FALL 2020 ABCS COURSES
Your Netter Center: ABCS Summit 2020 Resource Center
Academically Based Community Service (ABCS) is at the core of the Netter Center’s work. ABCS students and faculty work with West Philadelphia public schools, communities of faith, and community organizations to help solve critical campus and community problems in a variety of areas such as the environment, health, arts, and education.
To register for an ABCS course: You can browse and register for ABCS courses on Penn In Touch using your PennKey and password. To find ABCS courses, use the advanced search tool and find the program labeled ABCS.
ABCS OF EVERYDAY NEUROSCIENCE
Biological Basis of Behavior -160
Loretta Flanagan-Cato
This course is an opportunity for undergraduates to share their interest and enthusiasm for neuroscience with students in grades 9-12 attending urban public schools in West Philadelphia. The course will allow Penn students to develop their science communication and teaching skills. Students will prepare neuroscience demonstrations, hands-on activities, and assessment tools. In parallel, the course aims to engage local high school students, increasing their interest and knowledge in science, and ultimately promoting lifelong science literacy.
AIR POLLUTION: SOURCES & EFFECTS IN URBAN ENVIRONMENTS
Environmental Studies - 411
Maria-Antonia Andrews
This is an ABCS course designed to provide the student with an understanding of air pollution at the local, regional and global levels. The nature, composition, and properties of air pollutants in the atmosphere will also be studied. The course will focus on Philadelphia's air quality and how air pollutants have an adverse effect on the health of the residents. The recent designation by IARC of Air Pollution as a known carcinogen will be explored. How the community is exposed to air pollutants with consideration of vulnerable populations will be considered. Through a partnership with Philadelphia Air Management Service (AMS) agency the science of air monitoring and trends over time will be explored. Philadelphia's current non-attainment status for PM2.5. and ozone will be studied. Philadelphia's current initiatives to improvethe air quality of the city will be discussed. Students will learn to measure PM2.5 in outdoor and indoor settings and develop community-based outreach tools to effectively inform the community of Philadelphia regarding air pollution. The outreach tools developed by students may be presentations, written materials, apps, websites or other strategies for enhancing environmental health literacy of the community. A project based approach will be used to include student monitoring of area schools, school bus routes, and the community at large. The data collected will be presented to students in the partner elementary school in West Philadelphia . Upon completion of this course, students should expect to have attained a broad understanding of and familiarity with the sources, fate, and the environmental impacts and health effects of air pollutants.
APPLYING ANTHROPOLOGY METHODS IN POLICY AND PRACTICE
Anthropology - 337
Puneet Sahota
This course will introduce students to applied anthropology methods for doing research that can change policy and practices. Examples of policy and practice change include clinical practices in health care settings, social welfare policy, and legal advocacy. Students will be trained in multiple anthropology research methods, including brief participant-observation, presentation of self in the field, entering the field in diverse cultural environments, qualitative interviewing, life story interviewing, and ethnographic content analysis of textual material. Students will also learn how to use NVivo software for analyzing qualitative and some quantitative data from their field notes, interviews, and analysis of popular articles/websites. Finally, students will practice writing products for non-academic audiences, such as policymakers, the media, and the general public. The course will emphasize using anthropology research methods to address real-world problems in policy and practice in diverse cultural contexts. This course is a service learning class affiliated with the Netter Center and a Benjamin Franklin Scholars course.
ASL/DEAF STUDIES
American Sign Language - 077
Jami N. Fisher
Students will attend Pennsylvania School for the Deaf on a weekly basis where they will participate in and contribute to the school community via tutoring or other mutually agreeable activities. Students will also have formal class on a weekly basis with discussions and activities centering on reflection of community experiences through linguistic as well as cultural lenses. Additionally, drawing from the required Linguistics and other ASL/Deaf Studies coursework, students will develop an inquiry question and conduct preliminary community-based research to analyze sociolinguistic variations of ASL and Deaf cultural attitudes, behaviors, and norms. Ongoing reflections and discussions-formal and informal-on Deaf cultural/theoretical topics drawing from readings as well as community experiences will be integral to the course experience. LING 078, Topics in Deaf Culture and permission from the instructor, are required for this course. Anyone considering taking this course should contact the ASL Program Coordinator early in the semester prior to enrollment (Spring) to ensure adequate time to obtain clearances and appropriate placement. Prerequisite: If course requirement not met, permission of instructor required. Participation in this class requires students to have in place the mandatory clearances for working in schools before the semester starts. Studens should also be in contact with the department during the advanced registration period in order to secure a placement in the community. Prerequisite: Anyone considering taking this course should contact the ASL Program Coordinator early in the semester prior to enrollment (Spring) to ensure adequate time to obtain clearances and appropriate placement. Participation in this class requires students to have in place the mandatory clearances for working in schools before the semester starts. Students should also be in contact with the department during the advanced registration period in order to secure a placement in the community.
