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DPA 8501 - Historical Foundations and Professional Development
This course examines how public administration and nonprofit management have evolved as fields of study, and how they are designed and practiced. The academic and career development goals of individual students are addressed. Students are prepared to integrate theory into practice at an advanced level.
Credits: 4
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DPA 8502 - Research Methods
Advanced Research Methods introduces students to the basic techniques of quantitative and qualitative research required in the field of public administration. Students learn how to define a research project and select appropriate methodologies to investigate political and social phenomena. Emphasis is also placed on learning how to interpret and critically evaluate public administration research.
Credits: 4
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DPA 8503 - Critical Issues for Public Administrators
This course identifies and explores important contemporary issues facing public administration practitioners, and looks at how these issues relate to major ideas in the history of the field. This course examines leading-edge professional practices related to these issues, and the extent to which these practices have been successful in local, state, and national contexts. Students integrate their learning from the other core courses and prepare for written exams in the program.
Credits: 4
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DPA 8504 - Advanced Organizational Theory and Leadership
This course is an advanced, in-depth examination of the concepts, analytical tools, and personal skills underlying behavior in organizations. It explores the relationship between task accomplishment and human fulfillment in the context of planned organizational change.
Credits: 4
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DPA 8506 - Advanced Seminar in Public Policy
This course examines the theoretical and philosophical approaches used to systematically examine the public policy process. Because no single theory or model can adequately describe the complexities of this process, the analytical frameworks and assumptions of the major approaches to policy analysis are emphasized, and emerging theories explored. In individual assignments, students are encouraged to examine policy issues and frameworks that relate to potential dissertation topics.
Credits: 4
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DPA 8507 - Dissertation I: Advanced Research Methods
This course prepares students to design, develop, complete, and defend an applied dissertation research project. The nature and purpose of dissertation research are explored, and technical issues relevant to research in the field of public administration are examined. By the end of the course, students are expected to develop dissertation prospectuses of sufficient quality to be submitted to their dissertation committees for review and approval. (Graded on an A-F basis)
Credits: 4
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DPA 8521 - Comparative Public Administration
This course uses theories from comparative political science and public administration to examine the public administration systems of different countries and/or regions through case studies. Given the growing interdependence of nations and globalization of public policy concerns, practitioners of public administration often need to deal with a public administration issue beyond their borders. This course will help bring a broader perspective to practitioners, which will help them in dealing with such situations as well as aid them in assessing local public administration issues from a new perspective.
Credits: 4
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DPA 8522 - E-Government
This course uses information, computing and telecommunications to transform government performance. This course describes six types of e-government activity, identifies major functions for which e-government is used, and works through a strategic approach using e-government at state and local government and nonprofit organizations.
Credits: 4
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DPA 8523 - Contemporary Social Policy Issues
This course examines the historical context, theoretical arguments, and political controversies surrounding current and emerging social policy issues. It considers the impacts of changing social policies on vulnerable populations, the delivery of health and human services, and society at large.
Credits: 4
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DPA 8524 - Housing and Economic Development 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
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DPA 8527 - Alternative Service Delivery
State and local governments are continually under pressure to provide more cost efficient and effective services. As a result, public officials in Minnesota and across the United States are seeking alternative ways to deliver services. This course examines the theoretical underpinnings, implementation methods, and track records of various alternatives to public service delivery. Topics include collaborations, consolidation, privatization, contracting, private and nonprofit partnerships, and the use of market incentives and competition to improve service delivery. We will also examine a variety of policy areas where alternative means to service delivery have been analyzed or implemented including criminal justice, information technology, environmental services, education, health care, welfare, and transportation.
Credits: 4
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DPA 8534 - Civic Engagement
Fundamental to our democracy is the active involvement of citizens. Today we hear a lot of talk about civic engagement. But what is civic engagement? How do the public and nonprofit sector become models of citizen participation? This course will explore the discontents and the promises, introducing students to a new model of engaged democratic practice which is deeply political in an older sense of politics as engaging different interests and views in solving common problems and creating common things.
Credits: 4
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DPA 8540 - Social Demographics
This course will look at some of the details impacting our society and specifically how immigration, aging, and policy converge in our society and ultimately in our policymaking. Any one of the three issues covered in this course could be a separate, semester-long course. This course covers basic concepts present in each of the three areas.
