In this writing-intensive, capstone course, SAFS juniors and seniors engage in critical, student-led discussion of instructor-chosen and student-selected works related to food systems sustainability across scales, local to global. With these discussions as context, students pursue individual, semester-long projects to practically address a specific issue of interest. The course aims to improve critical reading, writing, discussion, and presentation skills; build cohort cohesiveness; and challenge students? beliefs and working assumptions about agriculture and food systems sustainability.

This course is designed to provide students with an overview of the profession of a Speech-Language Assistant. Topics include professional ethics, the American Speech-Language Hearing Association (ASHA), and gaining familiarity with the association's guidelines for becoming a registered Speech Language Assistant. Also discussed are roles and responsibilities such as observing, documenting, defining, and understanding goals and objectives in educational and medical settings; implementing both immediate and long-term accommodations; working as part of a team; practicing appropriate health and safety precautions; and working effectively with cultural differences in diverse populations.

Major individuals, organization and trends that influenced the development of an American industry in sports, active recreation, and physical fitness. Reading, discussions and research projects provide experience in the craft and utility of history.

An advanced writing-intensive, individual scholarly project under the direct supervision of a faculty member. Student and Faculty advisor will prepare a written proposal that outlines: questions to be pursued, methods of investigation, students qualifications to conduct the research, nature of finished written product (e.g. case study, position paper, extended lab report). Proposal must be approved by major faculty and dept. chair prior to students registration for SML 696W. All SML 696W projects must include Some forms of informal, ungraded writing such as a journal, reading summaries, draft chapters, or invention activities. Regular writing interaction between student and faculty adviser (i.e. at least weekly or biweekly), to include written feedback from the adviser. A finished product that is polished via revision. Faculty sponsors and students should consult the resources and guidelines of the UNH Writing Program.