CASE STUDY: INNOVATION IN HEALTH: FOUNDATIONS OF DESIGN THINKING
Nursing - 357
Marion Leary
Innovation, defined as a hypothesis-driven, testable, and disciplined strategy, is important to improve health & healthcare. Employing new ways of thinking, such as with design thinking, will help open up possibilities of ways to improve health & the process of healthcare. Incorporating current & emerging social & digital technologies such as mobile apps, wearables, remote sensing, and 3D printing, affords new opportunities for innovation. This course provides foundational content & a disciplined approach to innovation as it applies to health & healthcare. A flipped classroom approach has the in-class component focusing on group learning through design thinking activities. The course is open to undergraduate nursing students as a case study & upper-level undergraduates and graduate students from across the Penn campus. The course provides a theoretical foundation in design thinking & may provide an overview of innovation technology & digital strategies as well as social & process change strategies. To enhance the didactic component, students will actively participate in a design case study. Students will be matched by interest and skill level with teams & will work with community-based organizations, healthcare providers and/or innovation partners. Student teams will meet their partners to identify & refine a health or healthcare problem to tackle. Students will work throughout the semester to create an innovative solution that will be pitched to their community-based organization, healthcare provider, and/or innovation partner at the end of the semester. Prerequiste: Completion of freshman & sophomore level courses
CASE STUDY: SELF-CARE OF CHRONIC ILLNESS
Nursing - 355
Barabara Riegel
Self-care is done by lay people to prevent or manage chronic illness. In this case study, we will discuss the history, definitions, predictors, and outcomes of self-care in various chronically ill populations. A focus of discussion will be an in depth exploration of the factors that influence self-care. Understanding these factors will prepare nurses for their role in promoting self-care. Fieldwork experiences are designed to provide practical experience in engaging well individuals in preventing illness and helping chronically ill perform self-care.
DIPLOMACY IN THE AMERICAS - THE PENN MODEL OAS PROGRAM
Latin American & Latino Studies - 328
Political Science - 328
"Diplomacy in the Americas" an academically based community service course in which students work with Philadelphia and Norristown public school students to explore solutions to critical problems facing the Americas. Entrenched political, economic, and social inequality, combined with environmental degradation, weak institutions, pervasive health epidemics, weapon proliferation, and other issues pose formidable hurdles for strengthening democratic ideals and institutions. The Organization of the American States (OAS), the world's oldest regional organization, is uniquely poised to confront these challenges. "Diplomacy in the Americas" guides students through the process of writing policy resolutions as though the students were Organization of the American States (OAS) diplomats, basing their research and proposals on democracy, development, security, and human rights - the four pillars of the OAS. Students will also read literature about what it means to educate for a democracy and global citizenry, and they will have the opportunity to turn theory into practice by creating and executing curriculum to teach and mentor the high school students through interactive and experiential pedagogies.
EDUCATION IN AMERICAN CULTURE
Education - 240
Charles Adams
This course explores the relationships between forms of cultural production and transmission (schooling, family and community socialization, peer group subcultures and media representations) and relations of inequality in American society. Working with a broad definition of "education" as varied forms of social learning, we will concentrate particularly on the cultural processes that produce as well as potentially transform class, race, ethnic and gender differences and identities. From this vantage point, we will then consider the role that schools can and/or should play in challenging inequalities in America.
FACULTY-STUDENT COLLABORATIVE ACTION SEMINAR IN URBAN UNIVERSITY-COMMUNITY RELATIONS
Africana Studies - 078
History - 173
Urban Studies - 178
Ira Harkavy
One of the goals of this seminar is to help students develop their capacity to solve strategic, real-world problems by working collaboratively in the classroom, on campus, and in the West Philadelphia community. Research teams help contribute to the improvement of education on campus and in the community, as well as the improvement of university-community relations. Among other responsibilities, students focus their community service on college and career readiness at West Philadelphia High School and Sayre High School. Students are typically engaged in academically based community service learning at the schools for two hours each week.
