy Family Program.

A generation ago, students interested in media were likely journalism, broadcasting, or FTT majors aspiring to work full-time for big TV networks or newspapers. Today, that’s not usually true. Digital tools have blown open what it means to create and consume media. Whether you see yourself as a creative, a community organizer, an entrepreneur, or an influencer, you no longer have to launch your content through established channels, hoping to someday catch your big break. You could manage a YouTube channel with thousands of subscribers from your dorm room. Some of you probably already do. But how do you monetize such ventures? How do you turn a cool hobby or vision into a side hustle or career? In Media Entrepreneurship, we’ll explore how you can combine your passion, skills, and awareness of social needs to capitalize on the media's exciting new frontier. You’ll gain the knowledge, tools, and confidence to see creating your own digital media startup as a realistic possibility. And it’s not just about you. When you hear the phrase “media entrepreneur,” you might think of a tech bro pitching an idea to venture capitalists on Shark Tank. But, at its best, media entrepreneurship is an act of service. It’s about identifying community needs, building trust with audiences, and expanding whose voices we hear as a society. In this course, you’ll practice conceiving of a media project and working with a team to create a startup business plan.

In this course, we’ll explore 'women’s work' in three senses. First, we’ll consider the history of gendered "separate spheres" in the United States, the way in which some kinds of labor – care work, teaching, and domestic chores, for example – came to be seen as properly the concern of women, while other kinds of work, like business careers and scholarly pursuits, became coded masculine. Second, we’ll understand ‘work’ in the sense of a work of literature: we’ll read popular novels by and about working women and probe how their fictional representations compare and contrast with women’s lived realities. Finally, we’ll take ‘women’s work’ as the starting place for you to engage in your own purpose-driven career discernment, taking gender as a key, always-present variable. Through partnerships with ND Women Connect and ThinkND, we’ll interview, read fiction alongside, and dialogue with ND alumni, probing how 21st century women (and men, too) are overcoming gendered barriers in the workplace and finding meaning in their work. We’ll approach stories – literary and personal – as a form of data and use that data collaboratively to interrogate the gendered working life.

Policy Lab: Sustainable Finance (by Tara Kenney and Brendan Maher) This course will explore the role of global business in reducing poverty, inequality and attending to the needs of all stakeholders. Students will be introduced to the rapidly growing fields of impact investing and sustainable finance which support socially conscious and environmentally friendly innovations. Students will gain a broad overview of the financial and economic tools available, beyond government assistance and philanthropy, to support broad based wealth creation, equality of opportunity and natural resource preservation. Students will be invited to participate in policy debates on certain topics and will read mini case studies on subjects such as microfinance, "place based" community investment and the role of CDFIs, and the issuance of green/blue sustainability bonds. Guest speakers/practitioners will be invited to engage the students in real world problem solving. The course will culminate in a small group project or paper to "reexamine business" as a force for good, which will be presented in class. It is open to students of all intended majors with no prerequisites, and should serve as a foray to several future areas of study such as global affairs, social entrepreneurship and sustainability.

Students enrolled in Media Entrepreneurship must also register for a weekly discussion section. Students will participate in small group discussions, activities, and writing workshops as they work to envision and craft a business plan for their own media startup.

Students will participate in Sheedy Family Program enrichment opportunities, including dinners with guest speakers, a weekend-long fall retreat, writing bootcamps, and professional development events. These out-of-class activities will serve the Sheedy Family Program's three primary goals: community building, purpose-driven career discernment, and offering insights into how business and the liberal arts intersect. Students in the Sheedy Family Program will enroll in this 1-credit course concurrently with the gateway course "Business in Context."

