| |
| |
-
ESL 6612 - Advocating for English Language Learners
Are you advocating for students, programs, and professional status? Learn to enlist support from administrators, parents, community, lawmakers, and the media. Through a series of readings, guest speakers, discussions, and assignments, learn how to speak and write about issues with authority, how to identify and organize potential supporters, and how to take practical steps toward changing policies and attitudes that affect ESL students, programs, and teachers.
Credits: (2 credits)
Target audience: teachers of ESL/bilingual K-Adult; others who advocate for ESL/bilingual students in a school setting.
|
| |
-
ESL 6620 - TEFL Certificate Course
Credits: (8 credits)
|
| |
-
ESL 6631 - Introduction to the Adult English Language Learner: Developing Reading/Writing Skills
How do adult learners acquire a second language? What is involved in the development of literacy skills? Explore the basic concepts of second language acquisition and the development of literacy skills. Discuss how languages are learned, and the implications for classroom instruction. The development and assessment of reading, writing and academic skills, and the politics of literacy will also be addressed.
Credits: (2 credits)
Target audience: ESL teachers of adult learners.
|
| |
-
ESL 6634 - Introduction to the Adult English Language Learner: Developing Oral Skills
How can we help the adult ESL learner develop oral skills? Uncover the nature of oral communication. Gain an awareness of the form, meaning and use of spoken English and how to present language to learners most effectively. Learn about the principles of teaching, listening, and speaking; use of authentic materials; and the assessment of oral proficiency and listening comprehension. Develop a basic understanding of the sound system of English phonetics, stress, rhythm and intonation. Learn strategies for teaching pronunciation. Emphasis is on developing classroom practices that maximize students’ participation.
Credits: 2 credits
Target audience: ESL teachers of adult learners.
|
| |
-
ESL 6636 - Course Design for Adult ESL Classes
How can ESL teachers develop courses to meet a variety of language and learning needs? ESL students come to programs for a variety of reasons: some need English for the workplace; some need survival English; others may want to go on to study in a community college or university. Understand the principles of needs assessment and course design, and learn the tools to develop courses that are tailored to the language and learning needs of your students. Learn how to develop different types of curricula including English for special purposes and content-based courses. Create curricula and materials for use in your own program.
Credits: (2 credits)
Target audience: ESL teachers of adult learners.
|
| |
-
ESL 6638 - Assessment of the Adult English Language Learner
Learn the basic principles of testing and evaluation, and how assessment is related to curriculum. Learn how to conduct valid and reliable formal and informal assessment of ESL learners. Develop authentic assessment tools for academic and workplace settings. Discuss entrance and exit criteria for ESL programs and how to assess student progress. Explore the politics of testing and assessment.
Credits: (2 credits)
Target audience: ESL teachers of adult learners.
|
| |
-
ESL 7502 - Language and Society
Focus on the varieties of language and how they reflect social patterns. Explore the importance of language in all our interactions. Examine the social nature of language, and how language reflects social situations. Study the issues of language and social class, ethnic group, and gender, as well as topics in language and nationality, language and geography, and the social nature of writing. Learn to pay particular attention to the social-linguistic situations of second language learners (i.e., those who are not native speakers of a socially dominant language or dialect) as well as the sociolinguistics of language in the classroom.
Credits: (4 credits)
Target audience: language arts, modern language, and ESL teachers, K-adult.
|
| |
-
ESL 7519 - Linguistics for Language Teachers
Teachers Study language in all its complexity! This is a broad, applied introduction to the study of language including morphology (word forms), syntax (sentence structure), semantics (meaning), and phonetics/phonology (pronunciation), as well as the social and cognitive dimensions of language. Study the application of linguistic skills to language instruction and the use of technology in teaching, in addition to an introduction to graduate-level research and Internet skills in a two-hour in-class library orientation.
Credits: (4 credits)
Target audience: teachers K-12.
|
| |
-
ESL 7610 - History of English
Have you wondered why the English language has such a bizarre spelling system, so many exceptions to its grammar rules, and the largest vocabulary of any modern world language? Discover the answers by studying the development and forms of the English language from Anglo-Saxon beginnings to present-day standard English and varieties of English. Understand the sociocultural and linguistic forces that cause language to undergo constant change. NOTE: Should be taken after or concurrently with a linguistics course.
Credits: 1 credit
Target audience: language arts and ESL teachers, K-12.
|
| |
-
ESL 7650 - Basics of Modern English
An overview of English grammar designed for teachers of ESL grades K-12. Develop an understanding of the basics of English grammar both descriptively and pedagogically, particularly in areas that cause difficulties for learners of English as a Second Language. Improve your skills at error analysis and your ability to effectively incorporate grammar instruction into your classroom in a way that is meaningful and interesting to your learners. NOTE: Should be taken after or concurrently with a linguistics course.