Credits: 4
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DPA 8545 - National Public Policy
Washington DC has a special place when it comes to public administration. It is the center of the federal government but as important, it is the center of discussion around many public policy and administration issues. Every successful public administrator needs to have an understanding of how things in Washington DC work, how they can work effectively on national issues and deal with the federal government.
This class will provide students with several unique experiences that can only be had in Washington DC. These experiences include talking with national leaders to discuss cutting-edge issues facing public administration, talking with persons who implement federal programs to understand the complexities of programs from the national level and understanding the federal policy-setting process by talking with actors in that process. In addition, this class will take advantage of a unique opportunity to talk about ethical issues facing public administrators that can only be had in Washington DC.
Credits: 4
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DPA 8570 - Managerial Leadership and Cultural Competency
This course is designed to provide students with an opportunity to examine issues of cultural competence in managing and leading organizations in changing times. This course will engage students in a series of dialogues concerning issues of cultural competence in the workplace, their impact on the processes of management, work and the organization. Emphasis will be placed on workplace issues of race and gender and will include discussions of issues of disability, age, social class, sexual identity, religion and ethnicity.
Credits: 4
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DPA 8600 - Strategic Planning and Decision Making in the Public Sector
The first half of the course is a survey of strategic planning, to include: organization of the planning process; the mission statement; analysis of environmental strengths, weaknesses, opportunities, and threats (SWOT analysis); and identifying strategic issues or goals. The effectiveness of strategic planning in government is also examined. Students will examine strategic plans and work in teams on planning exercises. As strategic planning should lead to decision making in an organization, the second half of the course is on normative and behavioral decision making. Several normative models of decision making are introduced and contrasted with findings from psychological research and behavioral decision theory on how individuals and groups make decisions in practice. Research shows that people often do not think in the best way or make the best decisions to reach their own goals. Topics include utility theory, expert systems, Kohlberg’s stages of moral thinking, and the effectiveness of individual versus group decision making. Psychological biases are shown to occur in probability estimation, hypothesis testing, preference reversals, framing effects, and risk avoidance. Doctoral students will lead discussions and write papers on assigned topics.
Credits: 4
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DPA 8992 - Dissertation II
The preparation of a successful doctoral dissertation (one approved by the student’s doctoral committee), with direction from the student’s committee. (Graded on a Pass/no Credit basis)
Credits: 2
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DPA 8993 - Dissertation III
The preparation of a successful doctoral dissertation (one approved by the student’s doctoral committee), with direction from the student’s committee. (Graded on a Pass/no Credit basis)
Credits: 2
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DPA 8994 - Dissertation IV
Independent work completing research based on approved proposal.
Credits: 2
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DPA 8995 - Dissertation V
Independent work with chair/mentor writing up analysis and conclusions. Outcome is finished dissertation that will go to final defense.
Credits: 2
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DPA 8997 - Independent Study
Independent study provides an opportunity to work independently under the direction of a faculty member. The student and the instructor work out a course of study before the term begins and typically meet four to six times throughout the term to discuss readings and papers. Students may take two independent studies.
Credits: 1-4
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EDUC 7140 - Foundations of Bullying Prevention
This course will provide a research base for understanding various types of bullying, the characteristics of those engaged in bullying, and essential intervention elements to successfully address bullying behavior. It will also provide practical strategies for creating system wide change concerning bullying and bystander behavior.
Credits: 3
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EDUC 7141 - Bystander Behavior and Bullying Prevention
This course provides a critical component of system-wide culture change around bullying. Identifying, engaging, and empowering the bystander are key elements to addressing bullying behavior. This course will create a knowledge base about bystander behavior and provide practical strategies to engage bystanders in positive action.
Credits: 2
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EDUC 7142 - LGBT and Gender-Based Bullying
The vast majority of bullying in schools stems from either perceived sexual orientation, gender expression, or both. This course will focus on fostering an environment where all students feel welcomed and safe. It will also provide strategies for creating a gender-expansive classroom as well as a framework for teaching and embracing family diversity. This course will provide skills to respond to anti-gay and gender-related comments often associated with bullying.
Credits: 2
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EDUC 7143 - Cyber Bullying
This course will examine various types of cyber bullying that occur at different age levels. It will provide a knowledge base to successfully address and manage cyber bullying in schools and classrooms as well as provide the tools to work with parents and the community to combat bullying that occurs with social networking.