If, as John David Rhodes argues, “the detached single family home is one of the most powerful metonymic signifiers of American cultural life – of the dreams of privacy, enclosure, freedom, autonomy, independence, stability, and prosperity that animate national life in the United States,” that is not to say that then home in American cinema is by no means a simple or stable construct, but is, if anything, represented most often as troubled, precarious, invaded, porous, unstable, or out of reach. This class considers meanings of home in American cinema by looking at films that confront the problem of how to live in a home, offer alternate structures, and show the fantasy of home to be out of reach. The class will analyze films about unhoused figures during the Depression, housing shortages during World War II, the rise of modern homelessness in the 1980s, and contemporary precarity. We will consider fantasies of home related to family, class status, age, and race. We will consider the roles of banks, landlords, gentrification, and other institutions and structural causes of home insecurity and homelessness. Students will read various theories and histories of housing and homelessness to frame understanding of films. Students will write weekly one page reflections, an 8-10 page paper, and a 15 minute conference presentation. Films may include: Wild Boys of the Road (Wellman 1933) Modern Times (Chaplin 1936) You Can’t Take It With You (Capra 1938) The Wizard of Oz (Fleming 1939) Tender Comrade (Dymytryk 1943) Meet Me in St. Louis (Minnelli 1944) Mr. Blandings Builds his Dream House (Potter 1948) All That Heaven Allows (Sirk 1955) A Raisin in the Sun (Petrie 1961) Down and Out in Beverly Hills (Mazursky 1986) The Money Pit (Benjamin 1986) The Fisher King (Gilliam 1991) Straight Outta Brooklyn (Rich 1991) Where the Day Takes You (Rocco 1992) Public Housing (Wiseman 1997) The Pursuit of Happiness (Muccinno 2006) Wendy and Lucy (Reichardt 2008) 99 Homes (Bahrani 2014) The Last Black Man in San Francisco (Talbot 2019) Nomadland (Zhao 2020)

What is the status of "work" today? This course takes up the history and current crisis of the idea of work by focusing on its philosophy and its aesthetic representation. We are at the cusp of a civilizational shift that has work at its center: the implacable rise of automation and artificial intelligence suggests that by the next decade there will be many, many more people than there will be jobs. And yet why should we think of this as a crisis at all? Since work's emergence as a modern idea, dreams of human emancipation have revolved around the liberation from the toil that it implies. Adam Smith, the foundational bard of capitalism, saw in the free market the opportunity to reduce "work" to a few hours per week; two-and-a-half centuries later the World Health Organization has identified "overwork" as a public health crisis, with its most consequential symptom—"death by overwork"—common enough to be reducible to a concept, what in Japan is called karoshi. And a major world language reminds us that negócio, the modern frame for all work, is precisely a negation: of ócio, idleness, leisure, pleasure. Nation-states themselves take on as a major function of their administrative existence the regulation of who can work within their borders, and entire regions of the world—such as Latin America, which will be a focus of this course—are thought about in the popular imagination as warehouses of work, the mano de obra of the global economy. In posing the question "what is work?", this course will move to some basic concepualizations of its form (Smith, Marx, Freud, Veblen, Foucault, etc) to a set of topics where work is at stake, for example: work and inequality; forced work (e.g. slavery); work and (im)migration; work and race; unremunerated work (‘house work'); sex work; violence work; work as commodity; work and identity; global divisions of labor; the end of work. As a way of getting into these topics, we will draw on their problematization by cultural producers, especially through contemporary film, including works by, for example, Mendonça, Herzog, Reygadas, Rivero, González Iñárritu, Martel, Cuarón, Joon-ho, Loach, Reichardt, Zhao. This class will be taught in English. Comparative work is encouraged.

