Fall 2018 List


The following is a semester-specific overview of course offerings across departments, majors, and undergraduate colleges at Notre Dame. The courses listed below vary in the time dedicated to core human and civil rights. A number of courses focus primarily on the human and civil rights fields; others engage interpretations of human and civil rights through the lenses of democracy, gender and sexuality, inequality, and similar themes.

Fall 2018 Human and Civil Rights-Related Undergraduate Courses


Global Activism

This course is about transnational networking, mobilizing, and campaigning for or against social change. Equal attention is paid to conceptual and substantive issues. Conceptual issues include framing, strategies, and actors. Among the substantive issues examined are human rights, women’s rights, gay rights and gay marriage, climate change, and global gun control. We are particularly interested in the emergence over the last two decades of a ‘global right wing’ and the globalization of the culture wars.


Luc Reydams

AFST 30694 (CRN 14090)

IIPS 30938 (CRN 14187)

IDS 30537 (CRN 14134)

POLS 30351 (CRN 14023)

GSC 30531 (CRN 16760)



Health, Medicine, and Society

This course is a comprehensive introduction to the sociology of health and of medicine.


First we will examine how sociological variables affect people’s health. Research is rapidly accumulating which shows that sociological variables have a huge impact on people’s susceptibility to various illnesses, on their access to health care, and on their compliance with medical advice. Such variables include people’s neighborhoods, occupations, and lifestyles; their social class, education, race, ethnicity, and gender – and the density of “social networks”, whose importance for health was predicted by one of sociology’s founders over 100 years ago.


Second we will examine medicine, both the practice of medicine by individual health care professionals, viewed sociologically, and the operation of the increasingly large and bureaucratic medical institutions in which health care professionals must work. In addition, we will examine sociological issues that overlap “medicine”, such as radically long shifts; the rapid increase in the proportion of female doctors; and increasing concern with work/family balance among practitioners.


Third, we will examine health and medicine in relation to other dimensions of society, such as the modern economy, the media, law, the internet, government and politics. Health and medicine are intrinsically social and they cannot be isolated from the effects of the rest of society, many of which run counter to strictly “medical” considerations.


Finally, we will examine health and medicine globally. We will compare health and medicine in a number of societies to see and explain how they are similar and how they differ—for example, how different societies pay for medical care. And we will examine global trends with implications for health and medicine that require cooperation among societies, such as the way in which global air travel both increases the danger of global pandemics and makes possible “medical tourism.”


Russell Faeges

SOC 20410 (CRN 13773, 16536)

STV 20310 (CRN 13810)



History of American Education: Race and Politics

American Education mirrors American society with myriad challenges, successes, and ideologies. This course will look at how political struggles over race, language, gender, and class have all played out in the battle over American schools, schools that ultimately hold the literal future of America. This course will explore the History of Education in American from the late 1865 to the present and will have special emphasis on segregated schools in the 19th century and today. The course will also look closely at the very best programs re-shaping American education such as The Alliance for Catholic Education and KIPP. The course will look at education from Kindergarten all the way through graduate programs as we study how our institutions have formed and how they form and transform our society.


Brain Collier

ESS 33611 (CRN 13111)

AMST 30453 (CRN 13146)

HESB 30584 (CRN 13476)

HIST 30808 (CRN 14587)

ILS 33042 (CRN 15731)

AFST 33709 (CRN 17106)



International Migration and Human Rights

This course is an extension from the mini-course to a full term, with a wider coverage of international migration experiences in the world with an emphasis on human rights. It starts with a historical approach to various immigration waves to the United States, from the years of the Industrial Revolution to the present. It focuses on the current debate on the impact of the undocumented immigration from Mexico and Central America, with a discussion of the gap between public perceptions and research findings. Differences between Mexico and the United States' migration policies, and its social and economic implications, are discussed. The recent developments within the context of the United Nations' Commission of Human Rights on the relationship between migration and human rights are also covered.