Credits: 4 credits
Target audience: ESL teachers, current or prospective.
|
| |
-
ESL 7660 - Second Language Acquisition
How do students learn a second language? Examine the factors that affect how languages are learned—age, environment, academic background, motivation, and developmental processes. Emphasis will be placed on understanding the language learning process and being able to communicate this process to administrators, teachers, and parents. Current research issues will also be addressed, with opportunities for teachers to apply theory to practice.
Notes
NOTE: Should be taken after or concurrently with a linguistics course.
Credits: 3 credits
Target audience: ESL and bilingual/bicultural education teachers K-12.
|
| |
-
ESL 7753 - Testing & Evaluation of English Language Learners
Examine the complex issues of assessment, testing, and evaluation of ESL students, in both ESL and mainstream classrooms. Develop an understanding of the policies, procedures and instruments used in assessing English language proficiency and the academic competency of ESL students. Learn how to use appropriate assessment to improve student performance and how to advocate for students in testing situations.
Credits: (4 credits)
Target audience: teachers K-12.
|
| |
-
ESL 7755 - Development of Literacy Skills
Literacy development is crucial for the academic success of ESL students! Develop a working knowledge of best practices in literacy development for second language learners. Learn about emergent and content literacy theory and methods through a critical literacy framework.
Credits: (4 credits)
Target audience: teachers K-12.
|
| |
-
ESL 7776 - ESL Methods
Explore the intersection of theory and practice! Examine historical and contemporary methods for teaching language. Learn to develop lessons that focus on reading, writing, listening, speaking, grammar and vocabulary for a variety of ages, proficiency levels and educational contexts. Learn to write language and content objectives and align standards, objectives, assessment, and activities to ensure purposeful instruction. This course also presents cultural theory and development.
Notes
NOTE: Methods should be taken at the end of the licensure course sequence.
Credits: (4 credits)
Target audience: persons seeking ESL licensure.
|
| |
-
ESL 7790 - Advanced Practicum
Credits: (variable credits)
|
| |
-
ESL 8010 - Phonetics and Phonology
Help English language learners attain intelligible pronunciation. This course addresses areas of phonetics and phonology that ESL professionals need to know in order to assess and respond to learner needs. Issues of age, motivation, and context as they relate to pronunciation are discussed. Ideas for integrating pronunciation instruction into various curricula are included as well. The needs of both children and adults are addressed.
Credits: (2 credits)
|
| |
-
ESL 8020 - Advanced Linguistic Analysis
Using naturally occurring linguistic data from the first languages that ESL practitioners encounter in Minnesota (e.g. Spanish, Hmong and Somali), this course will provide ESL practitioners with a solid understanding of topics in syntax, semantics and pragmatics. The emphasis will be on recognizing pattern and structure (including linguistic universals) and relating this knowledge to the language learning needs of ESL students.
Credits: (3 credits)
|
| |
-
ESL 8490 - Research Methodology
This course examines the ideological and theoretical underpinnings of research in second language pedagogy and learning. In conjunction with reviewing quantitative and qualitative research methods, students formulate the research question for their capstone projects, design the methodology, and write the literature review.
Credits: (4 credits)
|
| |
-
ESL 8495 - Capstone
Credits: 4 credits
Prerequisite: Successful completion of ESL 8490
|
| |
-
GED 0050 - Student Teaching Seminar
This is the required weekly seminar that accompanies the classroom student teaching experience. It is offered for no credit. Refer to the course description for the student teaching experience.
Credits: 2
Prerequisite: Formal acceptance in the MAT teacher education program; successful completion of content area and education course requirements; and, successful presentation and evaluation of your Professional Teaching Portfolio.
|
| |
-
GED 7801 - Introduction to MAT
An orientation course is required prior to or during the first semester of a student’s program in order to facilitate the MAT student’s progress through the complexities of the licensure coursework and the gateways toward state licensure. The course will cover material such as the conceptual framework of the program, the requirements of the licensure coursework, and the gateways which have been established for monitoring successful progress through the program.
Credits: (0 credit)
|
| |
-
GED 7815 - Schools and Society
This course will explore the profession of teaching from historical, philosophical and sociological viewpoints. Students will develop a personal philosophy of education and conduct research on current topics in the field. This course includes three days of school tours and a 30-hour field experience.
Credits: (4 credits)
Prerequisite: Concurrent enrollment in GED 7825 is recommended.
|
| |
-
GED 7825 - Educational Psychology
This course surveys theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; and, influences of social and cultural background on development and learning. Students will learn about assessment and evaluation and the theoretical bases for instructional models.
Credits: (4 credits)
|
| |
-
GED 7862 - Education and Cultural Diversity
This course will explore the impact of diversity in the classroom: race/ethnicity, class, gender, language, sexual orientation, and disability and will explore nature, causes, and effects of prejudice. Approved by MN Department of Education as satisfying the Education 521 human relations requirement.
