UC | Bridging Disciplines Program

Non-profits & Social Entrepreneurship

Bridging Disciplines Programs allow you to earn an interdisciplinary certificate that integrates area requirements, electives, courses for your major, internships, and research experiences.

The Non-profits & Social Entrepreneurship BDP brings together students who are interested in pursuing a career in the public service sector and expanding their involvement in the community. Non-profit leaders for the 21st century must increasingly understand the blurring of lines among private, government, and non- profit sectors.

Upon completion of 19 credit hours from the options listed below, you will earn a certificate in Non-profits & Social Entrepreneurship.

This program’s title has recently been changed from Social Entrepreneurship & Non-Profits. Students graduating in Fall 2024 or later will receive a certificate in Non-profits & Social Entrepreneurship. Students graduating before Fall 2024 will receive a certificate in Social Entrepreneurship & Non-Profits.

Note: Course descriptions available here are from a recent offering of the course, and they may not reflect the description for the next offering of the course.

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Forum Seminar Courses (1 credit hours)

All students in the Non-profits & Social Entrepreneurship BDP are required to take the Forum Seminar.

NSE Forum

BDP 101 Intro to the Non-profit World

The non-profit sector is the fastest growing sector in the U.S. economy. This phenomenon presents enormous opportunities for communities, non-profit managers, Boards of Directors, and those who fund non-profit organizations. This course introduces students to the non-profit sector and provides the foundation knowledge they need to understand the role of non-profit organizations in contemporary American society. Students will learn what distinguishes the non-profit sector from business and government, with particular attention to mission, organizational structure, funding, and culture. It will examine the statutory and regulatory requirements of non-profit organizations and explore the ways in which philanthropic giving and volunteers shape the work of the non-profit sector. Readings and class activities provide students with a broad understanding of the non-profit sector and help them weigh the pros and cons of a career in the non-profit world.

Foundation Courses (6 credit hours)

You must take a total of six credit hours from the Non-profit Foundations and/or Social Entrepreneurship Foundations categories. Feel free to take courses from either or both of these categories, depending on your interests and the skills you would like to develop.

Social Entrepreneurship Foundations

ADV 378 SOCIAL ENTERPRISE BRANDING

This course is designed for intermediate and experienced communications, PR, and advertising students who are seeking a greater understanding of social enterprises and how to effectively brand those social enterprises. This course will focus specifically on the for-profit sector of social enterprises seeking to balance purpose and profit. The balance of those foundational elements is delicate and critical. Learning how to effectively communicate them reinforces the trust and ultimate success of a brand.

BGS 370 SOCL CULTRL ENTRPRNRSHP

This upper-division course is designed for business majors interested in learning how to create a mission driven business targeted towards solving a pain in the market that will produce a positive social impact. Social entrepreneurs use sound business principles to create meaningful solutions designed to transform fields such as education, health, environment, and enterprise. The goal of a social entrepreneur is both to do-well and to do-good. The course is structured to provide students with an of awareness of culturally marginalized groups and an introduction to the fundamentals of startup formation to harness the power of business to enact positive social change.

CMS 356C Collective Action

-L

Collective action is a fundamental part of our social behavior and refers to any process whereby groups of people attempt to make decisions and act towards a common good. Collective action covers a vast field and include both collaborative and contentious forms of social action. Two interrelated factors have irrevocably changed how we view collective action: globalization and digitization. In this class, students will obtain insight into how globalization and technology have impacted how we organize and communicate to achieve better collective outcomes about the public good. It will review a range of perspectives on collective action, and examine communicative elements of collective action in a variety of global contexts, focusing on India and New Zealand as global contexts in the last portion of the course.

DES 322 Design and the Social Environment

Nothing happens in a vacuum. This course approaches design as a political and socio-cultural practice - as a toolkit for activism by publicly questioning, critiquing, and generating new ways of thinking about the most pressing issues of our day. Through a series of research-driven projects, students will explore the possibilities and the limitations of art and design in addressing complex political and socio-cultural realities. Themes may include but are not limited to race, decolonization, labor laws, surveillance and data-driven systems, incarceration, immigration, climate, conspiracy, health, equality, human rights, socioeconomic equity, education, gender, and other topics of interest to students in this class. The course will introduce students to different possibilities of socially engaged practices, such as making invisible systems legible, translating complex issues to new audiences, and putting theory and critique into practice.

HIS 317L Social Entrepreneurship in China/The US-CHN

This study-abroad course will look at the History of Social Entrepreneurship in the United States and China. Social Entrepreneurship is an emerging field in which passionate people driven by a desire to change the world lead, design, and launch business that solve social problems. However, starting a business to uplift a community is nothing new in the United States. In the African American community the history of black business is a history of social entrepreneurship. Black business ownership from the colonial era to the present has to some degree focused on solving problems that either the government was unwilling or unable to solve.This course specifically looks at how innovative people have used a business approach to solve some of society’s greatest problems such as poverty, the lack of clean water, migrant education, caring for the aged, urban unemployment, health care, orphans, women’s rights, incarceration, and others. This course will explore the U.S. and China’s social entrepreneurial history and landscape, examine challenges in its current system, and look at the future of social entrepreneurship in the U.S. and China.The course will examine these efforts within the context of 20th century U.S. and China history.Social Entrepreneurship is rapidly expanding and growing phenomena as engaged-citizens realize that government is unable to solve some of society’s greatest problems. China represents arguably the best place to study this emerging field since it has failed to create structures to help low-income residents.

MAN 366P Studies Socl Entrepreneurship

Social entrepreneurship refers to the creation of innovative organizations that address social problems using business methods. Social entrepreneurs tackle some of the world’s most challenging social, economic, and environmental issues, such as homelessness, illiteracy, and lack of access to food, clean water, or quality healthcare. They combine the knowledge and skills used in traditional business with a passionate commitment to create a societal impact. To accomplish their goals, social entrepreneurs create ventures that are structured as for-profits, nonprofits, or hybrids. The growth in the number of social ventures in both emerging economies and the developed world, and their success in addressing social problems, has generated an explosion of interest in social entrepreneurship – which now accounts for more than a third of all new U.S. entrepreneurial activity. What distinguishes social entrepreneurs from conventional entrepreneurs is their unrelenting dedication to achieving a social mission, rather than measuring success exclusively by a financial bottom-line. However, today's social entrepreneurs also must strike an important balance—to thrive in a corporate-oriented environment and create effective organizations, they must integrate business management principles with philanthropic goals. This course will focus on this tension and mechanics of starting and managing a social venture and will allow students to fully understand what it takes to create a business plan for their social venture and turn it in to reality.

MAN 367P Social Entrepreneurship II

None

MAN 369P Social Innovation Practicum

Explores a broad overview of the field of social innovation, and examines concepts and tools that support the creation of social ventures. Includes creating a social venture, articulating its vision, creating a business plan, choosing an organizational form, and assessing the venture's financial and social impact.

MKT 372 Business Ethics & Social Responsibility

-E

This course will examine why seemingly good people sometimes make unethical choices. We will explore real-life ethical dilemmas, challenge our decision-making processes, and seek to describe our ideal behavior for the future. Since this is an Academic Service Learning course, we will also partner with corporations (like Google, Inc.), the City of Austin, local non-profits, and other local universities to engage in service projects, giving students the opportunity to use real-life problems and tasks to increase learning breadth, depth, and retention.

SOC 352 Social Movements

-L

Protests and social movements are vital to public life. They are important sources of social change. They may even be prophetic. This course explores why people rebel, demonstrate, riot, occupy public spaces, boycott, sign petitions, organize trade unions, demand equal rights, block abortion clinics. In this course, we will ask what are protests and social movements? Why do people start them and join them? What are protesters motivated by? Are they after material or cultural goals, personal or group rewards? Do protesters act rationally, morally, and/or emotionally? We will review the major sociological theories for explaining the dynamics of protests and social movements. Using these theories, we will try to answer what triggers protests and movements? What structures or shapes them? Do they follow regular patterns of development? And what is the relationship between social movements that overlap in time and space? What affect do protests and movements have on society? Do they provide valuable insights into society? Do they advance social justice? Do they contribute to our social wellbeing? Or do they lead to disorder and exact costs that outweigh benefits? Can they foreshadow the future? We will explore these many questions by looking at a range of important social movements in US history. We will look in greater depth at a handful of movements and blend or retool theoretical approaches to explain them. In short, this course surveys American protests and theories of social movements trying to explain the dynamics of social movements.

Non-profit Foundations

ACC 310F Foundations of Accounting

Foundations of Accounting (ACC 310F) is an introduction to financial and managerial accounting. The course will focus on the content, interpretation and uses of accounting information including financial statements, budgets, performance reports and other accounting information used for planning and control purposes within a business. The objective of the class is to help you develop a better understanding of these concepts and learn how to apply them to your life. To meet those objectives, you will learn: • How to use a company’s financial statements to help make informed decisions from an external perspective • How to use accounting data to set prices as well as manage costs and profits from an internal perspective • How to make financial plans for both short-term and long-term time frames including the use of time value of money

ACC 312 Fundamentals of Managerial Accounting

ntroduction to cost behavior, budgeting, responsibility accounting, cost control, and product costing.