FINANCIAL LITERACY COMMUNITY PROJECT (FLCP)
Management - 353
Keith W Weigelt
Do you want to make a real difference in the lives of a student? Do you want to set kids on a path to becoming financially literate? Do you want to learn leadership skills in the classroom? Here at the Financial Literacy Community Project (FLCP) we are able to create an experience that achieves all three. We partner with various public schools around the West Philadelphia area and teach concepts integral to financial literacy. We teach a wide range of grades from middle school to high school, and work with students to help them learn how to be financially responsible. In addition to teaching in neighboring high schools, we also have group class meetings run by Professor Keith Weigelt on Mondays from 7:00 PM-8:30 PM. We learn about the disparity of wealth and how to best address it while also learning teaching techniques, classroom strategies, and overall basic financial literacy. A basic understanding of personal financial literacy is required.
HISTORIES OF RACE AND SCIENCE IN PHILADELPHIA
Anthropology - 140
Paul J Mitchell
The history of race and science has its American epicenter in Philadelphia. Throughout this Academically-Based Community Service (ABCS) course, we will interrogate the past and legacy of racial science in the United States; the broad themes we broach will be met concretely in direct engagement with Penn and the Philadelphia community. As an extended case study, students will undertake independent research projects using primary source documents from local archives, tracing the global history of hundreds of human skulls in the 19th century Samuel G. Morton cranial collection at the Penn Museum, a foundational and controversial anthropological collection in the scientific study of race. These projects will be formed through an ongoing partnership with a Philadelphia high school in which Penn students will collaborate with high school students on the research and design of a public-facing website on the Morton collection and the legacy of race and science in America. In our seminar, we will read foundational texts on the study of racial difference and discuss anti-racist responses and resistance to racial science from the 19th century to the present. Throughout, we will work directly with both primary and secondary sources, critically interrogating how both science and histories of science and its impacts on society are constructed. Throughout this course, we will explore interrelated questions about Penn and Philadelphia's outsize role in the history of racial science, about decolonization and ethics in scholarly and scientific practice, about the politics of knowledge and public-facing scholarship, and about enduring legacies of racial science and racial ideologies. All students are welcome and there are no prerequisites, save for intellectual curiosity and commitment to the course. This course will be of particular interest to those interested in race, American history and the history of science, anthropology, museum studies, education, and social justice.
LATINX COMMUNITIES AND THE ROLE OF CBO'S IN SOCIAL CHANGE
Latin American & Latino Studies - 424
Sociology - 424
The purpose of this course to create a Latino Studies/Service Learning ABCS course that cultivates dialogue and knowledge about the social, political, cultural and historical complexities of the Latinx experience in the United States (Philadelphia in particular) and the roles Latinx CBO's play in meeting the needs of Latinx communities and in impacting social change.
NURSING IN THE COMMUNITY
Nursing - 380
This course considers how nursing influences the health and healing capacities of both communities as a whole (populations) and of groups, families, and individuals living within particular communities locally and globally. It addresses the complexity of nursing practice using a public health paradigm. It requires students to draw from prior class and clinical knowledge and skills and apply this practice base to communities across care settings, ages, and cultures with different experiences of equity and access to care. It provides the tools needed to engage in collaborative community work and to give voice to the community's strengths, needs, and goals. It also moves students from an individual and family focus to a population focus for health assessment and intervention. Students consider the science, policies, and resources that support public health, and community based and community-oriented care. Clinical and simulated experiences in community settings provide sufficient opportunities for clinical reasoning, clinical care and knowledge integration in community settings. Students will have opportunities to care for patients and populations within selected communities.
NUTRITION THROUGHOUT THE LIFE CYCLE
Nursing - 375
Monique Dowd
Understanding and meeting nutritional needs from conception through adulthood will be addressed. Nutrition-related concerns at each stage of the lifecycle, including impact of lifestyle, education, economics and food behavior will be explored.