Jorge Bustamante


SOC 43479 (CRN 11583)

LAST 40551 (CRN 11584)

ILS 40707 (CRN 11585)

HESB 43540 (CRN 12610)

CST 43479 (CRN 12750)

AFST 43751 (CRN 13114)

IDS 43603 (CRN 13477)

CNST 43400 (CRN 14100)



International Relations

This course provides an introduction to the study of international relations and will cover several theoretical approaches to and empirical issues in the field of IR. Readings have been selected to highlight both traditional approaches to and more recent developments in world politics. The first half of the course focuses on contending theories of IR, while the second half of the course deals with more substantive issues. Empirical topics and subjects covered include: international security (nuclear weapons, ethnic conflict, and terrorism) - international political economy (trade, international finance, and globalization) - and 20th Century History (WWI, WWII, and the Cold War). In addition, we will examine several contemporary topics in international organization and law, including the environment, nongovernmental organizations, and human rights. We conclude by discussing the future of international relations in the 21st Century.


Susan Rosato


IIPS 20501 (CRN 12203)
POLS 10200 (CRN 12836)
POLS 20200 (CRN 11591)



Intro to International Development

An introduction to the field of international development, with particular focus on the various disciplines that have contributed to and shaped the development discourse. Readings, lectures, and discussions will draw from various disciplines, including economics, political science, sociology, anthropology, environmental and technological sciences, public health, law, and gender studies, among others. We will examine debates on the meaning and measurement of development; alternative approaches to, and methods in, the study of development; and attempts to address some of the main development challenges facing the world today. There will be a central focus on understanding "what works" in development. Working together in teams, students will conceptualize and design an international development project using "real world" constraints.



Susan Ostermann


IDS 20500 (CRN 15732, 17060)

POLS 30363 (CRN 16934)

ANTH 20320 (CRN 19124)

AFST 20075 (CRN 19609)



Introduction to Criminology

As in introduction to the topic of criminology, this course examines crime as a social problem within American society. Particular attention is given to the nature and function of law in society, theoretical perspectives on crime, victimology, sources of crime data, the social meaning of criminological data and the various societal responses to crime. These topics are addressed through specialized readings, discussion, and analysis.


Mim Thomas


SOC 20732 (CRN 12472)

STV 20331 (CRN 13811)

CNST 20403 (CRN 15714)



Introduction to Social Problems

Today's society is beset by many serious social problems, for example, crime and deviance, drug abuse and addiction, domestic violence, hunger and poverty, and racial/ethnic discrimination. How do we think about these problems in ways that lead to helpful solutions? In what ways does one's own social background and role in society affect his/her views of these problems? In this course, students will learn to take a sociological perspective not only in examining the causes, consequences, and solutions to some of society's most troubling social problems, but also in taking a critical look at their own perceptions of the problems.


Dustin Stoltz

SOC 20033 (CRN 12247)

AFST 20703 (CRN 14464)

HESB 20220 (CRN 16767)

ESS 20203 (CRN 19287)



Justice Seminar

An examination of major theories of justice, both ancient and modern. Readings include representatives of liberal theorists of right, such as John Rawls, as well as perfectionist alternatives. The course also serves as the core seminar for the philosophy, politics, and economics concentration.


Paul Weithman and Ruth Abbey


ECON 33250 (CRN 14883)
PHIL 43404 (CRN 11593)
POLS 43640 (CRN 11592)



