SOC 285. Duffy Community Partnerships Seminar
Carol Wickersham,

SOC 275. Health, Medical Care, and Society, spring 2011
Marion Field Fass,

Student Commitment: minimal
Developmental Stage: basic
Community Partner(s): Beloit Housing Authority

Assignment: Produce a map of health resources in Rock County

This is a class project.  Groups of 2 to 4 will be responsible for mapping a particular set of resources in Rock County.  We will then put our maps together, perhaps upload data in GIS, and share with community health agencies as a way to get a handle on disparities.

Rock County is a diverse county.  About 65% of the population lives in 2 urban areas, Beloit and Janesville.  The rest live in smaller towns or rural communities.  Beloit and Janesville differ in economic and racial composition.  They may also differ in availability of resources.

We will use the perspective on health put forth by the Robert Wood Johnson report on “Beyond Health Care: New Directions for a Healthier America,” (2009)

Where people live, learn, work and play affects how long and how well they live—to a greater extent than most of us realize. What constitutes health includes the effects of our daily lives—how our children grow up, the food we eat, how physically active we are, the extent to which we engage in risky behaviors like smoking and our exposure to physical risks and harmful substances—as well as the neighborhoods and environments in which we live. We must identify where people can make improvements in their own health and where society needs to lend a helping hand.

Your grade will be high pass/ pass/ fail.  I expect everyone to pass- actually I expect everyone to get a high pass.  Life is like that.  You do your best.

SOC 291. Contemporary Food Movements, spring 2011.
Jesse Norris

Student Commitment: minimal
Developmental Stage: basic
Resources: Class Syllabus (pdf)

My teaching objectives for the Contemporary Food Movements course include 1) introducing students to the sociological study of social movements, and food movements in particular; 2) providing students with opportunities to explore their own interests in food movements; 3) helping students to develop critical thinking, writing and research skills needed to construct a sociological research proposal; and 4) giving students the chance to interact with food-related activists, while integrating this experiential component with what they learn in the course.

For the community-based learning portion of their grade, students are required to observe a food activist or food movement in action, or to interview an activist in a food movement. Students write a short paper reporting on their experience, which engages with the ideas and research findings discussed in the course. This community-based learning component of the course contributes to my teaching objectives because it a) allows students to learn first-hand about the perspectives and activities of food movement participants, while also exploring their food-related interests; b) develops their critical thinking skills by encouraging them to analyze their community experience in the context of the sociological theories and research findings they learned about in the course; and c) gives them an opportunity to conduct initial research that may inform their research proposal papers.