Credits: (4 credits)
|
| |
-
GED 7867 - Theory to Practice
This course will require students to analyze the structure and methods of managing learning environments, design developmentally appropriate learning opportunities that incorporate different approaches to learning, learning styles, and multiple intelligences, and practice strategies for culturally mediated instruction and uses of technology to facilitate and enhance learning. This course has a 15-hour field placement.
Credits: (4 credits)
|
| |
-
GED 7872 - Exceptionality
This course will survey areas of exceptionality such as learning disabilities, physical and mental disabilities, emotional and behavior disorders, and giftedness, and consider their impact on classroom learning. The course will address educational practices for responding to exceptional students’ needs. The course includes a 4-hour field placement.
Credits: (2 credits)
|
| |
-
GED 7885 - Elementary Student Teaching K-6
Elementary student teaching provides preservice educators with experiences to connect theory and practice in the context of a K-12 classroom; instructional planning; and implementation in an assigned learning environment. Preservice teachers’ responsibilities include; longterm planning, implementation of an integrated curriculum, the facilitation of small- and large-group learning, and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
Notes
Students must attend a student teaching intake session, which takes place in the fall semester. Contact your advisor or the Director of Field and Student Teaching Experiences, for scheduling information.
Attendance at weekly seminar is required (no credit). Refer to course description for Student Teaching Seminar.
Credits: 6 credits
Open only to preservice teachers who have adequate preparation in subject matter; have demonstrated proficiency with regard to the program and Minnesota’s Standards for Effective Practice for Beginning Teachers; have met all program requirements; and, have evidenced fitness for entering the teaching profession. This is graduate level student teaching with graduate level exceptions.
Prerequisite: Formal acceptance in the MAT teacher education program; successful completion of content area and education course requirements; and, successful presentation and evaluation of your Professional Teaching Portfolio.
|
| |
-
GED 8020 - Explorations: Reflection, Community Building, and Knowledge
Participants increase their reflection skills through dialogue, writing, and examination of their personal beliefs about teaching and learning. They learn about and practice building community with class colleagues and in their workplaces. They explore how knowledge is constructed individually and socially.
Credits: (4 credits)
|
| |
-
GED 8021 - Designing Effective Learning Environments
In the context of individual values and beliefs and the complexity of an increasingly diverse society, providing effective learning environments for all students is a continual and complex challenge. Participants take up this challenge by considering a variety of research-based approaches for crafting inclusive, active, and engaging learning environments. These include pedagogically sound technology integration, differentiated instruction, and understanding by design.
Credits: (2 credits)
|
| |
-
GED 8022 - Action Research: Practice and Application
Participants design an action research project. In the process, they learn to value their own voices and the questions they generate about their professional practice. Engaging in action research enables participants to use structured inquiry as a strategy for enhancing learning environments.
Credits: (2 credits)
|
| |
-
GED 8023 - Capstone Practicum
As members of an inquiry community, participants challenge contemporary notions of “research.” Each participant explores and owns a critical question and drafts a capstone proposal. Participants learn to design and implement an extended structured inquiry.
Credits: (4 credits)
|
| |
-
GED 8024 - Educating for Equity and Social Justice
This community critically examines education through an equity and social justice lens. Using critical cultural studies and multicultural education as theoretical frameworks, participants collaboratively investigate ways in which racism, sexism, classism, heterosexism, ageism, and other forms of discrimination permeate educational policy and practice. Participants consider what individuals and communities can do to ensure that all students have equitable educational opportunities.
Credits: (4 credits)
|
| |
-
GED 8025 A - Public Policy: Design and Action
Policy decisions or actions present opportunities for teachers-leaders to use a policy cycle to improve teaching and learning. Participants collect data, analyze problems, and design policy initiatives, which may be at the classroom, department, school, district, state, or federal level.
Notes
Students must register for both 2-credit sections of 8025 at the same time.
Credits: (2 credits)
|
| |
|
| |
-
GED 8030 - Essentials in Literacy and Learning
Examine the relationship between literacy theories and classroom practice. Expand the definition of literacy as it relates to self, students and society. Learn about and practice building community with colleagues in a literacy environment.
Credits: 4 credits
|
| |
-
GED 8031 - New Literacies in the 21st Century
Explore the variety of different text types that can be used to teach 21st century students. Examine visual literacies and methods for teaching reading and writing with multimedia and new literacies. Learn an array of strategies intended to increase new literacy practices in the classroom.
Credits: 2 credits
|
| |
-
GED 8032 - Rethinking Literacy Across the Disciplines
Gain an overview of the reading process based on current theory and research. Practice and incorporate instructional methods for teaching and promoting literacy across the disciplines. Learn how to expand language specific to academic subjects and explore assessment tools that strengthen student learning with diverse texts.