Credits: 2
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EDUC 7145 - Final Synthesis Bullying Prevention Certificate
The final seminar will use the knowledge and skills gained from the courses in the Bullying Prevention Certificate to develop a 2-3 hour professional development experience for a specific audience. Students will also provide a written synthesis of the experience with overall goals and learner outcomes.
Credits: 1
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EDUC 7202 - Understanding the College Admission Process
Develop the skills to prepare and assist students/clients in applying to postsecondary institutions. When students/clients understand career options, they are able to narrow their college options and better focus their search. Understanding of the various post-secondary options, learn admission criteria, gain insight into choosing a college, and develop the tools to create a college admissions program.
Target audience: junior high, middle and high school counselors; career center specialists and teachers of career classes; individuals interested in developing an independent college-counseling practice.
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Credits: 3
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EDUC 7203 - Career Development and Assessment
Examine the theories and components of career development, career assessment instruments that help students identify their interests, skills, values and abilities, and standardized college entrance exams taken by college bound students as they move toward college admissions. Focus on understanding the strengths and shortcomings of instruments and learn to select instruments that meet the needs of students. Help students and clients get to know themselves better so they are prepared to make good decisions about their postsecondary education and, ultimately, their careers.
Target audience: Junior high, middle, and high school counselors; career-center specialists and teachers of career classes; individuals interested in developing an independent college counseling practice.
Online login and course information at www.hamline.edu/education/online
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Credits: 3
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EDUC 7204 - Special Populations in College Counseling
Examine current issues pertaining to special populations within college admission counseling. Focus on college counseling special groups including under-represented students (students of color, first generation, low socio-economical status), undocumented students, students with disabilities, home school students, and adult learners. Learn about College Access Programs, such as AVID, Upward Bound, Admission Possible, and TRIO.
Target audience: Junior high, middle and high school counselors; career center specialists and teachers of career classes; individuals interested in developing an independent college-counseling practice.
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Credits: 3
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EDUC 7206 - Practicum in College Counseling
The practicum portion of the certificate program will guide students to exercise course application with an appropriate student/client age group. Students will complete 65 hours of supervised fieldwork in a local counseling venue. Fieldwork must consist of individual counseling and/or a pre-approved project. Students will also complete the 12-week online portion of the course in which practicum experiences are shared with colleagues and reviewed by the instructor. The volunteer hours may be combined with a research project, but at least 45 hours must be completed on-site. This course will also help you acquire the knowledge and resources to advise students, families, and re-entry adults seeking financial support for a range of postsecondary pursuits.
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Prerequisites: EDUC 7201, EDUC 7202, EDUC 7203, and EDUC 7204.
Credits: 4
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EDUC 7220 - Advanced Theoretical Foundations of Pain
This course focuses on the exploration of varying philosophies of the pathophysiology of disease and treatment as well as the role of epi-genetic factors in personal and communal health. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 3
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EDUC 7221 - Imaging and Radiation Safety
This course focuses on the use of radiologic imaging for interventional pain management techniques. It also incorporates the principles of radiation safety requirements. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to eligible to receive any credit.
Credits: 3
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EDUC 7222 - Advanced Assessment, Diagnosis, Integration and Referral
This course focuses on developing knowledge to promote the understanding of the changes in normal mechanical, physical, and biochemical functions that are caused by disease, trauma, or a dysfunctional physiological process. Specifically how these alterations produce pain and present to the clinician. Comprehensive knowledge of the pathophysiology associated with pain is the foundation of outstanding pain management. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 3
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EDUC 7223 - Advanced Pharmacological, Botanical, Herbal, and Homeopathic Treatments
This course will discuss the pharmacology strategies and pharmacologic management of the patient and chronic pain. This course will provide essential information regarding the medications and substances most often prescribed for chronic pain. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 3
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EDUC 7224 - Interventional Pain Strategies for Advanced Pain Practice
The course focuses on both didactic and hands on training for diagnostic and therapeutic injections for interventional management of acute and chronic pain. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 3
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EDUC 7225 - Functional Health and Functional Health Assessment
The course focuses on whole person imbalances, including cultural factors surrounding an individual’s reaction to pain, as precursors to signs and symptoms of changes subsequently labeled as disease. Methods of improving function and balance in environmental inputs and promoting and maintaining health by intervening at multiple levels for corrections of imbalances and restoration of individual functioning and well-being are covered. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 1
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EDUC 7226 - Developmental, Psychological, Emotional, Cultural Factors and Treatments Related to Pain
This course focuses on the non-interventional aspects of pain management. These aspects include, but are not limited to: biofeedback, counseling, and mindfulness practices. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 1
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EDUC 7227 - Spiritual Aspects of Health
This course focuses on an understanding of the person as a conscious being composed of body, soul and spirit, and the role of the mind, ego, consciousness and awareness, in disease, pain, and suffering. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 1
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EDUC 7228 - Local, Regional, and Global Structural Aspects Related to Pain
This course focuses on assessing and understanding the role of visceral and somatic reflexes in disease and pain, their assessment and treatment with neural therapy and global, regional, and local manual therapy techniques. Content will be delivered via distance education in a combination of synchronous and asynchronous activities. Students are required to complete all content and participate in all aspects of this course in order to be eligible to receive any credit.