ADV 320 Integrated Comm for Nonprofit Orgs

The course will enable students to explore integrated communication and branding in a variety of nonprofit settings. Students will examine the strategic, integrated use of multiple communication approaches, including advertising, public relations, social media, promotions, sponsorships, and special events. They will also examine branding in the context of nonprofit organizations and nonprofit causes. Branding for nonprofits has been defined as “the platform on which the motivation behind the organization’s work may be articulated and the significance of its work may be appreciated” (Tan 2003).1 More specifically, a nonprofit organization’s “brand” can be viewed as “its mission come alive on an artistic, humanitarian, intellectual or political basis” (Tan 2003). Among the benefits of successful branding is creating a strong organizational identity that influences the loyalty of the organization’s constituencies.

AFR 302M Numbering Race

In this course, you will learn about quantitative methodology and statistics through the lens of race. You will have the opportunity to examine, analyze, and critique real-world data, quantitative research, and public discourse concerning race in America. Some empirical and quantitative skills you will learn this semester include (1) conceptualization and operationalization in quantitative measurement, (2) the calculation and interpretation of descriptive statistics and statistical relationships, (3) the application of statistical techniques to understand social phenomenon, and (4) techniques for presenting results from quantitative analysis. As we cover various statistical techniques, you will also learn about the origins of the concept race, including the actors (many of whom were scientists and statisticians) and actions that brought race into being and continue to justify racial thinking. We will also discuss how these efforts have impacted our current collective and individual understandings of race, especially as they relate to the quantitative study of race and various social problems. This coursesatisfies the core math requirement and carries the quantitative reasoning flag.

CLD 320 LEADERSHIP IN NON-PROFIT ORGS

Seminar which studies contemporary issues and practices in communication and leadership. Builds on the foundation introduced in Communication 301L, advancing student work in theories, processes, and practices of leadership and communication.

CLD 332 FACILITATIVE LEADERSHIP

In this course, students will learn how to integrate facilitation and consensus-building into their work as leaders in the private, nonprofit, or public sectors; how to engage stakeholders (like employees, financial supporters, customers, and voters) in powerful, productive, and prudent ways; and how to collaborate with team members to advance a leader’s vision. The course will include opportunities to apply lessons from the course in real-life scenarios and design and help implement a collaborative process for a local company, organization, or public agency.

CMS 321D Comm for Dvlpmnt & Phlnthrpy

In the US, there are over a million not for profit organizations. These organizations generate hundreds of billions of dollars through donations and volunteers. In CMS 321D (Communicating for Development and Philanthropy) we will learn the habits and approaches of successful leaders and entrepreneurs in the not for profit sector. We will learn the ways that nonprofit organizations communicate with their many audiences in order to develop our own strategies for communicating for development and philanthropy. We will partner with local not for profits in our efforts.

CMS 353S Social Media & Organizations

In this course we will explore various facets of the relationship between social media use and organizational communication. Specifically the course will explore three themes: 1) Ways organizations use social media for communication with external stakeholders, 2) Ways organizations use social media to facilitate internal communications processes, and 3) Ways that social media may shift traditional conceptions of organizations and organizing. Discussion and readings will address the social, technical, and psychological factors related to the use and adoption of social media technologies. Emphasis will be placed on relating contemporary practices to theoretical constructs in areas such as community, relationships, knowledge management, and innovation. Students will be encouraged to draw on personal experiences with organizations and explore opportunities or threats companies may face while adjusting to the challenges posed by social media technologies.

CMS 356T ORGANIZATIONAL TRANSPARENCY

This course provides students an overview of fundamental dynamics of transparency as a form of communication. It covers a range of current problems related to organizational transparency and sustainability, and critically assesses organizational transparency as an ethical practice. Students are encouraged to imagine and propose ethical, transparent and responsive communication systems and practices.

E 316L Literature of Charity and Philanthropy

None

LAH 351F Philanthropy/Nonprofit Orgs

Charitable giving in the United States topped 370 billion dollars in 2016, and over 70% of those dollars came from individual giving. Is this money well spent? Unfortunately, only some charities are effective. This course will cover the scope and diversity of the nonprofit sector, as well as individual patterns of giving and volunteering. A significant portion of the course will focus on providing students with the tools and skills to evaluate charitable programs for effectiveness using social scientific techniques.

P R 320 Integrated Comm for Nonprofit Orgs

P R 348 Public Relations Techniques

Analysis and production of print, electronic, and oral messages to achieve organizational objectives; fundamentals of media relations; Internet applications.

PHL 325N ORGANIZATIONAL ETHICS

This course examines ethical questions relating to organizations from theoretical and practical points of view. The basic questions of ethics, in an organizational context, arise at several different levels. We can ask about my obligations to the organization, to my coworkers, to my supervisors, to the people I supervise, to shareholders, to stakeholders, and to the public. We can ask about the organization’s obligations to its members, its shareholders, and the public. We can ask about ways of structuring institutions to encapsulate the values of the organization and minimize ethical risks. Finally, we can ask about the extent to which ethical problems can be addressed by formal codes, policies, and institutional structures. Our hypothesis throughout the course will be that ethics, strategy, psychology, and organizational structure interact in important ways and need to be studied together. We will combine perspectives of game theory, business strategy, psychology, social and organizational structure, and ethics as traditionally conceived to develop approaches to ethics in the context of organizations.

RHE 328 Writing for Nonprofits

This course equips students with the intellectual, analytical, and persuasive skills necessary for writing in nonprofit organizations. We’ll dedicate much time toward analyzing, understanding, and building communication strategies in nonprofit contexts by researching and examining the rhetorical practices made by different organizations across a variety of texts (e.g. from mission statements to newsletters to grants). First, we’ll assess our knowledge regarding how these genres work, for whom and why. Second, we’ll consider methods for learning about the capacities and needs of organizations. Throughout the semester, we’ll use what we learn from different organizations in order to produce the genres associated with nonprofits. This will entail writing proposals, telling stories, working across different media, and developing the assessment measures that are necessary for gauging the success of our communication work. By the end of the semester, you should have a greater awareness of how writing happens in these settings and even leave with a greater level of confidence in pursuing a career in non-profit work.

S W 334 Social Work Practice in Org and Comm

Theory and knowledge of effecting change in organizations and communities, with an emphasis on analytical and interactional processes and skills.

SOC 321K Effective Philanthropy

Effective philanthropy requires understanding the nonprofit sector as well as individual motivations to give and volunteer. At the same time, nonprofits need fundraising professionals to meet their financial goals. Effective Philanthropy: Fundraising and Nonprofit Advancement is designed to meet both goals by introducing students to theories of the nonprofit sector and individual prosocial behaviors like giving and volunteering, while also introducing the components of a successful development program and basic principles and techniques of fundraising. Students will learn theories and research on the nonprofit sector and prosocial motivations and behavior from Professor Pamela Paxton. Simultaneously, students will receive practical instruction from Adrian Matthys and other fundraising professionals in the local nonprofit community on all aspects of effective fundraising and stewardship, from building a solid base of annual contributors to cultivating relationships with major gift prospects. Attention will also be given to behind-the-scenes activities required to have a successful fundraising operation, including appropriate donor stewardship, prospect research, database maintenance, and donor analytics. Students will be exposed to the best practices of fundraising teams at all levels. The course will further provide students with unique hands-on experience raising money, with the assistance of professional fundraising from the UT Austin Office of Development, to be given away to charities through the paired Philanthropy: The Power of Giving course.

SOC 322L LAW AND ORGANIZATIONS

This course examines some of the ways that law governs organizational and workplace life, as well as the ways that organizational practices may affect legal structures. We will focus on through domains in which law and organizational practices intersect. First, laws govern workplace life by specifying prohibited conduct in the workplace. We will explore why the law can dictate workplace practices as well as some common ways that it does so, for example through laws regarding sexual harassment, racial and other forms of discrimination, disability accommodations and workplace safety. Second, employees must make decisions about whether and how to enforce laws in organizations, and we will explore opportunities and barriers to helping organizations be law-abiding, particularly dilemmas about reporting wrongdoing. Finally, we will focus on how organizational practices shape norms in broader society and the ways we look to workplace practices to understand how we should behave. There are no prerequisites, but this class is for upper-division students and will include both writing assignments and exams. Required Texts and Readings McLean, B., & Elkin, P. (2004). The Smartest Guys in the Room. Portfolio Trade. Lau, T. & Johnson, L. (2014). The Legal and Ethical Environment of Business, v 2.0. Lipsky, Michael. ([1980] 2010). Street-Level Bureaucracy: Dilemmas of the Individual in Public Services. New York: Russel Sage Foundation. Edelman, L B., & Suchman, M.C. (1999). “When the ‘Haves’ Hold Court: Speculations on the Organizational Internalization of Law.” Law & Society Review, 33: 941-991. Albiston, C. (2005). “Bargaining in the Shadow of Social Institutions: Competing Discourses and Social Change in Workplace Mobilization of Civil Rights.” Law & Society Review, 39: 11-50. Hirschman, D., Berrey, E., & Rose-Greenland, F. (2016). “Dequantifying Diversity: Affirmative Action and Admissions at the University of Michigan.” Theory and Society, 45: 265-301.

Connecting Experiences (6 - 9 credit hours)

Your BDP advisor can help you find internships and research opportunities that connect Non-profits & Social Entrepreneurship to your major, and that connect the content area of your Strand with the issues and skills explored in the Foundation Courses. We call these opportunities “Connecting Experiences” because they play such an important role in integrating your studies.