Mexican Immigration: A South Bend Case Study

Mexican immigrants are the fastest growing immigrant group in South Bend. This course combines experiential learning, research and service to understand and assist the Mexican immigrant community in South Bend. The course aims to understand and share information about who these new immigrants are, why they have come to the Midwest, and Chicago and South Bend, in particular, and how they are adapting and contributing to South Bend economic and social life. Students will contribute to documentation of the innovative adaptations of this migrant community, especially the growth of an ethnic enclave of small businesses that both unite Mexicans as an ethnic group and sustain their ties to their homelands. Kinship networks, economic relations, political activities and religious practices simultaneously involve Mexicans in home and diaspora locations. Mexican migrants allegedly sent home about $23 billion in 2007. The Mexican government encourages the mobility of its people and offers novel ways to unify those abroad in a borderless nation. Understanding the relationship between Mexicans' immigrant integration and transnational allegiance is a key goal of the course. The course begins with a visit to the Mexican immigrant enclave of South Bend. Documentary film screenings, guest lectures and campus-wide events on immigration will complement readings about Mexican-U.S. migration and the history and sociology of the local community. Students will volunteer as tutors, interpreters, translators, assistants and teachers at local organizations while learning ethical fieldwork methods in preparation for community research. Working collaboratively, students will design research plans to gather data on issues of their choosing including history of Mexican settlement in South Bend, immigrants' local and transnational households, political involvement, youth, gender, employment and business, health care, education, cultural beliefs and practices and religious life. The products of the experiential research will be published in Volume Four of the Latino Studies Student Research Series and shared with local residents, agencies and the community at large.


Karen Richman

ESS 45652 (CRN 12858)

AMST 40402 (CRN 13478)

ANTH 43305 (CRN 14870)

GSC 43103 (CRN 14904)

ILS 43103 (CRN 14925)

HESB 40108 (CRN 16772)

LLRO 30883 (CRN 17212)

IDS 43270 (CRN 19325)



Mexico-U.S. Border Immersion Seminar

This seminar and experiential-learning course is broken into two parts. In the fall (for two credits), students will participate in a seminar that will expose them to various perspectives about immigration issues, especially those related to the México-U.S. border. During our in-class meetings in the fall, (approximately 1 hr. & 40 min. per week), we will discuss scholarly and journalistic accounts of why migrants leave their home countries, the struggles they face during the journey, how U.S. citizens are responding, and possible policy solutions. In the spring (for one credit), students will participate in an immersion trip to the Southern Arizona borderlands during the first week of January and in follow-up classroom meetings (approximately 50 min. per week) during the spring semester to process the immersion experience. During the immersion trip, we will observe Operation Streamline legal proceedings, be trained for and participate in humanitarian efforts, tour a Border Patrol and detention facility, visit the border wall and learn about its environmental impact, hear from faith leaders about their current and past border activism, and visit Nogales to experience everyday life in a border community. Throughout the course, particular focus will be given to the intersection of religion - especially Catholic Social Teachings?and border and immigration issues. To be eligible, students must complete an application, linked here: http://socialconcerns.nd.edu/academic/fall/BorderIssues.shtml. Enrollment is competitive. The 15 available spots will be chosen based on the application responses, with preference given to those submitting earliest. Students will be notified about their status within a week of submitting the application. There are fees associated with this seminar (also see CSC website for information). This is a graded course. Department approval is required. [Note: Due to the overlap in content, students who have completed the one-credit version (CSC 33966/SOC 33066/ILS 30804/THEO 33966) cannot take this course.]


Kraig Beyerlein

SOC 33458 (CRN 16540)

CST 33458 (CRN 16602)

ILS 33701 (CRN 16699)

CSC 33458 (CRN 16723)



Racial and Ethnic Educational Inequality

This course examines the educational experiences and struggles of racial/ethnic minority students in US public schools. Students will study educational stratification by race/ethnicity, as well as how racial/ethnic minorities experience this stratification. We will explore legal, political, historical and social perspectives regarding educational policies and practices. Additionally, this course focuses on the potential of education as an agent for social justice and change for linguistically and culturally diverse groups.