Credits: 3 credits
|
| |
-
GED 8034 - Literacy Leadership and Coaching
Explore the role of literacy leaders and literacy coaches in schools. Learn a wide range of leadership skills through the study of adult learning, professional development and research-based coaching practices. Examine methods for building and maintaining relationships with colleagues and the school community.
Credits: 3 credits
|
| |
-
GED 8035 - Literacy Capstone - Thinking, Researching, Writing
Become a teacher researcher by learning to design and implement structured inquiry in literacy education. Develop a critical question and draft a capstone proposal. Expand an understanding of the research process, methodology and structure of the capstone.
Credits: 3 credits
|
| |
-
GED 8036 - Educational Policy and Literacy Practice
Develop an understanding of educational policy at the classroom, department, school, district, state or federal level. Study literacy reform efforts through inquiry, reflection and analysis. Learn how to influence policy and become an agent of change.
Credits: 2 credits
|
| |
-
GED 8040 - Critical Literacy
Deepen understanding of critical literacy by actively questioning the stance found within, behind, and among texts. Learn to guide students to ask questions about representation, marginalization, power and benefit. Encourage critical awareness through personal and professional transformation.
Credits: 2 credits
|
| |
-
GED 8041 - Understanding Language and Language Learners
English learners (ELs) are increasing in numbers in our K-12 schools, with linguistic and cultural needs that are new to many teachers. This course will introduce the principles of language and culture that teachers need to know when working with ELs. Questions addressed will include: What is the nature of language? How is a second language learned? What is the relationship between language, culture, and the language learner?
Notes
Requirements: Completion of student teaching and admission to the MAT program. Concurrent enrollment in GED 8091.
Credits: 4
|
| |
-
GED 8042 - Academic Language for English Learners
This course will address best practices in the instruction of ELs. Questions this course will address are: How can language be learned in a content classroom? How do teachers make instruction and assessment accessible? Why is it important to teach academic language and how is it done?
Notes
Please note: Concurrent enrollment in GED 8092 is also required.
Credits: 4
Requirements: Successful completion of GED 8041 AND GED 8091 is required to register for this course.
|
| |
-
GED 8043 - Supporting and Advocating for English Learners
This course is designed for mainstream teachers. The premise of the course is to show teachers ways to advocate for English Language Learners in the classroom, in the school, and in the community. It also provides ways to show ELLs how to speak up for themselves, their families, and their communities.
Notes
Please note: Concurrent enrollment in GED 8093 is also required.
Credits: 4
Successful completion of GED 8041, GED 8091, GED 8042, and GED 8092 is required to register for this course.
|
| |
-
GED 8051 - Literacy Connections in the Classroom
This course builds upon the foundational and content knowledge from teachers’ pre-service literacy coursework and scaffolds literacy learning gained from MAT clinical and student teaching experiences. The content and course activities will provide an emphasis on literacy instruction that will prepare teachers to become successful practitioners in today’s classrooms.
Notes
Please note: Concurrent enrollment in GED 8091 is required.
Credits: 4
|
| |
-
GED 8052 - Summer Literacy Institute
This is one of three courses in the new Literacy Induction Series specifically designed for MAT license completers. Features national literacy leaders and also break-out sessions presented by local practitioners.
Notes
Please note: Concurrent enrollment in GED 8092 is also required.
Credits: 4
Requirements: Successful completion of GED 8051 AND GED 8091 is required to register for this course.
|
| |
-
GED 8053 - Literacy Connections II
Building on the learning opportunities in Literacy Connections in the Classroom and students’ Summer Literacy Institute experiences.
Notes
Please note: Concurrent enrollment in GED 8093 is also required.
Credits: 4
Requirements: Successful completion of GED 8051, GED 8091, GED 8052, and GED 8092 is required to register for this course.
|
| |
-
GED 8061 - Nature of Science and Historical Perspectives
Fundamental to effective science teaching is a deep understanding of science and its development over time. The scientific enterprise will be explored through cultural, historical, and social perspectives.
Notes
Please note: Completion of student teaching and admission to the MAT program. Concurrent enrollment in GED 8091 is required.
Credits: 4
|
| |
-
GED 8062 - Science Teaching and Learning
Science Teaching and Learning is a practitioner’s course where science-specific instructional strategies will be actively investigated, including the classroom environment, impact of state and national standards, inquiry as process and pedagogy, effective questioning, misconceptions and gaps in understanding, use of science notebook/journals, curriculum design, assessment models, state science testing, science literacy, and cultural perspectives.
Notes
Please note: Concurrent enrollment in GED 8092 is also required.
Credits: 4
Requirements: Successful completion of GED 8061 AND GED 8091 is required to register for this course.
|
| |
-
GED 8063 - Rivers Institute
The field-based course addresses the natural overlaps between science processes, content, and the skills of literacy. Our natural affinity to water makes rivers and watersheds a useful and familiar context for teaching and learning.