At least one of your two required Connecting Experiences (3 credit hours each) must have a research emphasis. This can either be a research Connecting Experience, or an internship Connecting Experience in which your internship responsibilities include a research project. Examples of research projects an intern might assist with include, but are not limited to: market research, researching new funding sources, researching a problem for the need statement of a grant proposal, conducting an evaluation to measure the success of a program, research that validates new engagement strategies, or developing a proposal for a new program or initiative.

For more information and for examples of past Connecting Experiences, visit the BDP website and consult your BDP advisor. BDP students must propose Connecting Experiences to the BDP office. Current BDP students should view the BDP Advising Canvas site for Connecting Experience resources and proposal instructions.

Strand Courses (3 - 6 credit hours)

In addition to your Foundation Courses and Connecting Experiences, you must complete 3-6 credit hours of approved Strand Courses, to bring your total credit hours toward the BDP certificate to 19 hours. You should work with your BDP advisor to choose Strand Courses that will focus your BDP on your specific interests, and that will provide you with an interdisciplinary perspective on your BDP topic.

You have the option of choosing courses from one of the Strand concentrations below or developing your own concentration in consultation with the BDP advisor and the faculty panel.

Art and Social Change

Community Welfare and Social Justice

Environment

Health and Health Care

Global Non-profits and Non-governmental Organizations

Youth and Family

In order to create an interdisciplinary experience, you must choose courses from a variety of disciplines. Only one of your Strand Courses may come from your major department(s), or from courses cross-listed with your major department(s).

Art & Social Change

ADV 378 Pop Star Activism

Since the oral poets of ancient Greece and the griot of pre-colonial Africa, singers have played a privileged role as messengers of news, sharers of wisdom, critics of war and advocates for the community. While romance is the standard topic of pop music today, we still see folk singers, soul crooners, rock rebels and hip-hop MCs leveraging their voices as spokespersons in the service of a cause, a people or an idea. This class will visit these moments when musicians take on that role and their art becomes advocacy. Fulfills the communica tion and culture requirement in the College of Communication.

ADV 378 Diversity, Advcy, Pop Music

Is Beyoncé a feminist or a cunning marketer? Does it mean something that this year’s most popular song, “Despacito,” is in Spanish? How did music play such a vital role in the Civil Rights Movement, and what role does it play in other identity-based movements? When singers become spokespersons, how do they navigate their minority-group solidarity with their commercial aspirations? What pressures do they face that advocacy organizations, or brands and companies, don’t? Such questions about the nature of identity-based advocacy in popular music provide the focus of this class in strategic communication, an umbrella term for the study of persuasion and influence in public relations, advertising, marketing, and political and social advocacy. Music is a unique form of communication. It has almost magical powers, and those blessed with the gift of song stand above us like gods. But they also idealize what is most human about us: the sound and beauty of the human voice. The voice marks what particular people we are, what tribe we belong to and when we grew up. Since before the oral poets of ancient Greece or the griot of pre-colonial Africa, singers have played a privileged role in their societies as messengers of news, sharers of wisdom, critics of war and advocates for their communities. While romance is the standard topic in pop music today, we still see folk singers, soul crooners, rock rebels and hip-hop MCs leveraging their voices as spokespersons for a cause, a people, an idea or a formal and organized campaign. This class will visit these moments in modern history when musicians, through their art or public positions, become advocates, teachers, influencers and thought leaders on a range of issues: from racial justice and gender equality, to gay marriage, domestic violence and the environment.

ARC 308 Architecture and Society

Introduction to the social contexts, potential, and consequences of architecture and interior design.Educational Objectives: 1. To establish a perspective of the role and influence of architecture in society and vis-a-vis other disciplines in the arts and science. 2. To develop an understanding of how architecture is shaped by and reflects cultural values and social organization. 3. To present a broad picture of issues and factors which influence architectural design. 4. To understand how global cultures create environments that both reflect and shape their values.

BGS 370 SOCL CULTRL ENTRPRNRSHP

CMS 340K Communication and Social Change

Analysis of how persuasion is used in mass movements: civil rights, consumerism, feminism, pacifism, religious sects.

DES 322 DESIGN AND SOCIAL ENVIRONMENT

E 310C LIT COMMUNITY ENGAGEMENT

What does literature actually do? This semester, we will examine the role of literature as what philosopher Kenneth Burke calls “equipment for living.” The format for our exploration will be community-based learning. Community-based learning has a rich tradition of theory, practice and scholarship. It can be defined as “an intentional pedagogical strategy to integrate student learning in academic courses with community engagement. This work is based on reciprocal and mutually beneficial partnerships between instructors, students, and community groups. The goal is to address community-identified needs and ultimately create positive social change. Critical reflection is an essential component of community-based learning; it serves to enhance students' learning of course content, understanding of the community, and sense of civic agency.” In this course, we will ask how the special properties of literature—storytelling, poetry, empathy, compassion, and beauty expressed through language—can be of service in community settings. This semester, each student will serve as a Reading Buddies for Communities in Schools of Central Texas. (Please contact the instructor if you have any concerns about the criminal background check that is required of all CIS volunteers.) Each student will choose a regular time during the week to read to one child (aged K-2nd) for an hour. The Reading Buddy assignments will be made by Communities in Schools. In our UT classroom, meanwhile, we will examine literary masterpieces that document the transformative power of reading and writing, and we will also learn about the history and conventions of children’s literature. Students can expect to complete this semester having with increased knowledge of literature from diverse communities in the United States; with increased understanding of the history and emergence of children’s literature; with the ability to analyze and understand the cultural and literary aspects of children’s picture books; with improved writing skills, visual analysis skills, and skills of self-reflection; with knowledge of the practice and principles of community-based learning; and having contributed to efforts to enhance literacy at an underfunded Austin elementary school.

F A 362 Foundations of Arts Management

This course offers an overview of the external and internal management of contemporary arts organizations with an emphasis on non-profit management. In particular, the course hones in on mission development, programmatic strategies, hosting philosophies, audience development and community engagement, financial management, and funding strategies. Contexts are provided by academic writing, professional models and examples, and guest speakers.

F A 364 DEVLPG REACHG AUDIENCES

With an emphasis on entrepreneurship and nonprofit management, this course introduces practical application of arts training to community service. Students will develop organizational portfolios including Mission, Vision, Programming, Budgeting, Fundraising, and Marketing elements while learning from active arts community servants.

F A 365 Fundraising in the Arts

This course is for students interested in understanding and developing resources and techniques for obtaining contributed support for non-profit arts organizations. It will also focus on the unique climate in arts organizations where earned and contributed income is garnered from the same constituent. Most arts organizations in the United States must raise over 50% of their annual budget from philanthropic sources resulting in a growing demand for arts managers with that specialized skill set. This course will survey the strategies, tools and techniques involved in generating contributed income for arts organizations from private individuals, foundations, corporations, businesses and government agencies and how the process is related to marketing tickets to the same patron. Central issues addressed include the underlying psychological and practical bases of fundraising in the arts, exposure to the research methods involved in developing donor prospects and the relationship between fundraising and marketing. Students will learn a variety of techniques used for soliciting contributions, including direct mail, telemarketing, grant writing, personal appeals, major gift solicitation, special events, capital campaigns, endowment campaigns, sponsorships and planned giving.

F A 371 ARTS AND COMMUNITY SERVICE

The arts have the capacity to facilitate deep connection and community healing. Arts organizations are now prioritizing and funding programming that connects artists and teachers directly with individuals and communities experiencing challenges like homelessness, mental or physical health diagnoses, social/racial inequity, trauma, and others. This course is designed for students who want to use their creative skills to build a career that directly contributes to positive social change and the wellbeing of others. Led by Dr. Travis Marcum, enrollees will learn from national arts leaders about program building, artistic direction, and education for the greater good. Students will engage in collaborative creative projects and join local community organizations in action.

F A 371 ARTS IN A GLOBAL WORLD

This course combines the critical study of community and socially engaged art, large-scale installations, mixed media arts forms, activism, and biogenetics with skill-building exercises to prepare arts professionals to operate ethically in internationally diverse political, social, and cultural contexts. With equal emphasis on studying work and training students to work internationally, this course incorporates scholarly knowledge and real- world skills for working broadly in global contexts.

F A 371 1-SUBJECTS IN ARTS MANAGEMENT

This course focuses on the “front of house” experiences and includes a variety of practices from volunteer management and dispute resolution to donor/patron relations, among others. A portion of this course will also focus on practices related dis/ability awareness and accommodations. Class meetings will alternate between campus seminar discussions and activities at local theatres, music halls, and arts spaces, where students will pursue academic service learning with guest professionals.

F A 371 Producing Art for Social Change

The course offers a hands-on approach to community and participatory art, traditional public art, and collaborative cultural projects that promote social change. Lessons combine the study of social change art taking place internationally, with skill-building exercises to support students’ capacities to conceptualize, design, produce and exhibit their own projects locally. As part of the class, students will learn to create and produce works for UT/Austin communities and to consider how they might make these projects relevant to communities beyond. In general, class meetings offer a combination of lectures; group discussions devoted to readings, video screenings, practical exercises, and student presentations. While case studies are drawn from a wide swath of artistic projects currently being produced internationally, a majority of these efforts emerge from the Americas and Europe.

GSD 311C Movies Go to War

A comparison of films from various nations about major twentieth century wars to the historical facts of the conflicts as practicums in critical comparative analysis of histories as representations.