Amy Langenkamp

SOC 43281 (14512, 16543)

ESS 43204 (CRN 14611)

HESB 43895 (CRN 14905)

AFST 43709 (CRN 15672)



Rethinking Crime and Justice

What are the causes and costs of criminal behavior? How are people and communities affected by incarceration? How can we make our criminal justice system as good as it can be for all stakeholders? Inside-Out brings together students from both sides of the prison wall to explore issues including why people commit crime, what prisons are for, realities of prison life and reentry, effects of victimization, and restorative justice perspectives.


This course follows the Inside-Out model of prison exchange now well established across the United States (www.insideoutcenter.org). It provides an opportunity for “inside students” at the Westville Correctional Facility and “outside students” from the Notre Dame campus to learn with and from each other and to break new ground together. Notre Dame students travel to Westville each week of the semester for dialogue with students at the facility, who have read the same relevant texts. Together they examine myths and realities related to crime and to punishment, explore the effects of criminal justice policy, and develop ideas for responding more effectively to crime in our communities.


Susan Sharpe

Jay Brandenberger

Edward Kelly


CSC 33997 (CRN 13842)

CST 33997 (CRN 13855)

PSY 33691 (CRN 13858)

IIPS 33905 (CRN 13868)

AMST 30812 (CRN 14646)

HESB 30302 (CRN 15704)



Rhetorics of Gender and Poverty

This course explores the rhetorical history and dynamics of what has been called the feminization of poverty, comparing statistics and stories in scholarly and popular media that often tell conflicting narratives of who is poor and why. We will ask how the picture of poverty has evolved over time from Dorothea Lange’s 1936 documentary photograph of the “Migrant Mother” to Ronald Regan’s 1976 reference to the “Welfare Queen” to the 2008 film Slumdog Millionaire. What does poverty look like in modern media (news, books, films, theatre, etc.)? Who gets to tell that story? How can we contribute to that conversation? These questions will be grounded in theories and research on the intersection of gender, poverty, and rhetoric. They will also be framed by students’ original community-based research supported by local community partners whose social service addresses gender and poverty. Final projects can be expressed as traditional research or creative works.


Connie Mick

PS 33400 (CRN 14091)

ENGL 20171 (CRN 14095)

GSC 33656 (CRN 14096)

AFST 33706 (CRN 14700)

HESB  33103 (CRN 19712)



Social Inequality and American Education

Many have claimed that the American educational system is the "great equalizer among men." In other words, the educational system gives everyone a chance to prosper in American society regardless of their social origins. In this course, we will explore the validity of this claim. Do schools help make American society more equal by reducing the importance of class, race, and gender as sources of inequality, or do schools simply reinforce existing inequalities and reproduce pre-existing social relations? Topics covered in the course include: unequal resources among schools, sorting practices of students within schools, parents' role in determining student outcomes, the role of schooling in determining labor market outcomes for individuals, and the use of educational programs as a remedy for poverty.


Amy Langenkamp

AFST 20704 (CRN 14465)

SOC 20228 (CRN 14511)

ESS 20202 (CRN 14556)

AMST 30519 (CRN 15536)

ILS 20704 (CRN 15596)

HESB 20219 (CRN 15698)



Visualizing Global Change

The goal of the course is to compare the processes by which social scientists and filmmakers/photographers engage in social documentation. Students explore how global social problems such as rural and urban poverty, race and gender inequalities, immigration, and violence are analyzed across the social sciences, and depicted in a variety of documentary film and photography genres. The course also explores the role that documentary photography and film play in promoting rights and advocating for social change, particularly in the realm of human rights and global inequality. It examines the history of documentary film and photography in relationship to politics, and to the development of concerns across the social sciences with inequality and social justice. It also looks at how individual documentarians, non-profit organizations and social movements use film and photography to further their goals and causes, and issues of representation their choices raise. The course is also unique because it requires students to engage in the process of visual documentation themselves by incorporating an activity-based learning component. For their final project, students choose a human rights or social problem that concerns or interests them (and which they can document locally ? no travel is required), prepare a documentary ?exhibit? on the chosen topic (10-12 photographs), and write a 12-15 page paper analyzing how 2-3 social scientists construct and frame the given problem. Students also have the option to produce a short documentary film.