Credits: 1
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EDUC 7229 - Comprehensive Pain Treatment Clinical Practicum I
Credits: 1
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EDUC 7230 - Comprehensive Pain Treatment Clinical Practicum II
Credits: 1
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EDUC 7231 - Comprehensive Pain Treatment Clinical Practicum III
Credits: 1
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EDUC 7232 - Comprehensive Pain Treatment Clinical Practicum IV
Credits: 1
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EDUC 7601 - Introduction to Adult Education
This course familiarizes teachers with the field of adult education and its major components. This course explores the theoretical underpinnings of adult learning and how these take shape In today’s adult education classrooms. The course includes an emphasis on the skills needed for adults to transition to deeper engagement within their communities, high school completion, and increasing achievement in careers and post-secondary settings. Sections of the course concentrate on many of the essential components of adult basic learning, including effective communication, numeracy, and literacy.
Credits: 4
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EDUC 7636 - Course Design for Adult Education Classes
Credits: 2
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ESL 6610 - ESL Learner Mainstream Classroom
Study the theory and techniques related to sheltered instruction. Ensure that all students (especially ELLs) can access grade level content and state standards. Included in the courses is an introduction to second language acquisition and learning as well as the eight components of SIOP (R) (Sheltered Instruction Observation Protocol).
Credits: 1
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ESL 6611 - Technology Enhanced Language Learning
Develop an understanding of how current technologies can enhance the ESL/EFL language curriculum. Learn how to effectively integrate educational technology tools into the language classroom using interactive websites, blogs, wikis, audio/video, mobile apps, cloud and software applications with a focus on good pedagogy. Analyze current research and best practices in the field, view sample practical applications of educational technology, share your ideas and reflections with colleagues, and create lesson plans and projects integrating technologies into your own classroom curriculum.
Credits: 2
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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.
Target audience: teachers of ESL/bilingual K-Adult; others who advocate for ESL/bilingual students in a school setting.
Credits: 2
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ESL 6620 - TEFL Certificate Course
Live your dream, teach overseas!
Experience another culture while living and working overseas after earning a Teaching English as a Foreign Language (TEFL) certificate. Gain hands-on experience, spending over 40 hours teaching, observing, and giving feedback in a classroom with English language learners. Our nationally recognized program was established in 1991 and over 1,200 Hamline graduates have taught in more than 40 countries worldwide. Join them!
Note: Application is required for participation in this program. Please visit www.hamline.edu/tefl for course details and an online application.
Credits: 8
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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.
Target audience: language arts, modern language, and ESL teachers, K-adult.
Credits: 4
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ESL 7519 - Linguistics for Language Teachers
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.
Target audience: K-Adult ESL and bilingual/bicultural teachers.
Credits: 4
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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.
Target audience: K-12 language arts and ESL teachers.
Credits: 1
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ESL 7634 - Introduction to the Adult English Language Learner: Developing Oral Skills
This course covers 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 put on developing classroom practices that maximize student participation.
Target audience: ESL teachers of adult learners.
Credits: 2
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ESL 7636 - Course Design for Adult ESL Classes
Adult learners come to educational programs for a variety of reasons: some need basic skills or English for the workplace; some are seeking a GED/high school equivalency; others plan to study in a community college or university. In this course, participants explore the principles of needs assessment and course design and learn tools to develop courses tailored to students’ language and learning needs. They create curricula and materials for use in their own programs that prepare adults for the demands of the 21st century.
