Partner Courses

A course in critical thinking, reading, and composing, with an emphasis on integrating academic research and documentation. Students read and produce work for a variety of purposes and audiences, focusing on strategies for researching, organizing, drafting, sharing, and revising. To satisfy the composition general education requirement, this course must be taken within a student’s first 30 credit hours of enrollment at UMBC. Recommended Preparation: In consultation with an advisor, a student will self-place into ENGL 100.

This course introduces students to the Honors College community, to UMBC and its academic disciplines, and to the resources and opportunities available on campus. Students interact with an array of professors through guest lectures and engage in small-team project work.

Students have the option of enrolling PRAC 096 or completing a 5-hour service opportunity.

This course, which requires a co-enrollment with a Shriver Center Practicum, offers academic credit for a community service experience and opportunities for reflection on the principles and techniques of community service. This course is repeatable for a maximum of 6 credits. Preliminary authorization by the Shriver Center and thereafter permission by the Honors College is required. This course is repeatable for credit. Students may complete a maximum of 6 credits.

This course is taught in the Hybrid format, with in-person meetings on Wednesdays and service learning work for the remaining credit hours. The complete title for this seminar is Telling Tales: Narratives, Social Justice, & Identity. In this course students will explore how we use stories to share, preserve, and shape our experiences. How do we tell stories to craft our identities? How do other people use narratives to influence our views? When we interact with narratives as writers, readers, and listeners, do they influence us intellectually, experientially, or ethically? To reflect on these questions, we will practice crafting new narratives to share our experiences and express the voices of others. Additionally, we will work together to analyze intersectional narratives that call for social justice, illuminate diverse voices, and challenge readers to interact with nontraditional experiences.

This course is taught in the Hybrid format, with In-Person meetings on Wednesdays and Service Learning for the remaining credit hours. Course Description: Course will explore and mediate the tension between the current climate of school reform and the learning needs of highly diverse students through the lens of multicultural classrooms in diverse schools. In multicultural America, classrooms mirror the diverse nature of children’s backgrounds, cultural experiences, languages, and ways of knowing. This course offers opportunities to learn about the challenges of local schools firsthand and to understand the implementation of federal and local policies aimed at supporting the academic success of all students, regardless of cultural, linguistic, ethnic, or diverse backgrounds. The course will first examine the multicultural nature of society and schools. Then, Brown v. the Board of Education will be revisited as a foundation for understanding the legal, political, and social forces that impact a multicultural education system.

Students should refer to the FYS 102 partner chart.

Immigration and social adjustment to a new environment could be analyzed from different theoretical perspectives. By doing service learning, students will learn to combine the analysis of immigration and the perspective of intercultural communication. Difficulties in the process of adjustment faced by new immigrants and other members of local heritage communities in the Maryland/D.C. region will allow students to explore ways in which the development of intercultural competence can help resolve cultural conflicts in a multicultural society. Guest speakers from local immigrant/heritage communities will be invited to participate in the seminars. The course will entail spending three hours per week in immigrant/heritage communities doing service learning related to intercultural communication. Recommended Preparation: A language course above the 201 level, or MLL 305, or permission of instructor.

Students should refer to the MLL 306 Partner Chart.

Students in this course will discuss theories of language and literacy acquisition pertaining to adult learners. They will then apply these theories in actual tutoring experiences. In addition, students will read and respond in writing to contemporary research concerning the social, political, and economic causes of illiteracy as well as suggested ways to ameliorate illiteracy on the social and individual levels. Authors whose work students may read include Paulo Freire, John Dewey, W.E.B. DuBois, Mike Rose, Glenda Hull, and Denny Taylor. This course requires that students spend four hours per week serving as tutors to adult literacy learners in a Baltimore City community center.

Students should refer to the ENGL 386 partner chart.

In this seminar course, students critically examine theories of global citizenship, explore how global citizenship has been enacted on multiple levels, and investigate key issues of global citizenship, such as international migration, public health, world poverty and climate change. Students also engage in experiential learning through service in local community organizations that tackle global problems. Recommended Preparation: GLBL 100 or POLI 100

A service-learning placement providing experience giving direct aid in the following issue areas: social justice & advocacy, animal rights, sustainability & food access, education, immigration services, and healthcare. This course is repeatable for credit. Students may complete a maximum of 6 credits or 2 attempts.