Notes
Please note: Concurrent enrollment in GED 8093 is also required.
Credits: 4
Requirements: Successful completion of GED 8061, GED 8091, GED 8062, and GED 8092 is required to register for this course.
|
| |
-
GED 8071 - Race and Culture in Today’s Classroom
This course will explore how race and culture impact teacher instruction and student learning. You will look at a little talked about theory: White Racial Frame and how this frame impacts the effort and excellence in urban and urban/like classrooms. Participants Will review strategies and techniques to reach all students and not just those that may look, dress, talk or act like a participant. When educators began to focus on culturally proficient/responsive instruction all students benefit: poor students, middle class students, rich students, students of color, immigrant students, language students, and students with disabilities. All stakeholders become winners: students, teachers, parents, schools, and districts.
Notes
Please note: Completion of student teaching and admission to the MAT program. Concurrent enrollment in GED 8091 is required.
Credits: 4
|
| |
-
GED 8072 - Intercultural Competency and Dimensions of Diversity
This course will offer teachers an in-depth analysis of who they are culturally and identify at least one identity of intersectionality and how to improve their practice as it relates to meeting the needs of diverse learners in the 21st century.
Notes
Please note: Concurrent enrollment in GED 8092 is also required.
Credits: 4
Requirements: Successful completion of GED 8071 and GED 8091 are required to register for this course.
|
| |
-
GED 8073 - Linking Community to Classroom: Building on Learner Capital
Learning can be meaningful, engaging, and permanent when it builds upon the social and cultural capital learners bring to the classroom. Build upon the rich and diverse out-of-school experiences of learners from diverse backgrounds and develop ways to acknowledge and integrate those experiences into your teaching through readings, lesson plan development, reflection, and interaction with families and communities.
Notes
Please note: Concurrent enrollment in GED 8093 is also required.
Credits: 4
Requirements: Successful completion of GED 8071, GED 8091, GED 8072, and GED 8092 is required to register for this course.
|
| |
-
GED 8495 - Capstone
The capstone project is the culmination of an MA student’s work at Hamline University. It is generally an applied research project conducted in the student’s school or workplace. The student works closely with an administrative advisor to construct the research, carry out the research, and complete the project. The capstone committee offers additional support throughout the process. Registration requires advisor and committee members’ signatures. Capstone registration materials, timelines, and formatting guidelines are found in the Capstone Completion Guide and Capstone Formatting Guide, which are available online. If you have questions, please contact the Advanced Degrees Department program administrator.
Credits: 4 credits
Prerequisite: Successful completion of GED 8023 or GED 8035 (Literacy Education).
|
| |
-
GED 8501 - The Learning Organization
This course examines the social foundations of United States education from comparative and historical perspectives with attention to future trends. The course provides ample opportunities for participants to articulate and understand the presuppositions and suppositions (foundations) of their individual philosophy, knowledge base, valuation of education, schooling, the relationship between teachers and learner, and between skills and knowledge.
Credits: (4 credits)
|
| |
-
GED 8502 - Educational Foundations
This overview course examines how schools, universities, and other formal organizations built around learning have evolved, particularly in the United States. Learners and learning processes, teachers and teaching processes, and leaders and leading processes will be discussed in the context of education as a discipline.
Credits: (4 credits)
|
| |
-
GED 8504 - Educational Organizations
This course examines organizations that educate: their structures and processes, cultures, management of change processes, productivity and effectiveness issues, their place in society, and organizational development techniques and theories. Participants will explore the implications of social, cultural, and racial demographic changes on historically Eurocentric thinking about organizations. This exploration offers opportunities to rethink these social constructions.
Credits: (4 credits)
|
| |
-
GED 8505 - Leadership
This course focuses on understanding and analyzing these aspects of leadership: theories, with special attention to constructivist leadership; complexities of leading in an interdependent world; leader-follower relationships; change and transition; and communication and decision-making processes. Participants will apply their understanding and analysis to personal, professional, and organizational settings.
Credits: (4 credits)
|
| |
-
GED 8507 A - Frameworks for Inquiry
The major aim of this course is to develop and extend critical habits of mind via inquiry. It surveys the qualitative and quantitative research paradigms. Both paradigms require habits of mind that include: making sense of competing paradigms; framing research questions; respecting data over prejudices; and judging whether conclusions are supported by evidence. This course continues the study of research designs and methods from both paradigms.
Credits: (2 credits)
|
| |
-
GED 8507 B - Frameworks for Inquiry
The major aim of this course is to develop and extend critical habits of mind via inquiry. It surveys the qualitative and quantitative research paradigms. Both paradigms require habits of mind that include: making sense of competing paradigms; framing research questions; respecting data over prejudices; and judging whether conclusions are supported by evidence. This course continues the study of research designs and methods from both paradigms.