I 310 When Topic is Appropriate

N/A

I 320 When Topic is Appropriate

N/A

P R 378 Black Music/Social Advocacy

Music has played a special role in African American history and the struggle for progress. This class – cross-listed with Public Relations, Advertising and African and African Diaspora Studies – looks at black music as a form of social advocacy, where singers are spokespersons, and the songs are their messages, in an ongoing campaign for change. Where does black music’s power come from? To whom does it speak and why? What goals and objectives has it served? What makes an artist authentic and a spokesperson legitimate? What is the black in black music, anyway? What happens when white artists adapt black songs and styles, or vice versa? Is black music’s power as a form of advocacy corrupted or enabled by commercialism? How has black music kept old narratives of liberation and deliverance alive and meaningful in the struggle for civil rights and for communicating a vision of interracial nationhood? We will respond to such questions by a) listening to a lot of music, from the spirituals and folk songs of slavery, to the soul of the civil rights era, to the hip-hop of today; by b) discussing the work of thought leaders, artists and advocates influenced by black music; and by c) examining the changes in society, markets and technology that determine how, where and with whom we listen to music. **Course is open to all majors and cross-listed with ADV, PR and AFR**Cultural Diversity Flag is under review for approval

RTF 359S FILM AND SOCIAL CHANGE

Often viewed as a medium of “pure entertainment,” film has also had an essential relationship to evolving social conditions in the United States and the struggle for change. This course will focus those moments where cinema has commented upon, documented, and even arguably had a hand in producing social change. The course aims to acquaint students with the film movements, film authors, production conditions, and audience reception practices that have linked film to broader social movements. Given the time constraints, the course focuses on American cinema with occasional references to influential cinema movements across the globe to place this American discourse in global perspective.

WGS 335 QUEER ART AND ACTIVISM

This course will engage the intersections of queer art and activism, from the protest march to the museum. Students will explore salient figures, politics, practices and movements in the visual and performing arts, past and present, while also delving into artistic strategies deployed in the streets. Students will read key queer/artivist texts and have the opportunity to participate in local queer artivist happenings, including the OUTsider Festival. This course insists on an intersectional approach that will actively examine questions of race, class, nation, ability and generation—in addition to gender and sexuality.

Community Welfare & Social Justice

AAS 335 Bridging Community Through Service-Learning

This course is an academic service-learning course in which students will critically examine Asian American contemporary issues and trends and how community-based organizations respond. We will explore questions on who is considered Asian American and why; how do Asian Americans organize around social, economic and environmental issues; and what does Asian American self-empowerment look like. We will do this through structured course meetings, readings by Asian American studies scholars, practitioners, and activists, group discussions, films, guest speakers, field trips, and getting real world experience working on a community service project. Students will participate in a service-learning project under the supervision of the instructor and community-based organization staff. A primary focus of the course will be to examine the relationship between service learner, community and the community organization through a social justice lens.

AFR 350 Measuring Racial Inequality

Currently, one of the most important issues in the social sciences is the problem of social inequality. The question covers several aspects like the causes of disparities, ethical and normative dimensions, public policies addressing the problem, and tools and methodologies for measuring social inequality. Nevertheless, the specific matter of racial and ethnic inequality is as important as the problem of social inequality in general. Because it does not only include all the aspects listed above, but because it incorporates new complexities related to the relations and connections between ethnic-racial groups, social classes, and gender; as well as the means for measuring this kind of inequality.The course Measuring Ethnic-Racial Inequality will cover the following topics: i) social and racial inequality - concepts and theory ii) how to measure ethnic and racial inequality - main methods and limits; iii) sources of statistical information.

AFR 372C Social Media/Social Impact

Course participants will collect and discuss the intellectual work of Black Studies thinkers and professors, and use that material as the basis for a comprehensive new media analysis in the United States. Students will discuss their individual approaches to and understandings of social media. The course is focused on action research and professional development as students develop and implement a personalized philosophy of social media engagement as it relates to the field of Black Studies.

BDP 319 Human Rights: Theories and Practice

This course will introduce students to the interdisciplinary study and practices of human rights at home and around the world. Drawing on materials from the humanities, social sciences, law, fine arts, and public policy, the course will engage both historical precedents and contemporary debates over the relevance of a human rights discourse to academic inquiry and extracurricular advocacy. Divided into five sections, the syllabus is designed not only to encourage a broad understanding of human rights’ emergence into current public policy and persistent humanitarian narratives, but to facilitate as well the opportunity to research these concerns through specific topical examples, both issue-oriented and regionally-grounded.

BGS 372 Strategic Corp Social Resp

Studies corporate efforts to inform, motivate, and persuade various constituencies, including investors, employees, communities, and regulators. Subjects include public relations, investor relations, and government relations.

CLD 301 Intro to Comm And Leadership

The term leadership circulates widely in our culture. At the same time, the ubiquity of statements and texts on leadership make it difficult for us to critically evaluate the concept of leadership, the underlying values and ethics inherent in definitions of leadership, and the suggestions for how to be a “great” leader. The purpose of this course is to introduce different theoretical perspectives on leadership, focusing in particular on the role that communication plays in leadership and the relationship between ethics and leadership. Taking a communication perspective, we will ask and answer the question, what makes an ethical, effective leader? Additionally, focusing on communication as the lens to understand leadership asks us to pay attention to questions of powerand privilege.

CMS 340K Communication and Social Change

Analysis of how persuasion is used in mass movements: civil rights, consumerism, feminism, pacifism, religious sects.

ECO 321 Public Economics

Study of appropriate allocations of economic activity between government (federal, state, and local) and the private sector. The workings of social security, welfare, education, pollution control, deregulation, taxation; and proposals for reform.

GOV 312L Poverty and Politics

Government 312L satisfies the second half of the mandated six hours of government that every UT student must take. Its topic - Poverty and Politics - deals with questions concerning what poverty is and why it exists, with welfare policies in the US and in Texas, and with poverty and politics in the Third World. The course assumes the basic knowledge of government from GOV 310L, but nothing more. Questions concerning the nature and cause of poverty and inequality and what to do about it are by definition controversial and subject to much debate. This course does not presume that either the instructor or the readings has The Answer to such questions. Rather, our collective goal for the semester is to identify the major schools of debate around such questions and for you to think about them. If you have already decided how you feel about poverty, the course may provoke you to think again; if you have never given the question any thought, the course may provoke you into thinking about such questions.

HDF 347 Socioecon Probs of Families

An analysis of socioeconomic factors affecting the economic well-being of families and individuals.

HIS 317L Urban Econ Development-RSA

This course will look at the history of urban economic development within the United States and South Africa, with a special focus on the growth, development, and neglect of low-income racially homogenous communities. Both countries share a racial past and both countries are still trying to find ways to bring its low-income residents into the economic mainstream. Within the United States inner-city communities are now becoming prime business locations because of its close access to downtown and the city’s financial and business markets. Further, emerging entrepreneurs are not only choosing to locate their firms in the ‘hood but they are also using local residents who were previously unemployed or underemployed. The goal of these efforts is to create jobs and income for inner-city residents, instead of relying upon charity and goodwill. A similar market-led approach is taking place in South Africa as well as entrepreneurs and developers are finding ways to bring economic development efforts to the countries notorious townships. While these efforts have only recently received widespread media attention, this course will show that the drive for vibrant communities is nothing new. Within the townships of South Africa there has been a sustained drive for economically competitive communities and likewise within inner-city America. This course will look at these efforts within the historical context of apartheid and the post colonial era within South Africa; and in the historical context of post-war and post-civil rights America.

HIS 365G Women and Social Movements in the Twentieth-Century United States

IN 2018, THE SUBJECT OF WOMEN AND SOCIAL MOVEMENTS is no abstract matter. Recently, in ways few anticipated, unprecedented numbers of women have joined marches, exposed sexual abuse, protested racial violence, organized strikes, and run for office. These movements seem spontaneous, but have deep roots in history, forged by immensely diverse women in myriad contexts, including not just solidarity and victory but clashes and contradictions. Exploring these tangled roots illuminates what is new and not new today and offers insights into current realities. IN THIS UPPER-LEVEL COURSE, we examine both well-known and barely-remembered social movements, from those that explicitly targeted women’s rights, like suffrage, to those that usually did not, like civil rights. Based on lectures, scholarly readings, memoirs, historical documents, and films, we consider not only distinctions and intersections but power relations among groups of women. THE TWIN GOALS OF THE COURSE are for students to deepen their knowledge of this history and to learn how scholars in this field have developed original interpretations by beginning to do so themselves.

LAH 351E Gender Equality/World Devel

This course will examine the causes and consequences of gender equality and inequality in the world. We will begin by taking stock of gender equality (identifying where the most and least progress has occurred), and then proceed to analyze the causal links between women’s empowerment and development. Women will be seen as key decision-makers in their households, as well as important agents of development in their countries. In regions where women have advanced the most, what have been the conditions and policies that have supported their rise, and how has women’s empowerment contributed to household and national development? In regions where women have advanced the least, why have such strong gender inequalities persisted, and how has household and national progress been impeded as a result? In the latter (suboptimal) scenario, what can be done about the existing state of affairs? We will examine an array of policy options and innovations that have been designed and implemented to lift the prospects of women in the Global South, and also consider the domestic and international support for such policies. The reforms under analysis aim to lift the human capital and welfare of women (e.g. education and health services), as well as make women more competitive in the labor market and powerful in institutions of governance. We will examine reforms that affect women over the course of the life cycle: childhood, the reproductive years, and old age. A key theme will be that effective policies take into account specific gender considerations. Focusing on the Global South, we will draw on examples from various countries.