Since the financial collapse of 2008, it has been common to declare that capitalism is in “crisis”. But capitalism was born in crisis: from its earliest moments, it has been associated with boom-and-bust cycles, breathtaking stock bubbles, financial ruin, forced labor, and conquest. Moreover, as a historical social relation that in ways large and small organizes our lives, it is notoriously difficult to explain. Scholars of capitalism—historians, economists, sociologists—do not at all agree on what capitalism is; less agreement stands on its origins, its development, its future possibilities, even its current existence (more than one prominent thinker has declared capitalism “as we know it” to have ended). And yet at the same time, so overwhelming is the elusive presence of capitalism in our lives that one philosoher’s pithy remark has been repeated to the point of cliché: it is easier to imagine the end of the world than the end of capitalism. Which begs the question: is human civilization, simply, capitalism? With particular focus on the comparative experience of historical capitalism in the Americas, this course revolves around three broad problems: the contested origins of capitalism; the bifurcation of experiences of capitalism through uneven development; and the possible futures of capitalism. Each problem will be dealt with through a set of texts. On the one hand, we will engage some basic scholarly (historical and philosophical) texts in order to build conceptual language and identify points of controversy. On the other hand, we will draw on creative (narrative fiction and film) texts in order to contemplate the lived experience of capitalism and its contradictions in a range of settings. Language of instruction is English. Comparative work is encouraged.

Note: This class is only available to seniors in the Sheedy Family Program. Investing and the Good Life seeks to provide the definitive curriculum on the role of investment and compounding in the context of a well-lived life by curating guest teachers who are among the greatest investors, company builders, and human beings. In doing so, we strive to inspire a community of lifelong learners who embrace the time horizon of eternity in pursuit of the good life. The class is animated by the Notre Dame Mission Statement, especially the following aspects: The University is dedicated to the pursuit and sharing of truth for its own sake. The intellectual interchange essential to a university requires, and is enriched by, the presence and voices of diverse scholars and students. One of Notre Dame’s distinctive goals is to provide a forum where, through free inquiry and open discussion, the various lines of Catholic thought may intersect with all the forms of knowledge found in the arts, sciences, professions, and every other area of human scholarship and creativity. Thus, the students will come from various backgrounds and majors and be expected to bring their insights to bear on case studies and readings for each class session. An important feature of this course is the willingness to participate in discussions and the ability to manage both detailed and broad discussion topics regarding companies, markets, case studies, and human behavior. Specific goals include: - To gain an understanding that investing is a ubiquitous profession; that is, leaders in any field are called to allocate time and resources to their highest and best use. - To be exposed to numerous models of success in investing, business, and elsewhere to reframe what is possible. - To be equipped with new knowledge about investing, human biases, organization structure, incentives, and emerging themes in the investing and business world.

Economic actions like working, buying, selling, saving, and giving are a fundamental part of everyday life, and all spheres of society, from family to religion to politics, are interrelated with the economy. Sociologists examine how social relationships from small networks to transnational linkages affect economic actions and their outcomes, and the ways cultural meanings and political strategies shape those social relationships. The goal of this class is to provide students with new perspectives on economic actions by reading recent sociological studies of topics like money, markets, work, businesses, industries, and consumer society.

Students in the Sheedy Family Program can apply for the Scholars track in the fall of their junior year. The Scholars track is designed for students who seek a more research-intensive experience in the Sheedy Family Program: likely students who envision graduate school in their future, or whose career preparation demands an in-depth analysis of a specific topic within the intersection of business and the liberal arts. Sheedy Scholars will hone interdisciplinary research skills and develop expertise on a subject of their choice - a subject that brings together questions, methods, and sources from business and the liberal arts. The 1-credit Sheedy Honors Thesis course is designed to supplement any standard thesis writing courses or hours that Sheedy Scholars take within their majors during their senior year. The Sheedy Scholars meet as a cohort every other week to set goals, workshop drafts, and receive faculty feedback on their writing. Students on the Scholars Track should plan to enroll in the 1-credit course during both the fall and spring semesters of their senior year.

Students admitted to the Scholars Track of the Sheedy Family Program whose primary majors or departments do not offer them the option to write a senior thesis may enroll in thesis hours directly through the Sheedy Program. Eligible students should sign up for thesis hours in both the fall and spring of their senior year (3 credits each semester). Note that these hours count as general electives; although students will likely work with advisors from their primary departments, they should not plan to count the hours toward their major or minor.