Credits: (2 credits)
|
| |
-
GED 8508 - Advanced Inquiry
This course extends the knowledge and activities of Frameworks for Inquiry with attention to the intersection of the two paradigms and multimethod designs. Participants critique current research practices, analyze research findings related to current educational issues, and analyze and evaluate the implications of those findings. Participants also draft a dissertation prospectus, which is the initial stage of dissertation work.
Credits: (4 credits)
|
| |
|
| |
-
GED 8514 - Doctoral Writing Seminar
Participants focus in improving aspects of writing assignments from the 1st-semester courses. This is done through assessments, analysis of strong and weak models of doctoral-academic writing, focused revision, self-reflection, and goal setting to improve writing for the doctoral course work and the dissertation.
Credits: (2 credits)
|
| |
|
| |
-
GED 8516 - Equity and Social Justice Policy
Notes
In addition to an overview of educational policy development, particular focus is placed on equity and social justice implications of educational policies at the local, state, national, and international levels. This includes the impact of the history of the U.S. civil rights and global human rights movements on educational policy. Public scholarship related to policy is examined. Participants engage in the design, development, and evaluation of policy related to educational policy issues. An underlying principle of the course is policy activism.
Credits: (4 credits)
|
| |
|
| |
-
GED 8991 - Dissertation Credit I
This is the first of four 4-credit registrations for the dissertation. Working individually with a dissertation committee, the student develops a dissertation proposal and successfully presents it at a committee proposal meeting. Prerequisites: Successful completion of all required courses, written examinations, synthesis presentation, and portfolio.
Credits: 4 credits. Graded on a Pass/No Pass basis.
|
| |
-
GED 8992 - Dissertation Credit II
This is the second of four dissertation courses. Following a successful proposal meeting in GED 8991, students continue to work with a dissertation committee to develop, implement, and write the dissertation.
Credits: 4 credits. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991, including the dissertation proposal meeting.
|
| |
-
GED 8993 - Dissertation Credit III
This is the third of four dissertation courses. Students continue to work with a dissertation committee to develop, implement, and write the dissertation.
Credits: 4 credits. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991 and 8992.
|
| |
-
GED 8994 - Dissertation Credit IV
This is the fourth and final dissertation course. Students continue to work with a dissertation committee to complete the dissertation. Completion of the dissertation, including the final meeting or defense, is the final requirement for the Doctorate in Education (EdD) degree.
Notes
(All are graded on a Pass/No credit basis)
Credits: 4 credits. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991, 8992, and 8993.
|
| |
-
GLS 8002 - Public Intellectual Practicum
People who share academic knowledge with the general public are sometimes called public intellectuals, people like Carl Sagan, Edward Said, Susan Sontag, Henry Louis Gates, E.O. Wilson, and Camille Paglia. These men and women are original thinkers who can write well and who wish to explore and debate real-world issues and problems and share their ideas with a wider audience. Since the great issues of our time defy easy or simple solutions, the public intellectual often explores diverse fields of inquiry, seeking to draw connections that result in deeper understanding. Students in the practicum will choose a subject or issue to investigate using interdisciplinary methods of inquiry and research. They will explore writing and presentation strategies appropriate for different kinds of audiences (e.g., essay, radio commentary, podcast, video script, blog, public presentation, etc.). Students will learn how to communicate clearly and persuasively with a wider audience, to conduct interdisciplinary research, and to act upon their creative and intellectual potential.
Credits: (4 credits)
|
| |
-
GLS 8010 - The Essay
We believe, to quote Donald Murray, Pulitzer-Prize winning journalist and poet, that “writing is the fundamental tool of the intellectual life.” All MALS students take a course on the essay, which will instruct them on the techniques of writing the critical and personal essays. This course will help to prepare students for their final capstone project and will provide a vehicle to carry the ideas and values they explore in the Graduate School of Liberal Studies outside the academy and into the real world.
Notes
MALS Requirement MFA Elective
Credits: (4 credits)
|
| |
-
GLS 8029 - The Labyrinth
Credits: (4 credits)
|
| |
-
GLS 8060 - Birth and Death
Credits: (4 credits)
|
| |
-
GLS 8307 - Poetry: The Sacred
Credits: (4 credits)
|
| |
-
GLS 8363 - Creative Process
Credits: (4 credits)
|
| |
-
GPA 8000 - Foundations in Public Administration
This course introduces students to the professional study of public administration. The course provides a historical overview of American public administration and each of its significant sub-fields, as well as an introduction to contemporary reform efforts, both within and outside the public sector. Students learn to integrate their own experiences with key concepts in public administration and to use these experiences and concepts to plan the rest of their master’s programs.