OBESITY AND SOCIETY
Nursing - 313
Tanja Kral
This course will examine obesity from scientific, cultural, psychological, and economic perspectives. The complex matrix of factors that contribute to obesity and established treatment options will be explored. This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
PERFORMANCE IN THE AFRICAN DIASPORA
Africana Studies - 325
English - 380
Suzana E Berger, Herman Beavers
The purpose of this course is to engage students in the rigorous process of mining experiences for material that can be transformed into a public performance piece. In-class writing, group discussions, and field work in the Philadelphia area. AUGUST WILSON AND BEYOND. The people need to know the story. See how they fit into it. See what part they play. - August Wilson, King Hedley II. In this seminar, students will read groundbreaking playwright August Wilson's 20th Century Cycle: ten plays that form an iconic picture of African American traumas, triumphs, and traditions through the decades, told through the lens of Pittsburgh's Hill District neighborhood. Other readings include supporting material on Wilson's work and African American theatre, the works of contemporary playwrights whom Wilson has influenced (such as Suzan-Lori Parks and Tarell Alvin McCraney), and context on Penn's relationship with West Philadelphia. As an Academically Based Community Service (ABCS) course,this seminar gives students the opportunity to enhance their understanding of the plays, and history and culture that shaped them, by forming meaningful relationships with West Philadelphia residents. Wilson's plays provide the bridge between the two groups. The course culminates with students writing an original theatre piece inspired by the readings and relationships, which they will share at an end-of-semester performance.
THE BIG PICTURE: MURAL ARTS IN PHILADELPHIA
Fine Arts - 222
Urban Studies - 322
Shira Walinsky, Jane Golden Heriza
The history and practice of the contemporary mural movement couples step by step analysis of the process of designing with painting a mural. In addition students will learn to see mural art as a tool for social change. This course combines theory with practice. Students will design and paint a large outdoor mural in West Philadelphia in collaboration with Philadelphia high school students and community groups. The class is co-taught by Jane Golden, director of the Mural Arts Program in Philadelphia, and Shira Walinsky, a mural arts painter and founder of Southeast by Southeast project, a community center for Burmese refugees in South Philadelphia.
URBAN EDUCATION
Education - 202
Andrew J. Schiera
Urban Studies - 202
Michael Clapper
This seminar focuses on two main questions: 1) How have US schools and urban ones in particular continued to reproduce inequalities rather than ameliorating them? 2) In the informational age, how do the systems affecting education need to change to create more successful and equitable outcomes? The course is designed to bridge the divide between theory and practice. Each class session looks at issues of equity in relation to an area of practice (e.g. lesson design, curriculum planning, fostering positive student identities, classroom management, school funding, policy planning...), while bringing theoretical frames to bear from the fields of education, sociology, anthropology and psychology.
URBAN ENVIRONMENTS: SPEAKING ABOUT LEAD IN WEST PHILADELPHIA
Environmental Studies - 404
Richard Pepino
Lead poisoning can cause learning disabilities, impaired hearing, behavioral problems, and at very high levels, seizures, coma and even death. Children up to the age of six are especially at risk because of their developing systems; they often ingest lead chips and dust while playing in their home and yards. In ENVS 404, Penn undergraduates learn about the epidemiology of lead poisoning, the pathways of exposure, and methods for community outreach and education. Penn students collaborate with middle school and high school teachers in West Philadelphia to engage middle school children in exercises that apply environmental research relating to lead poisoning to their homes and neighborhoods.
WRITING AND POLITICS
English - 124
Lorene E Cary
This is a course for students who are looking for ways to use their writing to participate in the 2020 election. Student writers will use many forms--short essay, blogs, social media posts, mini video- or play scripts, podcasts--and consider lots of topics as they publish work, in real time, with #VoteThatJawn. This multi-media platform popped up in 2018 to support youth registration and voting in Philadelphia's 2018 mid-term elections. Registration of 18-year-olds that year doubled: from 3,300 to nearly 7,000. This year university, high school, and media partners across the city aim to hit 10K. Imagine that. Imagine a Creative Writing class that answers our desire to live responsibly in the world and to have a say in the systems that govern and structure us. Plus learning to write with greater clarity, precision, and whatever special-sauce Jawn your voice brings. The course is designed as an editorial group sharing excellent, non-partisan, fun, cool, sometimes deadly earnest content for and about fresh voters. In addition, you will gain experience in activities that writers in all disciplines need to know: producing an arts-based event, a social media campaign, working with multi-media content, and collaborating with other artists. English 124 will sometimes work directly with diverse populations of youth from other colleges and high schools throughout the city. Because you will engage with a common reading program about the ground-breaking Voting Rights Act of 1965, the class is cross-listed with Africana Studies 124. In addition, the work of #VoteThatJawn performs a civic service; therefore it is listed as an an Academically Based Community Service (ABCS) course with the university. Don't sit out this momentous electoral season because you have so much work. Use your work to bring other youth to the polls.