M E 379M Issues in Humanitarian Engineering

This course examines the opportunities for engineering solutions to positively impact marginalized groups such as low- income communities, disaster areas, and refugee camps. The course will take place in Paris, France and will include visits to various humanitarian and development organizations. A two-day field trip is planned to Geneva where the class will visit the International Federation of the Red Cross and UN Refugee Agency, each of which will provide specialists to talk on a number of different subjects. Topics considered in the class will include the challenges faced in working with marginalized communities, appropriate technology for these communities, key humanitarian organizations and their roles in aiding communities. Class time will be divided between formal lectures by the instructor and guest speakers, field trips, and student presentations on key topics. What will I learn? Main skills and attitudes to be developed: • Awareness and knowledge of how engineering applies to marginalized communities • Awareness and knowledge of challenges faced in working with marginalized communities • Awareness and knowledge of major humanitarian aid organizations • Knowledge of appropriate technology for vulnerable communities • Expertise in literature and web research and evaluation of sources • Experience in making concise and clear presentations

S W 310 Introduction to Social Work & Social Welfare

Introduction to the profession of social work and its roles in the social welfare system, with emphasis on social problems, society's historical response, and contemporary proposed solutions.

S W 323K Social Welfare Prog, Pol, and Issues

Study of structure and function of service delivery systems, policy analysis, and effects and influences of policy on practice and planning decisions.

S W 325 Foundations of Social Justice

This course focuses on recognizing injustice and constructing socially conscious responses to inequity using generalist social work practice. You will gain skills to identify and communicate about inequality affecting various identities and social statuses. You will understand different forms of marginalization by dominant groups and how unequal power relations adversely affect individuals, groups, and communities. You will also learn about frameworks that support discourse about inequity, marginalization, injustice, and exclusion, including the cycle of socialization, the tension between private troubles and public issues, systemic oppression, human rights, and strategies for socially conscious change. You will have the opportunity to explore your role in the promotion of social, racial, and economic justice.

S W 360K Adv Social/Economic Justice

This course will focus on contemporary understandings of social and economic justice and analyze a wide variety of policy proposals designed to promote human well-being across the life course. Specific attention will be paid to the ways in which poverty and economic inequality hinder the well-being of families and communities and frustrate American ideals of democracy and opportunity.Upon completion of this course, students will be able to:1. Understand and analyze the various definitions and understandings of social and economic justice;2. Understand various historical trends in social welfare and causes of contemporary social and economic problems;3. Identify and systematically analyze issues related to race, gender, ethnicity, social class, sexual orientation, and other dimensions which are associated with privilege, discrimination, domination, and oppression;4. Intelligently discuss the limits of research methods upon which social and economic policy is often based;5. Understand comparative and international perspectives on the promotion of social and economic justice;6. Understand normative ideals associated with compelling political and ideological stances towards social and economic policy;7. Understand a broad array of policies, both real and figurative, designed to promote human well-being in general and with regards to specific population groups; and8. Analyze alternative models, strategies, tactics, and modes of social and political action directed towards the promotion of these goals.

S W 460K Roots of Social and Economic Justice: An International Perspective

The course is designed to teach the historical roots of the professionalization of helping others and the profession of social work. The course focuses on the governmental social services delivery system and its impact on client populations, and the diverse cultures living in London that provide the context for social services. The course is taught through cultural immersion in ethnic neighborhoods, field visits, and seminars. The purpose of this course is to deepen students’ understanding of the rights and responsibilities of citizenship in an increasingly global society. A further goal is to promote cross-cultural learning, and to expand critical appreciation of the social framework in which we live as it relates to the moral and ethical problems encompassed by social justice.

SOC 324K Social Change in Devel Nations

The main goal of this course is to introduce students to key theoretical and empirical work in social and economic inequality within the dynamics of social change in developing nations. While we discuss conceptual, theoretical and methodological aspects in social and economic inequality, we also focus on the ways in which social systems maintain and/or challenge social inequality, with a focus on Brazil. We will draw comparisons with the United States as a way to apply the concepts learned. How are resources differentially allocated and how we allocate resources based on race, class, gender and family aspects? How do race, class, and gender affect individuals? How are inequalities and their consequences experienced within the realm of social change? A second goal of the course is to teach students skills that will enable them to more easily read academic work and write clearly and concisely.

SOC 333K Sociology of Gender

Inequality between the sexes; men's and women's changing roles in society.

SOC 335R REPRODUCTIVE JUSTICE & RACE

Access to reproductive care is the most significant indicator of social inequality. The rights to have children, or not, and parent are deeply stratified across societies. And childhood inequalities have persistent, life-long health effects. In this course we will examine reproductive outcomes for women in order to study social justice. Reproductive justice is defined “as the human right to maintain personal bodily autonomy, have children, not have children, and parent the children we have in safe and sustainable communities.” Building from Loretta Ross, SisterSong, and National Asian Pacific American Women’s Forum, our working definition of reproduction justice for this course encompasses diverse families’ rights to reproduction, processes of becoming pregnant and giving birth, the right to give birth to a child with disabilities, the right to prenatal care and child care. Taking our cue from reproductive justice activists and scholars, we will consider the complete physical and mental well-being of women (broadly defined), children, and their families which can potentially be achieved when they have the economic, social and political power, and resources to make healthy decisions about their sexuality, and reproduction. Reproductive justice is almost always out of reach because resources are unevenly distributed, based on race, gender, sexuality, abilities/ disabilities, citizenship, and social class. As a result, developing and developed nations are racked with inequalities when it comes to reproductive matters. From slavery, access to birth control, stratified reproduction, sex selective abortions, and new reproductive technologies, this course will focus on difficult topics; but, no answers will be provided. The hope is that you will find answers for yourself about what you mean by reproductive justice, and how you think it can be achieved. My aim is that we will emerge at the end of the semester with an open mind regarding health, and a more complicated, empathetic understanding of what reproductive justice means. You will, hopefully, attempt to make reproductive a part of your worldview and everyday life.

SOC 336C American Dilemmas

This course examines critical American social problems that threaten the very fabric of our collective life as a nation. These include problems of the economy and political system, social class and income inequality, racial/ethnic inequality, gender inequality and heterosexism, problems in education, and problems of illness and health care. The course has three main objectives. One involves providing students with the theoretical and methodological tools needed to critically analyze these problems from a sociological perspective. A second involves providing students with current data and other information documenting the seriousness of these problems. The final objective focuses on evaluating social policies addressing these problems (e.g., affirmative action, welfare-to-work programs, pay equity legislation), with special reference to questions of social justice, the common good, as well as public and individual responsibility. Class format will be a mixture of lecture and discussion, with a very strong emphasis on the latter.

WGS 305 Introduction to Women's & Gender Studies

In this course, you will: become familiar with key terms within and authors of feminist analysis use WGS terms and concepts to analyze texts (archives, films, a novel, a public event) think for yourself and put your life and surroundings in conversation with our readings practice looking for and learning from transnational grassroots feminist activists journal about change and challenges created by a human rights framework for gender justice take part in our ongoing discussion about what WGS is and what possibilities it creates.

Environment

ADV 324 Communicating Sustainability

Despite environmentally friendly attitudes, there remains a profound attitude-behavior gap, often called the green gap, between what Americans say they value and how they actually behave. Mass communication, both informative and persuasive, can play a vital role in closing this gap. This course will look closely at the ways mass media can foster, challenge and change attitudes and behaviors as they relate to sustainability. A central premise of the course is that without effective communication campaigns, even the most promising sustainable initiatives will not succeed. In the course of the semester, students will gain the theoretical and practical foundation necessary to understand, evaluate and craft successful media messages to communicate issues of sustainability.

E 343S Sustainablty & Representatn

In recent years, the concept of “sustainability” has become central to our understanding of the human impact upon the environment. The word has been used to describe everything from fresh water to deep-sea fish populations to atmospheric CO2 levels. But coming to grips with the “unsustainable” pace of modern consumption patterns is difficult, in part because the scale is so large, the numbers so vast, and the consequences (seemingly) so distant and abstract. So how can artists, activists, journalists, and scholars represent issues of sustainability – including, and especially, climate change – in vivid, memorable, and affecting ways? In this course, we’ll consider that question by investigating a diverse array of texts and considering the various strategies employed to represent environmental crisis. We will look at a number of genres and modes – from theoretical texts, to novels, to documentary reporting – and pay special attention to the role speculative fiction plays in imagining the possible futures brought about by an unsustainable present. We will also consider how the consequences of environmental destruction are borne disproportionally by so-called third-world countries.

ECO 321 Public Economics

ECO 359M Envir & Natural Resource Economics

Optimal use of exhaustible and renewable resources, including fuels, minerals, fisheries, forests, and water; resource scarcity and economic growth; valuation of nonmarketed environmental amenities; the economics of pollution control instruments, including taxes, permits, direct regulation, and negotiation; environmental quality and international trade; the economics of global climate change; pollution control policy in practice.