Credits: (4 credits)
|
| |
-
GPA 8002 - Fundamentals of Nonprofit Management
This course provides an overview of the historical development of the nonprofit sector, an introduction to emerging issues and leadership challenges for the sector, and a close look at management issues unique to the nonprofit sector. The class also examines the missions, operations, and challenges of nonprofit organizations.
Credits: (4 credits)
|
| |
-
GPA 8010 - Professional Ethics
This course explores selected theories of ethics and fundamental principles of ethical management, with a focus on practical approaches to dealing with ethical dilemmas across the public, private, and nonprofit sectors.
Credits: (4 credits)
|
| |
-
GPA 8020 - Organizational Theory and Behavior
This course examines the concepts, analytical tools, and personal skills relevant to the study of behavior in organizations. The course uses simulations, case studies, and discussion. It explores planned organizational change, the relationship between accomplishing tasks and fulfilling a mission, and other crucial topics in organizational life.
Credits: (4 credits)
|
| |
-
GPA 8030 - Public Fiscal Management
This course analyzes government revenue and expenditure policies, with an emphasis on the Minnesota state budgetary process. Topics include principles of public fiscal management, tax and spending systems, revenue sources, intergovernmental relations, and the administrative and political aspects of fiscal policy.
Credits: (4 credits)
|
| |
-
GPA 8032 - Financial Management for Nonprofit Organizations
This course introduces concepts and techniques in financial management applicable to nonprofit organizations. The focus is on nonprofit accounting, the interpretation and analysis of nonprofit financial statements, data and procedures for operational forecasts and budgets, financial responsibility, and the duties of nonprofit boards.
Credits: (4 credits)
|
| |
-
GPA 8040 - Public Policy Analysis
This course evaluates a variety of approaches and models used to analyze the making of public policy by examining the assumptions and limitations of each model. Current policy issues are explored. Each student designs and completes a significant research project on a selected public policy issue.
Credits: (4 credits)
|
| |
-
GPA 8050 - Human Resource Management for Government
This course examines current case law, regulations, and trends that define and influence the personnel function. Topics include recruitment, selection, compensation, employee motivation, collective bargaining, organizational philosophies, and legislation and regulation.
Credits: (4 credits)
|
| |
-
GPA 8052 - Human Resource Management for Nonprofit Organizations
This course provides an overview of the human resources function, with emphasis on the unique issues facing nonprofit organizations. It examines challenges of recruitment, retention, compensation, and personnel policies. Special attention is given to the role of boards and other volunteers.
Credits: (4 credits)
|
| |
-
GPA 8061 - Administrative Law
This course has been designed to be user-friendly to the nonlawyer and has as its goal to acquaint students with the fundamental principles and concepts of administrative law. Taught from a public administration perspective, the course provides students the opportunity to explore the interplay between and among politics, democracy, and bureaucracy; to examine bureaucracy’s relationship to the legislative branch of government and to the courts; to learn about the administrative process at the local, state, and federal levels; to focus on the regulatory aspects of administrative law with particular attention to controlling risks, solving problems, and managing compliance; and to take a look at some contemporary substantive issues through the lens of administrative law.
Credits: (4 credits)
|
| |
-
GPA 8062 - Law for Nonprofit Organizations
This course examines the legal history and frameworks of nonprofit organizations. Emphasis is placed on the laws relating to the incorporation and tax-exempt status of nonprofit organizations. The course includes an examination of how nonprofit organizations influence legislation and rule-making processes. Students look at issues of accountability for nonprofit organizations and analyze the differences between profit and nonprofit organizations.
Credits: (4 credits)
|
| |
-
GPA 8070 - Research Methods
This course is designed to enhance managers’ applied research skills in both their quantitative valuations and qualitative evaluations of various issues that confront them in their roles as decision-makers. Topics include research purpose and design; literature reviews; survey and data collection; statistical hypothesis testing; and research-proposal development
Credits: (4 credits)
|
| |
-
GPA 8082 - Volunteer Management
This course explores the theories and practices required to develop and implement effective volunteer management programs within nonprofits. Topics include planning to ensure the success of volunteer programs, outlining the steps of appropriate volunteer recruitment, creating effective personnel policies and procedures, orientation training, supervising and evaluating, and recognizing volunteers for their contributions. Some related topics covered: what is national service, the changing demographics of the community volunteer, and organizational responsibilities and liabilities with administering volunteer programs.
Credits: (4 credits)
|
| |
-
GPA 8100 - Communications and Marketing for Nonprofits
This course explores research and marketing techniques used by nonprofits. Examines the importance of long range strategic planning for nonprofit organizations’ market development. The course involves students in exercises in brand development and management, audience targeting, development of key messages, and other components of effective communication.
