25 courses with the subject SVL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
SVL 102XDoing Democracy
In this course we will learn to talk to each other about difficult social issues that engage us. The class will identify some of the social issues we tackle, explore what they mean and some conditions under which they occur, and deliberate on ways to potentially address them. We welcome diverse points of view, and, in fact, need all these perspectives to open up respectful, dynamic, safe dialogues. The class will incorporate many connected learning and democratic formats, including deliberative dialogue, learning circles, and a service-learning project chosen by the class in collaboration with a community partner. The goals of the class are to create a responsive, impactful, inclusive community of our own; enhance our ability to
In this course students will mentor participants at the ASCENT program within the Barry Price Center. This course will explore developmental disabilities such as Down syndrome and autism, two common diagnostic conditions experienced by participants at the Center. The class will consist of discussion of related issues and guest speakers will offer their experiences in working with this population. Barry Price Center participants will come to campus twice a month, and students will use the skills they develop in the workshops to mentor the participants.
In this course, students are trained as peer writing and speech tutors. Students spend two hours per week in the Academic Achievement Center observing and tutoring and participate in a weekly seminar course. Assignments include reading, researching, writing, and presenting on the tutoring experience.
This course consists of study and training in federal income taxation, as well as tax return preparation using IRS software for electronic filing. Students also learn how to file Massachusetts returns electronically and conduct research on selected federal and state income tax issues. After passing a proficiency test at the conclusion of the training, students receive an IRS certificate. The test is provided by the IRS and requires the students to recognize tax status and income issues in the preparation of appropriate tax returns. Upon being certified by the IRS, students can prepare basic tax returns in the program without personal liability. Using computer software, students prepare and electronically file taxpayers’ returns a
This course will provide upper class Social Science majors with the opportunity of mentoring two or three first year social science majors during their first semester at Lasell. The student counselors will meet with a faculty member once every two weeks to plan activities for the students they are mentoring during the week in between meetings. They will meet with their tutees in the planned activity every other week. The student counselors will evaluate each activity, and at the end of the semester, write a summative evaluation reflecting on the mentoring process and making recommendations for improving the experience. One goal will be to deve
This one-credit intergenerational service course will include residents from Lasell Village as well as students at Lasell College. We will explore a pressing social problem -- such as sustainability/going green, immigration -- or the upcoming national presidential election. The group will decide together on the issue and we will partner with an organization to provide a service to that organization. Class will be held at Lasell Village.
This course is linked to three- or four-credit courses across the curriculum. Course content includes both 15 - 20 hours of community service and related written and/ or oral assignments. Students wishing to enroll in an SVL Linked-Credit course must have the permission of the instructor. Restrictions: Students may enroll for only one SVL Linked-Credit in a given semester; students may complete up to, but no more than, three SVL Linked- Credits towards completion of the bachelor’s degree. To receive credit and a grade for an SVL linked option, students must receive a passing grade in the host course. The SVL Linked-Credit cannot be taken pass/fail, and cannot be linked to a course that is taken pass/fail. This credit counts towar
The Service-Learning Internship provides individually arranged participation in a community-based or other non-profit organization in which the student provides 100 hours of meaningful service to that organization. Students may also be placed at a for-profit organization to work on a service project for the community. The primary area of responsibility rests with the student in identifying and pursuing the internship, with support of the Center for Community-Based Learning (CCBL). Students meet regularly with the Director of the CCBL to discuss the internship. Evaluation of the internship is based on the students' reflections about that experience, a site visit, and communication with the internship site supervisor. Students may
This course provides a forum for community service house residents to explore challenging service opportunities. The residents have opportunities to examine past service experience in order to identify more clearly with a cause or find an area about which they wish to learn more. They also have opportunities to research service needs for Greater Boston or for their hometowns, and to challenge themselves to envision events that would meet those needs. The course explores different ways of gaining insight into and knowledge of the service-learning field through discussion, peer-led activities, reflection, learning circles, and guest speakers. The materials and discussion serve to empower the residents to find and/or initiate meanin
