The Honors College is aware of the constraints that the Covid 19 pandemic has placed on some experiential learning opportunities many of you had hoped to complete as part of your Honors College Curriculum requirements.
In order to allow for more flexibility, we are removing the benchmarks previously in place (see highlighted text below) which limited the maximum credits per category to 9 credits and required 3 credits from non-coursework categories. Instead, students will need to complete experiences from a minimum of two categories listed. These changes are effective immediately.
Honors Experiences
In addition to Honors Colloquium and an Honors Seminar completed during your freshman year, prior to graduation students will select and complete a minimum of 16 credit hours of Honors Experiences from the following list:
Undergraduate Research*
Independent Study*
Internship or Practicum*
Study Abroad*
Undergraduate Supervised Teaching*
Accepted Honors Coursework
Graduate Coursework
Departmental Honors Thesis or Project*
Contract Honors Coursework
Honors Experience Petition
Additional Honors Seminar
Service Learning Coursework*
* Denotes non-coursework category
Benchmarks
You are allowed to complete a maximum of 9 credit hours per category. – this limit will be removed immediately
At least 3 credits must come from non-coursework categories, denoted with *. – this requirement will be removed immediately
Experiences must be completed from at least two of the above categories. – this requirement will be added immediately
Please make sure to adjust your Honors experiences plans as needed, and consult your Honors College advisor if you need assistance.
I’m happy to announce that YI is now accepting applications to the Fall 2020 Young Advocates Program, a paid leadership development program in policy and advocacy. Young people, ages 18-34, that are interested in learning more about higher education policy and advocacy are encouraged to apply.
The program will run from September 11th-December 11th. Advocates must be able to meet on Fridays from 12pm-4:30pm and will work an additional 2.5 hours each week on individual or group projects. Students will be paid $15 per hour.
To learn more and apply, click here. The application deadline to apply is Wednesday, August 26th. If you could please share this with your students, it would be much appreciated.
You would be working under direction, alone or in a “family” pod. The safety protocols are attached. Bring your own masks, garden gloves if you have them, and bottled water (but there will be no bathrooms en route); we supply the tools and all other necessary materials.
The Tool Library has been safely opened for limited service since May 1st. It has always organized spring, summer, and fall Service Days in the University District, powered by neighborhood and student volunteers. I’m a Tool Library Board member, and will be co-captaining this particular event with fellow Board member, Marty Seeger (the muscle!).
We could use about 20-25 additional volunteers for the morning, and I thought it might be good, dirty, fun for you and/or some people of your acquaintance. (Feel free to forward this post.)
Break on Through (MUS 220) – a new course offering this Fall!
Tuesday and Thursday 3:10-5:10pm, 250 Baird
Prof. Dr. Tiffany Du Mouchelle
Unlock the doors to creativity and artistry. In this safe environment, students use sound work, body work, visualization practices, and other creative experimentation, students learn to break through inhibitions and fears, and develop a stronger sense of their personal artistic identity. Exercises strengthen self awareness, focus, and intention, helping students feel more at ease on and off the stage. In addition to group exercises, students will have the opportunity to share, develop, and present their own creative work. This class is designed to support performance artists of all genres.
In this course you will:
Develop awareness of your physical and mental habits, releasing restrictive patterns in exchange for practices that strengthen and nurture your creativity, self-esteem, and artistic identity.
Develop artistic and professional materials that align with your creative and personal goals.
Become more confident to create and present creative work.
Description: This course will familiarize students with social media and social networking as they influence community change. Specifically, students will be introduced to the fundamental terms and concepts of social media and networking, including various interfaces, tools, and platforms that may be leveraged to promote community change and development.
An excellent example of the types of projects and skills that students develop can be viewed at:
https://werehereub.weebly.com/
SW220LEC Introduction to Community
Organizing and Development
(3 cr. hr.) Reg. No. 21475 Remote
Tuesday/Thursday 10am-11:20am Instructor: M. Lynch
Description: This course provides a general introduction to the history, organizations, strategies, and practice issues related to community organizing and development. Specifically, this course examines different types of community organizing and development approaches including, but not limited to workforce development, neighborhood revitalization, and arts and culture. Current trends and strategies for organizing residents and collaborating with community-based organizations are explored.
SW 225: Perspectives on Child Maltreatment and Advocacy (3 cr. hr.)
M/W, 10:20-11:40 AM (3 cr. hr.) Reg. No. 21448
Instructor: P. Logan-Greene Remote
This course provides the foundational knowledge to understand and recognize child maltreatment in diverse settings. The course covers the historical and comparative perspectives on child maltreatment, with an emphasis on improving outcomes for children and families. This course is designed for, but not limited to, students who are interested in public health, social work, human services, nursing and other health professions, sociology, psychology, law, and education.
The University at Buffalo School of Social Work’s curriculum offers a wide variety of courses with different themes. In light of the current social climate in support of Black Lives Matter and other social just movements, we wish to highlight courses that have a significant racial equity/justice focus in the course description. These courses help students improve understanding of structural racism, anti-racist practice strategies and diversity. In Fall 2020, the courses that emphasize racial equity/justice include both undergraduate and graduate options. Undergraduate options: SW150: Social Media in Social Change SW199: When We Fight We Win – Activism and Paths to Social Justice SW220: Intro to Community Organizing and Development SW225: Perspectives on Child Maltreatment & Advocacy Graduate options: SW523: Social Action for Community Change SW560: Nature and Treatment of Alcohol and Other Drug Problems SW563: Advanced Policy Development and Analysis SW566: Social Services with Children, Youth, Families SW569: Community Social Work SW576: Child Abuse and Neglect SW722: Restorative Justice Certificate (2-credit) SW725: Reproductive Justice SW997: Special Topics – Community Social Work in Action (1-credit)
Tutoring and Academic Coaching will resume September 14, 2020 Remote Center Hours: Monday-Friday 9am-5pm Remote Tutoring and Coaching Hours: Monday-Friday 10am-10pm Sunday 4pm-10pm HOW TO CONNECT WITH US: BY EMAIL: asktutoring@buffalo.edu BY PHONE: 716-645-6693
Description: This course examines the theories and principles of effective coaching, including philosophy, ethics, strategies, team motivation and organization, coach-athlete relationships, practice planning, and the administration of facilities, personnel, and contests.
Course Learning Outcomes:
Discuss the history of competition, sports, and coaching
Develop a coaching philosophy and understand the major objectives of coaching and factors that are involved in selecting a coaching style
Apply the four step coaching process and become familiar with w/p/w vs. p/p/w coaching approaches
Describe how coaches and athletes develop trust between each other
Discuss the long term player development pathway
Discuss the long term player development pathway
Explain the principles and applications for effectively communicating with and listening to athletes