WRITING CENTER THEORY & PRACTICE
Writing - 138
Stacy M Kastner,
Valerie Ross
This course is intended for capable writers who possess the maturity and temperament to work successfully as peer tutors at Penn. WRIT 138 402: ABCS course. Along with a study of theories, strategies, and methods for teaching and tutoring writing in diverse communities, this course will also interrogate our own social locations and the ways we engage with the realities of teaching and learning. To enable this, this course will provide opportunities for community engagement and reflection beyond the walls of our classroom by working with nearby high school students to prepare them for college-level writing. Please note that 8 of our weekly classes will be held at Robeson High School (4125 Ludlow School, Philadelphia, PA 19102). In addition to fieldwork, students will read and discuss key texts on community-engaged writing instruction, keep a weekly reflection and reading response journal, and engage in a scaffolded semester-long research project on community-engaged writing theory and practice.
ANTHROPOLOGY AND PRAXIS
Anthropology - 518
Gretchen E L Suess
This course focuses on real world community problems, engaged scholarship, and the evaluation of actively-running Penn programs intended to improve social conditions in West Philadelphia. Two trends emerge in public interest social science that students will explore through research and evaluation: 1.) mergingproblem solving with theory and analysis in the interest of change motivated bya commitment to social justice, racial harmony, equality, and human rights; and 2.) engaging in public debate on human issues to make the research results accessible to a broad audience. As part of the course, students will learn the foundations of anthropology, social theory, and evaluation as they work with qualitative and quantitative data while conducting an evaluation based on community and partner need. Students will gain direct experience conducting evaluation research as a collaborative process and have an opportunity to engage in academically-based community service with a focus on social change.
ADVANCED PHYSICAL ASSESSMENT AND CLINICAL DECISION MAKING: NURSING OF CHILDREN CLINICAL I
Nursing - 721
Rachel E Mccormick, Susan M Campisciano
This clinical course is designed to help prospective advanced practice nurses develop advanced skills in physical and developmental assessment of children in a variety of well-child, clinic and hospital settings. Data collection, data interpretation, and hypothesis formulations are emphasized for the purpose of clinical decision making. The role of the advanced practice nurse in assessment of primary health care issues and health promotion is incorporated throughout the course. Collaboration as an integral part of assessment will be an ongoing focus.
CHILD ADVOCACY CLINIC
Law - 649
Jennifer R Nagda, Kara R Finck
DISCURSIVE APPROACHES IN INTERCULTURAL COMMUNICATION
Education - 676
Betsy R Rymes
This course offers a discourse-based approach and hands-on introduction to the field of intercultural communication, from the micro-level of interpersonal interaction to the macro-level of institutional practice. Through a series of readings and service learning projects in multicultural settings, students will hone their observational and analytic abilities, while gaining an appreciation of and facility for participating in the communicative diversity around them. Topics will include a repertoire approach to examining language in use, interpretation and metacommentary, and the possibility of intervention to facilitate new communicative patterns.
ETHNOGRAPHIC FILMMAKING
Anthropology - 583
Education - 586
Amitanshu Das
This ethnographic methodology course considers filmmaking/videography as a tool in conducting ethnographic research as well as a medium for presenting academic research to scholarly and non-scholarly audiences. The course engages the methodological and theoretical implications of capturing data and crafting social scientific accounts/narratives in images and sounds. Students are required to put theory into practice by conducting ethnographic research and producing an ethnographic film as their final project. In service to that goal, students will read about ethnography (as a social scientific method and representational genre), learn and utilize ethnographic methods in fieldwork, watch non-fiction films (to be analyzed for formal properties and implicit assumptions about culture/sociality), and acquire rigorous training in the skills and craft of digital video production. This is an ABCS course, and students will produce short ethnographic films with students in Philadelphia high schools as part of a partnership project with the School District of Philadelphia. Due to the time needed for ethnographic film production, this is a year-long course, which will meet periodically in both the fall and spring semesters.