Tamara Kay

SOC 30603 (CRN 20100)

FTT 30603 (CRN 20294)

IDS 30603 (CRN 20430)

STV 20603 (CRN 20679)

IIPS 30304 (CRN 20728)



International Criminal Justice

This course critically examines the phenomena of international judicial intervention and ?criminalization of world politics'; the actors, ideas, and rationales behind the international criminal justice project; the operation of international criminal justice in a world of power politics; its accomplishments, failures, and financial costs; and the future of international criminal justice. The course includes Skype conferences with a war crimes investigator, a war crimes analyst, a defense counsel, a victim representative, a State Department official, and a staff member of the Coalition for the International Criminal Court.


Luc Reydams


POLS 30222 (CRN 16521)

CNST 30211 (CRN 16716)

IIPS 30561 (CRN 17047)



Migration, Race, and Ethnicity in Twenty-first Century America

Migration from Latin America and Asia over 1970-2000 brings a new heterogeneity for the United States that mirrors the global population. Now, the consequences of this migration are reflected in federal statistical policy to expand official population categories of five categories on race and two on ethnicity. This course is an introduction to these U S populations of whites, blacks or African Americans, Native Americans or Alaskan Natives, Native Hawaiians or other Pacific Islanders, and Latinos or Hispanics as to historical context, social and economic characteristics, and current research and policy issues. Migration in the post-1965 era of Asians and Latinos created new racial and ethnic communities geographically concentrated in California, Texas, Florida, New York, Illinois, and Arizona. Conceptualization and quantification involve new challenges increasingly relevant for governmental and private sectors, nationally and for communities. Scholars are more attentive to changing identities and population heterogeneity for social institutions of family, education, and government. The 2000 Census and population projections show the future population as considerably different from that of the past. These topics hold relevance in contemporary discussions of world population growth, immigration policy, social change, globalization, and environment.


Jorge Bustamante

SOC 30478 (CRN 16258)

ILS 30703 (CRN 17054)

HESB 30332 (CRN 19706)



US Civil War and Reconstruction, 1848-77 

Through intensive reading and writing students will explore the social and cultural history of America's most costly war. We will focus on various topics as they relate to the war: antebellum origins, religion, gender, Lincoln's reasons for waging war, dead bodies, freedmen's families, black soldiers, and the uses of war memory. This will not be a guns-and-generals-smell-the-smoke course, though knowledge of military matters can be helpful. We will ask and try to answer who really "won" and "lost" the war. 


Linda Przbyszewski


HIST 30604 (CRN 15710)

AMST 30331 (CRN 16902)

CNST 30003 (CRN 16926)

AFST 30229 (CRN 17102)



Inequality and Democracy in the Developing World

In this course we study the tensions between inequality and democracy by studying the experience of developing nations in Latin America, Africa and South Asia, and by assessing how democracy interacts with human and economic development. A well-functioning democracy presumes that citizens have an equal right to influence policies. But this formal political equality clashes with the reality of social inequality in the developing world. When citizens have widely disparate access to wealth and education, political decisions can be biased in favor of those who have the most. In this seminar we examine the origins, functioning, consequences, and policy implications of unequal democracies. We begin by covering normative theories of how democracy should work from philosophy, political science, and economics. Drawing on the experience of developing and advanced economies, we next analyze how inequality might threaten these normative ideals, by studying a wide-range of phenomena including segmented political participation, lobbying, campaign donations, corruption, vote buying, and electoral fraud. The last part of the course turns to the possible solutions to these problems, such as transparency initiatives, judicial accountability, campaign finance reform, social policy, and redistribution. Students will engage these topics by reading the specialized literature, case studies, coverage of current events, and through hands-on data analysis of socio-economic indicators, and public opinion polls. 


Luis Schiumerini


POLS 30569 (CRN 19978)