GEO 302C Climate: Past, Present, Future

Designed for non-geological sciences majors. Principal factors that determine Earth's climate, evidence of climate change, causes of climate change, natural climatic variations and human-induced changes, prediction of climate in the next one hundred years, and uncertainties in climate prediction.

GRG 319 Geography of Latin America

Adaptations to population growth and spatial integration in cultural landscapes of great natural and ethnic diversity; problems of frontiers and cities.

GRG 333K Climate Change

*GRG 333K OR ANT 324L may be counted, not both.

This course will survey the causes of changes in climatic systems over both short and long time periods and their consequences for landscape dynamics, biogeography, land use, sustainability, and vulnerability. The first part of the course will introduce t

GRG 339K Envir, Development & Food Production

This course focuses on "indigenously developed" and what used to be call "traditional" farming methods and techniques. Such practices are those not dependent on either fossil fuels, chemical fertilizers, or other external inputs, and hence have been called "Low extenal-input techonolgies" (LEIT). Based on "indigenous technical knowledge" (ITK), they are typically small in scale, involving for the most part the labor of individuals, families, and communities. Emphasis is placed on those systems most commonly used in various parts of the world today and in times past Agriculture is treated here as the transformation of biophysical, sometimes referred to inappropriately as "natural," environments, into "cultural" environments. It is assessed in regard to both the plants cultivated (crops), and the soil, slope, moisture, and temperature conditions that exist and those that are either modified or created by farmers. The processes involved in the domestication of both crops and landscapes are discussed. Ecological and systematic approaches are taken in order to understand how different agricultural strategies insure continual long-term productivity and stability similar to that characteristic of environments that are not cultivated. Microeconomics is all-important. The various "agro-ecosystems" are also discussed as economic activities that have highly visible spatial manifestations that result in distinctive "landscapes," and as activities that are dynamic, changing continuously. Development is treated conceptually as a specific type of change, not necessarily as a goal. It is envisaged as improvement in land productivity. It is the opposite of land degradation. Agricultural features such as terraces and canals are considered "landesque capital." Social, political, and cultural aspects of agriculture and development are not topics dealt with here. This is not a "how to" course for tree-hugging, granola-eating acolytes of John Muir who wish to remold the world into some unrealistic utopia. This course is not about developing "sustainable agriculture," per se. It does, however, deal with issues of concern in the field of sustainability science. This course is intended for students who wish to gain a better understanding of the complexity of human-environment interactions, particularly as they pertain to people feeding themselves.

GRG 344K Global Food, Farming, & Hunger

Examination of contemporary transformations in global agro-food systems, with emphasis on the current paradox of epidemic obesity in some parts of the world and enduring hunger in others.

GRG 404E Envir Sci: A Changing World

Surveys the major global environmental concerns affecting the Earth and its residents from the perspectives of the environmental sciences.This course will survey the major global environmental concerns affecting the Earth and its residents from the perspectives of the environmental sciences. As such, it also provides an introduction to how scientists monitor, evaluate, and predict changes in ecosystems and ecosystem services, in the availability and sustainability of water and energy sources, in environmental contamination, and in the equity issues that divide and unite the planet.

I 310 When Topic is Appropriate

N/A

I 320 When Topic is Appropriate

N/A

MNS 308 Humans and a Changing Ocean

The MNS308: Humans and a Changing Ocean is a followup course for MNS307 Introduction to Oceanography and it's designed primarily for the non-science major students so they can fulfill their science and technology course requirement within the same discipl

RHE 328 TECH COMM & SOCIAL JUSTICE

This course introduces students to the theory and practice of technical professional communication through its recent social justice turn. While TPC has traditionally focused on workplace writing, communication about technical and specialized topics (e.g., environmental impact statements), communication using technology (e.g., webpages, social media), and supplying information on how to complete tasks (e.g., instructions), its social justice turn has encouraged researchers and practitioners to identify ineffective or discriminatory communication strategies and design intersectional alternatives that can not only build for the participation of more users but also improve and save lives. The main goals of the course are (1) to ascertain the larger role theories of justice can play in technical and professional communication practice; (2) to consider the role of audience(s) and their purpose(s) in reading and writing technical documents; (3) to integrate research, writing, and design in standard genres of technical communication; (4) to design effective technical documents with attention to text, visuals, and usability; and (5) to work with current technologies for document design.

SOC 307Q ENVIR INEQUALITY HEALTH

This course will examine the social roots and impacts of environmental contamination and natural disasters, with particular focus on how environmental health inequalities are linked to race, class, gender, and nation, and how residents of areas prone to environmental risks respond to hazards. Throughout the semester, we will explore the interactions between humans and the environment, and discuss factors of human-built systems that create environmental inequalities, and therefore health disparities. We will analyze global and local case studies to examine key areas of environmental inequality, including toxic waste, natural and industrial disasters, food systems, and water and land access. By the end of the semester, students will have a broad understanding of: the social nature of environmental inequalities, the history of the concept of environmental justice, how environmental risks are distributed globally, the role of the state in producing and mitigating environmental health risks, and how social movements frame environmental health issues and environmental inequality.

Health & Health Care

ADV 322 HLTH COMM: MSSGS CMPGNS MED

There are three primary areas to be covered for this health communication course: 1. A discussion of health communication theories. Basic health communication theories, such as the Health Belief Model and Theory of Planned Behavior, will be covered as useful frameworks for approaching the design of health communication campaigns. Other fundamental concepts, such as health literacy, will also be discussed. 2. Instruction in health communication campaign design. This course will also cover the effective development of health communication campaigns. This will range from the process of formative research to developing messages to evaluating campaign effectiveness. 3. A review of health communication in the media and trends in health communication. This will include health information in different media (traditional mass media vs. new digital media), embedding of health messages in popular media (e.g., Grey’s Anatomy), health-oriented advertising (e.g., direct-to-consumer prescription drug advertising), and coverage of media controversies related to health (e.g., the link between vaccines and autism). The overall objective for the course is to introduce students to a range of health communication topics, supplementing existing health and communication knowledge with new contexts and communication techniques. The course will also provide practical experience designing health communication campaigns, including strategies for evaluating the success of those campaigns.

CDI 355.2 MAKING SYS WORK PEOPLE DIS-WB

In this course, we will focus on the social and cultural context of disability, with an emphasis on how disability is defined and understood at the micro and macro levels. Attitudes, language, and adjustment theories will be considered from a personalist view. A deep understanding of the longstanding social oppression of the disability community, as well as ways to initiate social change, are integral to the course

CMS 330 Interpersonal Health Comm

Have you ever thought about...Why people keep secrets about their health?What it is like to date someone with a chronic illness?How doctors talk to their patients about death?What makes for a successful parent-child conversation about safe sex?All of these questions address examples of interpersonal health communication phenomena. In this course, you will become familiar with fundamental interpersonal communication processes that are involved in managing physical and mental health. Ideally, you will develop an awareness of how communication among friends, relatives, professionals, and others influences people's well-being, and how, in turn, health and illness shape communication and relationship dynamics. Topics covered will include patient identity, managing sensitive health information, social support, family conversations about health issues, and physician communication.

GOV 370V The Politics of Health Care

Health care is currently one of the most hotly debated topics in American politics. The purpose of this course is to provide students with an understanding of the issues and controversies that surround healthcare policy and the American healthcare system. The course will facilitate this by first establishing a theoretical and substantive framework regarding various aspects of policymaking and the American healthcare system. Upon the establishment of this framework, the course will then delve into the examination of a number of specific health problems and the controversies surrounding them. Students should leave this class with a working knowledge of the American policy making process, substantial knowledge of the American healthcare system and an understanding of the roots of current debates in American healthcare policy.

H S 330 Health Care Policy in U.S.

An overview of the health care system in the United States and analysis of health policy issues primarily from the perspective of health economics.

HED 329K Child and Adolescent Health

The foundations of child, adolescent, and adult health; health education; and the biological, environmental, and behavioral health determinants of health. Includes the application of evidence-based child, adolescent, and adult health promotion concepts; prominent health risk behaviors established during youth that increase the risk of morbidity and mortality; and the application of personal health and wellness information.

HED 361 Psychosocial Issues in Women's Health

Psychosocial issues in women's physical and mental health. Includes a broad definition of women's health that considers traditional reproductive issues, disorders that are more common in women than in men, and the leading causes of death in women. Covers gender influences on health risk behaviors, and societal influences on women's health through a consideration of social norms and roles.

HED 364 Strategic Hlth Communication

Rationale: The goal of this class is to help students analyze and develop campaigns designed to shift health behaviors and tounderstand essential components of effective communication strategies and persuasive messaging techniques. This coursemeets the need for real world experience in the area of health communication, providing interactions with health and businessprofessionals in marketing, advertising and public relations. Students will gain valuable practical experience, as they will havework as a team to develop a strategic health campaign to provide feedback to a client in an allied health field.II. Learning ObjectivesThe 3 primary aims of this class are:1. To understand the theory behind successful health promotion campaigns and to develop the skills to utilize and integratetheory in the development of strategic health communications.2. To review the component parts of established health promotion campaigns, deconstructing their development andapplication to better understand the process of creation and implementation.3. To create a strategic health campaign for an established business, from project conception to development, and then “pitch”the promotion to the key stakeholders of that business.

HED 378D Healthy Horns

**Restricted course; see course schedule for more information.

Analysis and synthesis of the literature and discussion of current and specific issues in health.