Study Abroad in a Spanish-speaking country (intermediate or advanced course in language or culture, taught in Spanish and designed beyond or apart from the 211-212/311-312 sequence Service Learning (via linked SVL credits) involving Spanish language application in the Hispanic community: 1-3 credits Credit Requirements for minor: 17-19 credits Core Student Learning Outcomes 20-21 Core Curriculum Requirements 20-21 Course Descriptions 20-21 Academic Information 20-21 Academic Policies 20-21 Programs of Study 20-21 Undergraduate Minors 20-21 Accounting 20-21 Forensic Science 20-21 Biology 20-21 Communication 20-21 Creative Advertising20-21 Entertainment Media 20-21 Journalism and Media Writing 20-21 Public Relations 20-21 Radio and Video Production 20-21 Sports Communication 20-21 Criminal Justice 20-21 Finance 20-21 Corporate Finance20-21 Personal Finance 20-21 Education20-21 Early Childhood Education (Pre-Kindergarten-Grade 2) 20-21 Elementary Education (Grades 1-6)20-21 Secondary Education Major (Grades 5-12) And English Major 20-21 Secondary Education Major (Grades 5-12)And History Major 20-21 Interdisciplinary Studies: Education, Curriculum and Instruction 20-21 English 20-21 Entrepreneurship 20-21 Event Management20-21 Exercise Science 20-21 Fashion 20-21 Fashion Media and Marketing20-21 Fashion Design and Production 20-21 Fashion Merchandising and Management20-21 Fitness Management 20-21 Global Studies 20-21 Graphic Design 20-21 Health Science 20-21 History 20-21 Hospitality Management 20-21 Individualized Major 20-21 International Business 20-21 Law and Public Affairs 20-21 Legal Studies 20-21 Business Management 20-21 Marketing 20-21 Pre-Law 20-21 Psychology 20-21 Resort and Casino Management 20-21 Sociology 20-21 Sport Management 20-21 Undeclared Option 20-21 Data Science 20-21 Cybersecurity 20-21 Data Analytics 20-21 Forensic Science 20-21 Undergraduate Admission 20-21 Core Student Learning Outcomes 20-21 Core Curriculum Requirements 20-21 Course Descriptions 20-21 Academic Information 20-21 Academic Policies 20-21 Programs of Study 20-21 Undergraduate Minors 20-21 Accounting 20-21 Forensic Science 20-21 Biology 20-21 Communication 20-21 Creative Advertising20-21 Entertainment Media 20-21 Journalism and Media Writing 20-21 Public Relations 20-21 Radio and Video Production 20-21 Sports Communication 20-21 Criminal Justice 20-21 Finance 20-21 Corporate Finance20-21 Personal Finance 20-21 Education20-21 Early Childhood Education (Pre-Kindergarten-Grade 2) 20-21 Elementary Education (Grades 1-6)20-21 Secondary Education Major (Grades 5-12) And English Major 20-21 Secondary Education Major (Grades 5-12)And History Major 20-21 Interdisciplinary Studies: Education, Curriculum and Instruction 20-21 English 20-21 Entrepreneurship 20-21 Event Management20-21 Exercise Science 20-21 Fashion 20-21 Fashion Media and Marketing20-21 Fashion Design and Production 20-21 Fashion Merchandising and Management20-21 Fitness Management 20-21 Global Studies 20-21 Graphic Design 20-21 Health Science 20-21 History 20-21 Hospitality Management 20-21 Individualized Major 20-21 International Business 20-21 Law and Public Affairs 20-21 Legal Studies 20-21 Business Management 20-21 Marketing 20-21 Pre-Law 20-21 Psychology 20-21 Resort and Casino Management 20-21 Sociology 20-21 Sport Management 20-21 Undeclared Option 20-21 Data Science 20-21 Cybersecurity 20-21 Data Analytics 20-21 Forensic Science 20-21 Undergraduate Admission 20-21 This website uses cookies to ensure that you have the best experience on our website. To find out more about the cookies we use, see our Privacy Policy .
In this course, students are trained as peer speech tutors. They participate in bi-weekly seminars and individual tutoring supervision. In addition, students keep journals of their weekly tutoring experience one hour per week in the Academic Achievement Center. Preparation involves assigned readings and both reflective and analytic writing on the tutoring experience. The weekly seminar is a discussion-based training/coaching class where students have the opportunity to share training/coaching class. They are provided with special guidelines, oral communication tutoring tips, problem-solving strategies, and communication skills to improve their oral communication knowledge and tutoring skills. Here, they also g
This course provides upper class Social Science majors with the opportunity of mentoring two or three first year social science majors during their first semester at Lasell. The student counselors meet with a faculty member once every two weeks to plan activities for the students they are mentoring during the week in between meetings. They meet with their tutees in the planned activity every other week. The student counselors evaluate each activity, and at the end of the semester write a summative evaluation reflecting on the mentoring process and making recommendations for improving the experience. One goal is to develop a portfolio of activities and interactions that help first year students evaluate the mat
In this course, student facilitators are trained to work with the instructor in support of the course objectives and connected learning project. The student facilitators participate in the weekly classes by providing individual and group instruction and supervision. The facilitators also work with students as they complete their project providing the necessary tutoring to enhance the students learning of accounting/finance.