Credits: (4 credits)
|
| |
-
GPA 8110 - Governance and Planning in Nonprofit Organizations
This course introduces the governance process in nonprofit organizations, including the composition, roles, and responsibilities of governing boards; the relationship between boards and staff; and the role of governing boards in planning. Examines strategies for analysis and intervention when governance structures are not serving organizational needs.
Credits: (4 credits)
|
| |
-
GPA 8120 - Labor Relations
This course offers a wide review of Labor Relations. The course assumes a general understanding of relationships between management and organized labor and other core graduate courses specifically organizational theory and human resource management. The instructional approach is in the survey form and will employ lecture, readings, guest speakers, student presentation, and case study to achieve its objectives. It is not intended to train students for specialized careers in labor relations in a single course, but to acquaint the student with the underlying values, systems, laws and procedures shaping Labor Relations and the pertinent topics affecting the workplace today.
Credits: (4 credits)
|
| |
-
GPA 8130 - Housing & Economic Policy
This course examines economic development theories and housing policies in the United States. Emphasis upon understanding how economic and housing markets operate and how national, state, and local governments can influence business investment and job development decisions and the construction and rehabilitation of housing for different populations. This course first provides an overview on how economic and housing markets function. The discussion will include discussion of basic principles of macro and microeconomics and then analysis of specific views of economic development, including export-base, core-periphery, and locational theories. The course then provides specific analysis and evaluation of the different policies and techniques governments have used to secure economic and housing goals. Among the techniques examined will be: tax incentives and TIFs, bonding, public subsidies, public/private partnerships, infrastructure development, and direct government investment in, or ownership of housing and economic development entities.
Credits: (4 credits)
|
| |
-
GPA 8201 - Public Dispute Resolution
This course is an introduction to the public policy formation and implementation process. Public organizations encounter many situations where negotiation skills and mediation training in a public context is useful. Neighborhood disputes, development issues or special interest concerns require public officials to negotiate and mediate between parties in order to reach consensus and resolution to different opinions and points of view. These skills are different than the typical policymaking and implementation training that most public officials are used to. In today’s world of public participation and citizen awareness, negotiation and mediation skills are essential.
Credits: (4 credits)
|
| |
-
GPA 8221 - Public Negotiation Skills Building
This course is designed to give the student a working knowledge of the theory and practice of negotiations in various public sector settings. The course is structured to allow the student to spend considerable time in realistic role-play exercises and will cover employee to employee, labor and community interest group dispute resolution through the use of bargaining skills and tactics. Participants will be involved in team negotiations with other members of the class.
Credits: (4 credits)
|
| |
-
GPA 8222 - Public Mediation Skills Building
Conflict is not necessarily good or bad. Conflict can be dysfunctional, and it can be difficult and dangerous for personal, business, or institutional relationships. Conflict often requires a third party neutral to assist parties in resolving their disputes and in creating valuable and workable relationships after their disagreements. This course provides students with the basic skills to become a mediator, and it provides students with an understanding of common mediation principles and practices. Students will also learn how mediation fits into the broader area of Alternative Dispute Resolution.
Credits: (4 credits)
|
| |
-
GPA 8223 - Contemporary Social Policy Issues
This course is open to advanced master’s level students. This course examines the historical context, theoretical arguments, and political controversies surrounding current and emerging social policy issues. Consideration is given to the impacts of changing social policies on vulnerable populations, the delivery of health and human services, and society at large.
Credits: (4 credits)
|
| |
-
GPA 8225 - Critical Issues in Public Administration
This course explores in-depth those changes that are likely to have the greatest impact on local government managers in today’s environment. External factors such as changing demographics, rising citizens’ expectations, and the evolving nature of federalism will be examined as context for how effective managers must now respond. Several important internal issues such as how to motivate the new work force, how to determine the costs and benefits of technology in service delivery, and governing body expectations for successful managers will also be covered.
Credits: (4 credits)
|
| |
-
GPA 8228 - Public Arbitration Skills Building
This course is designed to make students familiar and comfortable with arbitration as a dispute resolution process in the public sector. Students will have a chance to participate in several scripted arbitration proceedings that will give them knowledge of the legal requirements and tactical underpinnings of this common workplace process. Employees will be made aware of the State Statutes governing public employee disputes and will become familiar with both salary and discipline arbitration proceedings.
Credits: (4 credits)
|
| |
-
GPA 8230 - Municipal County Administration
This course is a survey of contemporary issues facing municipalities specifically in Minnesota and generally in the upper Midwest. The semester will explore the practicalities and politics of managing a municipal organization using a variety of current practitioners in the field. Areas of concentration will include: community roles and power structures, city council and staff relations, public safety and public works issues, land use and community development, employee relations, finance, legal authority and emerging issues of governance and the role of citizen participation. Students currently will find this class a good way to acquire a broad-based understanding of municipal operations and the complexities of this occupational field.
Credits: (4 credits)
|
| |
Page: 1
| 2
|
Print this Page