I 310 When Topic is Appropriate

N/A

I 320 When Topic is Appropriate

N/A

N 347 Complementary and Alternative Medicine

Complementary and Alternative Medicine (CAM) --medical or health care systems, practices, and products that are not presently considered to be part of conventional medicine, have gained great popularity in the past decade. Sixty two percent of adults in the US use some form of CAM to either augment or replace conventional medical care. Others receive integrated care, a combination of treatments that includes both conventional and CAM approaches for which there is some high-quality evidence of safety and effectiveness. The purpose of this course is to explore the role of Complementary and Alternative Medicine in shaping an emerging wellness oriented, patient centered model of care. Based on the original National Center for Complementary and Alternative Medicine (NCCAM) classification of CAM into 4 domains: 1) Mind Body Medicine, 2) Biologically Based Practices, 3) Manipulative and Body-Based Therapies, and 4) Energy Medicine, the course will explore representative practices in each domain. An overview of past 20 years of CAM history in the West will provide the framework to explore alternative, contemporary and integrative models of care, delivery services and medical education. Challenges to building an evidence basewill be illustrated by landmark research studies. The course will explore the role of CAM therapies in improving health care outcomes while containing health care costs, a key issue of contemporary relevance.

SOC 307K Fertility and Reproduction

Why do birth rates rise and fall? How can the U.S. have both record rates of childlessness as well as the highest rates of teen childbearing and unwanted pregnancy in the industrialized world? Why does educating women lower birth rates faster than any population control program in the Third World? This course will explore when, why, how, and with whom Americans bear children, and how we compare to other developed and developing countries in the world. Students will analyze the social control of reproduction and the struggle for reproductive justice, the rapid rise of nonmarital childbearing in the U.S. and other countries, infertility and its treatments, the ethics of surrogacy, foreign adoption, the politics of pregnancy and childbearing, risks of maternal mortality in developed and developing countries, race, class and infant mortality in the U.S., and the rapid aging and population decline of rich countries (including Japan, Italy, and Spain) where women have basically gone on “birthstrikes”.

SOC 307P Intro Sociology of Health/Well-Being

Examination of the social causes and context of illness, death, longevity, and health care today in the United States. Subjects include historical perspectives on health and mortality, social class, race/ethnicity, gender, religious involvement, marital status, family, age, and psychosocial factors. Emphasis on the tension between individualistic and public health perspectives on illness.

SOC 308S Intro to Health and Society

The principle objective of H S 301/SOC 308S is to offer students a broad overview of health and society from a variety of disciplinary perspectives. We will examine how social forces influence health and disease in U.S. society, including cultural, economic, and demographic considerations. We will explore why rates of disease vary among different populations and how cultural and structural inequalities shape access to healthcare and affect morbidity and mortality. How do economic factors, politics, public perceptions of morality, and historical biases against specific populations shape our modern-day understandings and experiences of health and illness? We will also examine how social forces shape the very definitions of health, illness, and disease categories, and thereby medical diagnoses and treatments. We will consider the social consequences of the commodification of healthcare and how new technologies are transforming our current healthcare system and the nature of the patient/physician relationship. Our course readings and discussions will help us address current bioethical controversies that continue to influence our beliefs about health and illness and shape our very understandings about human rights and personhood. This course is built around lectures (including guest lectures), class discussion, and film screenings and discussion.

SOC 321K NGOs Humanitarian Aid/Hlth

The course examines the health aspects of humanitarian aid with particular emphasis on the part of nongovernmental organization (NGOs) in the process. By focusing on NGOs and their work the course is designed to inform students about salient issues within humanitarian aid such as the interplay between aid and politics, conflict-related crises, and the effectiveness of development assistance. We will begin by familiarizing the students with the basic concepts and challenges related to humanitarian aid. We then continue with the health aspects of humanitarian aid, looking at public health and preventive care. Next, we examine these health aspects more closely while focusing on the agents of humanitarian aid implication- the nongovernmental organizations. Here we will study their work by themes, looking at: refugees, preventive care, sustainability of aid, non-state actors, trauma, disease outbreaks, natural disasters, and collaboration with other partners in the field.

SOC 335R REPRODUCTIVE JUSTICE & RACE

SOC 336D Race, Class, and Health

This is a course that takes a close and hard look at the health and health care disparities among racial/ethnic minority groups in the United States. The health disparities in the U.S. have been well studied by academics, public health officers, and policy makers for more than three decades. However, the disparities have not narrowed or diminished. The recent Covid-19 pandemic crystalized the impact of structural inequalities in the U.S. on health, disease and death among minority group members. In this class, we will review the complex relationship between social class (socioeconomic status) and health, social class and race, the effect of race/ethnicity on health outcomes and access to healthcare, and specific health issues for major racial/ethnic minority groups in the U.S. Course topics include: conceptual issues central to understanding how low socioeconomic status leads to poor health, understanding how conscious, unconscious, and institutionalized racial bias affects not only health outcomes, but also education, employment, social and physical living conditions, access to medical care. In addition, we will engage in discussions on ways to reduce health disparities and achieve health equity for racial/ethnic minorities. Health and health disparities are analyzed from biosocial and life-course perspectives. Social determinants of health and principles of health equity provide the underlying conceptual frameworks for this class.

SOC 354K Sociology of Health & Illness

This course provides an introduction to central topics in the sociology of health and illness. The material covered in this course will encompass individual, institutional and theoretical approaches to health & illness. The course is designed to provide a critical framework for exploring how social, political, economic and cultural forces shape the understanding and experience of health and illness. We will explore the following themes: 1) the social production and distribution of disease and illness; 2) the meaning and experience of illness; 3) the social organization of medical care; 4) health politics and health systems.

Global Non-profits and Non-governmental Organizations

AFR 340M GEOGS INTL DEVEL IN AFRICA

Critically examines the major approaches to "Development" in colonial and postcolonial eras, with a focus on a range of African resources: from water to wildlife, forests to farms, airways to rangelands, and including a consideration of African bodies themselves as sites of development and resistance.

ANS 361 49-DEVELOPMENT AND ITS CRITICS

This class approaches particular aspects of the contemporary state of international aid and development. While people have been seeking better methods of doing good in hopes of improving their own lives and those of their community for a long time, this isn’t development, at least as we will discuss it in this class. In the post-colonial era (thus after about 1950), nation-states have created new methods and logics behind their support of/by other nation-states. While governments were long central to the operation of international aid, businesses and NGOs (non-governmental organizations) have gained prominence in recent years, and it can often be difficult in the present era to disentangle public/private or governmental/non-governmental dimensions. Increasingly (and perhaps especially because of the critique of colonialism), individuals and groups wonder if development is even a good idea, and instead promote ideas of social entrepreneurship or other forms of revenue-generating “aid programs.” The result is an extremely complex landscape behind even the most basic goal of aid - “fewer people starving, suffering and dying.” Beyond this goal, there is little agreement. Rather than approaching the unreasonable goal of deciding what good aid and bad aid is (read this twice - we will not be solving the problem of the right way to do development), we will be looking at two particular aspects of aid: the imbrication of aid into nation-state goals and development as a distinctive type of industry. At the conclusion of the class, students will have a better idea about the decision making that takes place within the development industry and the scope of aid as a economic and social force in the contemporary world.

ECO 333K Development Economics

Introduction to theories of economic development; discussion of leading issues.

GOV 312L Poverty and Politics

GOV 328L Intro to Lat Amer Gov & Polit

An introductory survey of Latin American political systems: governmental organization, political processes, and current problems.

GOV 337M International Politics of Latin America

In-depth analysis of the governmental process in Latin American countries, and topical treatment of political and administrative patterns across the region. Analysis of Latin America's political and economic relations with respect to external actors since the late twentieth century.

GOV 360N International Political Economy

None

GOV 365N INTL DEV AND GLOBAL JUSTICE

This course examines the question of global development. The key questions may be summarized as follows: What is global development? How should it be defined and measured? What patterns of development can be discerned across countries, within countries, and through time? What explains variation in development? Is it geography, colonialism, macroeconomic policy and international political economy, agricultural policy, demography, health policy, human capital and education policy, political institutions, culture, some admixture of the above, or something else entirely? What is the impact of development? Does it make people happier, more fulfilled? What is our responsibility vis-à-vis those who are less privileged?

GOV 366F Iss Third-World Development

This course surveys important topics in the politics of developing countries. The course begins conceptually with a closer look at the idea of “development” and the classification of cases along such lines. We then examine the historical foundations of political systems in the developing world. We briefly explore the constraints of geography before turning to aspects of colonialism, the rise of nationalism, the movements for independence, and transitions to and from democratic rule. The second part of the course then investigates particular demographic challenges to (and policy solutions for) governance in the developing world, including the problem of population, urban migration, and agrarian reform. In the third part, we turn to sources of political change and upheaval in these societies, including globalization, ethnic violence, and the role of women in politics.