This one-credit seminar will apply foundational knowledge of research methods to a study of intergenerational perceptions of civic engagement. Student will work alongside Center for Community-Based Learning and Fuss Center for Intergenerational Research staff and faculty to explore topics related to aging, civic engagement and alumni, so that we may better understand the pathways to service and the historical context in which individuals have served. Student participants in this course will be an integral part of this ongoing, multidisciplinary project and will support the goal of gathering alumni service stories and generating a book for publ
This course is about learning to tutor, and tutoring to understand mathematics in depth. It targets Math Minors (and other students who are strong in math) and trains them as tutors/mentors for peers who need extra math help. Students maintain a journal of their weekly tutoring experience (one hour a week in the Academic Achievement Center) and participate in a weekly MATH SENSE seminar, which is a discussion-based training/coaching class. They are provided with special guidelines, math tutoring tips, problem solving strategies, and communication skills to improve their math knowledge and tutoring skills. Here, they also get the opportunity to share their ideas and experiences from tutoring math. Permission of the instructor requ
In this course, student facilitators are trained to work with the instructor in support of the connected learning project of Monopoly in Financial Accounting - BUSS 201. The student facilitators participate in the weekly classes by providing individual and group instruction and supervision. The facilitators also work with students as they complete their project providing the necessary tutoring to enhance the students learning of accounting.
In Mentoring for College Access students will learn the importance of developing strategies and policies for enhancing college access for under-represented, inner city middle schoolers. Through skill development activities which enhance students' active listening, activity development, group facilitation as well as relevant readings Students will learn how to reach out to and mentor 5th and 6th graders from the Boston Renaissance Charter Public School, who will be visiting Lasell throughout the semester.
The class offers students the unique opportunity to profoundly alter the landscape of their own community. The class will explore and develop a grassroots college-based social justice and human rights movement designed to directly impact and improve the experience of their local, city and state communities. Using, by example, the current and very public efforts by students nationwide to enact social change around sexual and domestic violence on college campuses, the students will create and implement their own multi-pronged campaign to inspire a cultural shift on their own campus, the larger Newton community and statewide with respect to domestic and sexual violence. With guidance and support from local and statewide activists an
This service-learning / civic engagement course questions the politics, challenges and opportunities of developing non-academic youth mentoring programs in Boys & Girls Clubs. Using an appreciative inquiry model, students will analyze Mentoring at the Boys & Girls Clubs from the lens of race, class, gender, culture, and power relations. Through fieldwork, course readings, class discussions, and guest lectures, students will develop an understanding of what it means to be a youth in the margins of the inner cities of Boston and the role of a mentor in supporting the growth and development of these youth. The fieldwork portion of this course req
The basic service mission of this trip is to offer two weeks of English as a second language to grades one through seven in a rural Tanzanian school. What we offer, in terms of service, is essentially three things: we provide mentoring in basic English (and some math) skills to all students in a rural Tanzanian elementary school. As part of the course we will develop a working ESL-type curriculum to use in the school. Since we also model small group and active learning, we will develop lesson plans and strategies for our mentoring. Our experience in Uganda is that many teachers are quite interested in our techniques and approaches, and often they will adapt them to their classroom teaching. We also provide a relationship which, i
This course is designed to enable a small group of students (4-8) to work with a community partner and a faculty member to engage in an academically-based investigation that meets an existing need as identified by the community partner. The faculty member designs the academic component, providing readings and at least 1 credit hour of academic content per week. The faculty member also mentors the student(s) through the research and practical process of providing an analysis and/or deliverable to the community partner. The process may involve some or all of the following components: Literature review of previous research on the topic, needs assessment, development of a research proposal and project design, completion of an IRB app
This course is linked to fifteen days of service-learning and study in Ecuador. It´s designed to educate students about the history, people, culture, politics, eco-systems, climate, and languages of Ecuador. The experience in Ecuador includes group accommodations in home-stays or lodges, full days of travel, outdoor manual labor and reflective intellectual work. We learn through service alongside community members at foundations, schools, government agencies, and local businesses. The goal of both the course and the experience is to immerse students in the culture of Ecuador while exploring the natural and social conditions, and the impact humans have over time. Students must apply and may only register with the permission of the
This course explores issues related to cultural competence - having the attitude, knowledge, and skills to effectively connect and work with people of different cultures. This course will help students foster a sense of self-awareness about various identity dimensions (e.g., their culture, sexual orientation, sex, gender, ethnicity, race, and religion), and examine the ways these aspects of identity influence their perceptions of and interactions with others. Students will analyze course readings, films, online resources from various colleges, and participate in experiential exercises, in order to engage course content both intellectually and emotionally. In addition, students will collaborate in small groups
The Service-Learning Internship provides individually arranged participation in a community-based or other non-profit organization in which the student provides 150 hours of meaningful service to that organization. Students may also be placed at a for-profit organization to work on a service project for the community. The primary area of responsibility rests with the student in identifying and pursuing the internship, with the support of the Center for Community-Based Learning. Students meet regularly with the Director of the CCBL to discuss the internship. Evaluation of the internship is based on the students' reflections about that experience, a site visit, and communication with the internship site supervisor. Students may do