HEALTH EDUCATION FOR INCARCERATED WOMEN
Gender, Sexuality & Women's Studies - 555
Nursing - 555
Kathleen M Brown
This elective course will afford students the opportunity to develop and implement health education workshops for incarcerated women in the Philadelphia jail system. Students will explore the social and historical framework and trends in the incarceration of women, as well as the needs of this population, and will identify specific areas that need to be addressed by particular disciplines or professions. Students will have direct contact with the jail system, its staff, and female inmates.
INNOVATION IN HEALTH: FOUNDATIONS OF DESIGN THINKING
Nursing - 573
Marion Leary
Innovation, defined as a hypothesis-driven, testable, and disciplined strategy, is important to improve health & healthcare. Employing new ways of thinking, such as with design thinking, will help open up possibilities of ways to improve health & the process of healthcare. Incorporating current & emerging social & digital technologies such as mobile apps, wearables, remote sensing, and 3D printing, affords new opportunities for innovation. This course provides foundational content & a disciplined approach to innovation as it applies to health & healthcare. A flipped classroom approach with the in-class component focusing on group learning through design thinking activities. The course is open to undergraduate nursing students as a case study & upper-level undergraduates and graduate students from across the Penn campus. The course provides a theoretical foundation in design thinking & may provide an overview of innovation technology & digital strategies as well as social & process change strategies. To enhance the didactic component, students will actively participate in a design case study. Students will be matched by interest and skill level with teams & will work with community-based organizations, healthcare providers and/or innovation partners. Student teams will meet their partners to identify & refine a health or healthcare problem to tackle. Students will work throughout the semester to create an innovative solution that will be pitched to their community-based organization, healthcare provider, and/or innovation partner at the end of the semester.
LANGUAGE TEACHING & LITERACY DEVELOPMENT IN MULTILINGUAL COMMUNITY CONTEXT
Education - 549
Anne Pomerantz
Immigrant youth often face the dual challenge of learning a new language and learning academic content in that language simultaneously. Many educators, however, struggle to identify and implement instructional practices that acknowledge learners' strengths, while also attending to their communicative, academic, and social needs. This course brings insights and findings from sociolinguistics to bear on research on language and literacy teaching to develop a situated, interactionally mindful approach for supporting emergent bi/multilinguals. An intensive service-learning project offers course participants the opportunity to "learn by doing" by working closely with children and adolescents in one multilingual, community-based after-school setting. Although the course takes the case of English learners attending U.S. elementary and secondary schools as its starting point, discussion of the implications and applications to other national/ educational contexts is encouraged. The goal of this course is to prepare participants to provide language and literacy instruction in contextually sensitive, theoretically informed, and interactionally attuned ways.
MULTICULTURAL ISSUES IN EDUCATION
Education - 723
This course examines critical issues, problems, and perspectives in multicultural education. Intended to focus on access to literacy and educational opportunity, the course will engage class members in discussions around a variety of topics in educational practice, research, and policy. Specifically, the course will (1) review theoretical frameworks in multicultural education, (2) analyze the issues of race, racism, and culture in historical and contemporary perspective, and (3) identify obstacles to participation in the educational process by diverse cultural and ethnic groups. Students will be required to complete field experiences and classroom activities that enable them to reflect on their own belief systems, practices, and educational experiences.
OBESITY AND SOCIETY
Nursing - 513
Tanja Kral
This course will examine obesity from scientific, cultural, psychological, and economic perspectives. The complex matrix of factors that contribute to obesity and established treatment options will be explored. Prerequisite: Undergraduate by permission of instructor This course satisfies the Society & Social Structures Sector for Nursing Class of 2012 and Beyond.
THE BIG PICTURE: MURAL ARTS IN PHILADELPHIA
Fine Arts - 622
Shira Walinsky, Jane Golden Heriza
The history and practice of the contemporary mural movement couples step by step analysis of the process of designing with painting a mural. In addition students will learn to see mural art as a tool for social change. This course combines theory with practice. Students will design and paint a large outdoor mural in West Philadelphia in collaboration with Philadelphia high school students and community groups. The class is co-taught by Jane Golden, director of the Mural Arts Program in Philadelphia, and Shira Walinsky, a mural arts painter and founder of Southeast by Southeast project, a community center for Burmese refugees in South Philadelphia.
VISUAL LEGAL ADVOCACY
Law - 979
Regina Austin
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