GOV 366L INTL DEVELOPMENT GLOBAL JUSTIC

This course examines the question of global development. The key questions may be summarized as follows: ? What is global development? How should it be defined and measured? ? What patterns of development can be discerned across countries, within countries, and through time? ? What explains variation in development? (Is it geography, colonialism, macroeconomic policy and international political economy, agricultural policy, demography, health policy, human capital and education policy, political institutions, culture, some admixture of the above, or something else entirely?) ? What is the impact of development? Does it make people happier, more fulfilled? ? What is our responsibility vis-à-vis those who are less privileged? These are not easy questions and they do not suggest quick answers. One could easily spend a lifetime exploring a single facet of a single question. Through readings, lecture, and discussion we shall try to summarize the current state of research. But the purpose of this course is not to arrive at authoritative conclusions. It is, rather, to introduce students to these important topics and to underline their inter-relationships. Arguably, it is difficult to answer any single question without having a sense of how it relates to other questions. It is hard, for instance, to understand the role of education in structuring the achievement of individuals and societies without grappling with problems of health and infrastructure. It is hard, similarly, to understand the role of nation-states without also grappling with the international system within which states are situated. It is hard, finally, to understand present-day problems without understanding their history. In international development, everything is connected to everything else. It follows that in understanding the topic of global development one must incorporate the work of many disciplines. This includes philosophy, economics, sociology, psychology, history, anthropology, and political science. All are represented on this syllabus, to varying degrees.

GRG 319 Geography of Latin America

Adaptations to population growth and spatial integration in cultural landscapes of great natural and ethnic diversity; problems of frontiers and cities.

GRG 321D DEVLPMT SOCL MOVT E SE ASIA

This course discusses following questions: Why are countries, cities, communities and individuals enthusiastic about the idea of development? How do they actually practice development? Why are East and Southeast Asian cities particularly obsessed with the idea of development? Why does development frequently entail massive and violent displacement, dispossession and disempowerment, despite its promises of betterment? How has contentious politics unfolded against development-induced displacement across diverse historical periods and geographical areas? How do you define the Right to the City? This course consists of four parts. In Part I, we will do various readings to understand the notions of development including developmental desires, development as international project in the post-WWII era, and the ways in which development is associated with state building, moral economy, political performance, and accumulation regimes. Part II will explore the development of civil society and social movement in East Asia, particularly focusing on Sunflower Movement, Umbrella Movement, and Candlelight Movement. Part III will cover the explanations about the mechanisms and drivers of displacement associated with infrastructure construction, industrialization, urban redevelopment, land speculation, and tourism development. In Part IV, we will conceptualize Right to the City, exploring alternative right-based approaches to land, housing, infrastructure, commons and public resources. This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present

GRG 350K Geographies of Globalization

Examines the process of globalization by theoretically and empirically analyzing the rise of capitalism and industrial modernity, its evolution into a global system through methods such as colonization and free-trade imperialism, and its metamorphosis into the postmodern cultural, economic and political process known as globalization.

GRG 356T Intl Development in Africa

How are popular representations of Africa reflected in development policy? What are the historical and globalized roots of ‘underdevelopment’ in Africa? What were the outcomes of big dam and fishing projects in Ghana and Tanzania? Is global warming the cause of the conflict in Darfur, Sudan? What are the ethics around diamond mining in Sierra Leone and oil drilling in Nigeria? How have women combined feminist and environmentalist efforts in Kenya? How has the ‘War on Terror’ reshaped African geopolitics? This course critically examines the major approaches to development on the African continent with a focus on African resources. We will review how these approaches are connected to and underpinned by historically persistent representations, policies and political inequalities and the ways in which they have changed over time. Using a case study approach we will consider one major resource each week, from water to wildlife, forests to farms, airways to rangelands, and including a consideration of African bodies themselves as resources and sites of development. Through these examples we will explore, discuss and debate the ideological foundations of varied development approaches and their political, social and economic outcomes for African people and places. In doing so we will also examine the ways in which African people and places are linked to broader international process. Finally we will pay attention each week to the ways in which dominant development practices have been taken up, resisted and reworked by Africans in varied ways.

HIS 317L Urban Econ Development-RSA

I 310 When Topic is Appropriate

N/A

I 320 When Topic is Appropriate

N/A

LAH 351E Gender Equality/World Devel

LAS 337R Politics of Dev in Lat Amer

This writing component course will examine the struggle for development in Latin America. In the first part of the course, we will examine critically some of the major theories of development. We will then analyze some theories that aim at explaining why Latin America has not developed as rapidly as some other parts of the world. In the final section of the course, we will examine some of the major development challenges that Latin America faces.

M E 379M Issues in Humanitarian Engineering

MES 301L Int Middle East: Adj/Change Modern Times

The responses of the societies of the Middle East and North Africa (Turkey, Iran, Afghanistan, Israel, and the Arab world) to Western cultural and political challenges, primarily since about 1800.

RHE 309J When Topic is Appropriate

For topics courses labeled as “When Topic is Appropriate” on a BDP curriculum sheet, please note that all topics for this course number are not automatically approved to count toward your BDP. In advance of registration for a particular semester (and as part of the BDP seat request process), the BDP office will inform current BDP students of the topics for the course number that are approved for their BDP.

S W 460K Roots of Social and Economic Justice: An International Perspective

SOC 321K NGOs Humanitarian Aid/Hlth

SOC 324K Social Change in Devel Nations

Youth & Family

CMS 357 Family Communication

Some of the common issues that face those who live in, counsel, and conduct research with families. The development of traditional families in the United States, different family structures that make up modern society, current issues that affect families, and the impact of communication on family experiences.

HDF 304 Family Relationships

The process of family interaction over the life cycle. Application of research findings to the understanding of relationships.

HDF 347 Socioecon Probs of Families

An analysis of socioeconomic factors affecting the economic well-being of families and individuals.

HDF 362 Children & Public Policy

The positive and negative effects of policy on children and the policy landscape in several major domains of child and family life in the United States and in other countries.

HDF 372K Families In Transition

In this course we will be discussing family transitions from both a between and within family perspective. We will examine how family structures have changed and adapted across time and also how they have remained the same. We will identify and explore normative and non-normative transitions within families. This course is a research based course and to that end you will be reading several supplementary journal articles throughout the semester. In addition, you will develop, conduct, write, and present a case study focusing on one within-family transition.

I 310 When Topic is Appropriate

N/A

I 320 When Topic is Appropriate

N/A

S W 360K African American Family

Overview of historical and contemporary issues facing African American families and children. Social service delivery to African American families and communities is emphasized.

S W 360K S W Prac with Abused/Neglected Children/Families

None

SOC 307C American Families: Past & Present

How changes in American family life have affected adults and children in contemporary society. Examines trends over time in specific aspects of family life, which include marriage, cohabitation, mate selection, divorce, parenthood, family structure, and work-family balance. Methods used by sociologists and demographers to study the family will also be reviewed.

SOC 307J EDUCATION AND SOCIETY

This course introduces students to the sociological study of education. The overarching goal of this class is to enhance students’ understanding of how the educational system works, how schooling shapes the opportunities available to children and adolescents, and how educational attainment influences the lives and wellbeing of adults. This course will begin by introducing various sociological perspectives on education and an overview of the history of the American educational system. We will then explore the myriad factors that shape achievement and learning, beginning when children are young, considering such topics as school readiness, early childhood education, and the role of parents and caregivers in shaping educational opportunities. As we consider older children, our focus will shift toward questions involving the significance of schools, peers, and communities, and topics such as youth culture, identity issues, bullying, truancy, social media, violence in schools, and college culture. We will spend a considerable amount of time exploring differential access to educational opportunities along race, class, and gender lines, and how these social variables shape student experiences and future outcomes. We will also explore the links between educational stratification and employment, income, relationships, health, parenting behaviors, and other outcomes. Finally, throughout the course we will keep an eye on recent debates in and challenges to the educational system in the U.S. including educational reform, the evaluation of teachers and teacher tenure, the charter school movement, and differences between public and private schools at all educational levels

SOC 321L Sociology of Education

Education as a societal institution, with emphasis on the United States educational system: how the system works; the effects of the system; recent changes.

SOC 323 The Family

The American family in historical and comparative perspective. Family history and origins; comparative family systems; social antecedents of family structure and process; family formation and dissolution; family and society; recent family changes and prospects for the future.

SOC 335R REPRODUCTIVE JUSTICE & RACE

Integration Essay

A 3-4 page essay in which you reflect on what you learned and accomplished through your BDP experience.

Important Notes on Fulfilling Your BDP Requirements

PREREQUISITES: Some courses may have prerequisites. Please consult your BDP advisor to determine your eligibility for enrolling in specific courses.
CROSS-LISTINGS: Note that many courses on this list may be cross-listed with other departments. You may take these courses under any of the cross-listed numbers. Please consult the course schedule or your BDP advisor for cross-listing information.
GRADES AND GPA REQUIREMENTS: In courses taken for a letter grade, you must obtain a grade of C- or better to meet BDP requirements. The cumulative GPA of all courses counting toward your BDP certificate must be at least 2.0.
PASS/FAIL: Only one BDP course, including connecting experience courses, may be taken pass/fail. Any exceptions will be considered by the faculty panel on an individual basis.
SIGNATURE COURSES: Many of the First-Year Signature Courses (UGS 302 and UGS 303) that include significant content related to Non-profits & Social Entrepreneurship may also count toward your certificate; please consult your BDP advisor for more information.
PETITIONS: You may be able to count courses toward your BDP certificate that do not appear on this curriculum sheet, if enough of the course content relates to your BDP topic. Please consult your BDP advisor if you would like to petition for a course to count toward your BDP. See the BDP calendar for fall and spring petition deadlines. Current BDP students can find the petition form on their MyBDP dashboard.

For more information on courses, please consult your BDP advisor (bdp@austin.utexas.edu) or the course schedule.