Target audience: ABE teachers and adult ESL teachers
Credits: 2
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ESL 7650 - Basics of Modern English
An overview of English grammar designed for teachers of ESL grades K-Adult.
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.
Target audience: educators K-Adult.
Credits: 4
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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. NOTE: Should be taken after or concurrently with a linguistics course.
Target audience: K-Adult ESL and bilingual/bicultural education teachers.
Credits: 3
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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.
Target audience: educators K-12.
Credits: 2
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ESL 7755 - Development of Literacy Skills
Literacy development is crucial for the academic success of ELLs.
Expand your understanding of emergent literacy and gain a working knowledge of literacy development for second language learners. Explore best practices for vocabulary development, comprehension strategy instruction, and questioning. Learn how to develop standards-based lessons for all stages of reading.
Target audience: educators K-12.
Credits: 3
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ESL 7776 - ESL Methods
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within K-12 ESL classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Prerequisite: For K-12 ESL licensure candidates - GED 7878 with a grade of B- or better
Credits: 4
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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
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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
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ESL 8100 - Introduction to Applied Linguistics
This course provides a broad, applied introduction to the study of language by covering such core areas as phonetics and morphology, and by applying this knowledge to TESOL instruction. Additionally, the course connects structural elements to broader discourse-pragmatic functions, such as participant and process roles; and helps expand participants’ knowledge of World Englishes and language universals by including data from different varieties of English and other languages. Graduate-level research skills are addressed in the context of writing the advance to candidacy paper.
Credits: 4
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ESL 8101 - Exploring Contexts for Language Teaching and Learning
This course focuses on English as a lingua franca and the development of World Englishes in the increasingly globalized world of the 21st century. Candidates examine the world-wide scope of English use and teaching as well as the hegemonic position of English in the world today.
Credits: 2
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ESL 8102 - Exploring Second Language Acquisition
This course addresses the knowledge base of first and second language acquisition, including theories of language learning and the factors of individual learning. Learner language and instructor-student interaction are examined as are error correction techniques. Candidates learn to identify the range of research carried out in SLA through reading research and writing critical evaluations of research on their topics of interest.
Credits: 4
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ESL 8103 - Exploring Language: Grammar and Discourse
In this course candidates explore both sentence and discourse levels of English grammar by applying various analytic approaches, including systemic functional grammar. They complete projects involving text analysis and they explore grammar pedagogy. The aim of the course is to give candidates the tools to analyze language their students encounter in order to integrate grammar instruction appropriately.
Credits: 4
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ESL 8104 - Applied Phonetics and Phonology
This course addresses areas of phonetics and phonology that English teaching professionals need to know in order to assess and respond to learner needs. Issues of intelligibility, age, motivation, advocacy and context as they relate to pronunciation are discussed. Ideas for integrating pronunciation instruction into various curricula are included as well.
Credits: 2
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ESL 8105 - English Teaching Practices
This course presents teaching methodologies suitable for a variety of teaching contexts that are based on language acquisition research and best practices in reflective teaching. Principles of planning activities and lessons using authentic materials, guiding language acquisition through interactive activities, and assessing learning are included. Teaching to promote success with 21st century skills is emphasized. Candidates apply these practices in their teaching contexts through action research, exploratory practice, or supervised teaching. They identify a critical question of personal significance for their culminating professional project.
Credits: 4
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ESL 8107 - Course Design and Assessment
In this course, candidates acquire tools for developing courses tailored to the language and learning needs of their students. The course also covers language assessment theory and practice. Candidates learn how to conduct valid and reliable formal and informal assessments, and develop authentic assessment tools for academic and workplace settings.
Credits: 4
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ESL 8108 - Developing a Culminating Professional Project
In this course, students complete the final project addressing the critical question that they identified. The final project can be a review of the literature, materials development, classroom-based research, a text analysis or some other kind of professional project related to language or culture. The project should be of significant personal interest and of publishable quality.
Credits: 2
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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
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ESL 8495 - Capstone
Prerequisite: Successful completion of ESL 8490
Credits: 4
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GED 0050 - Student Teaching Seminar
This is the required weekly seminar that accompanies the student teaching experience. Refer to the course description for the student teaching experience.
This course is only open to teacher-candidates who have adequate preparation in licensure areas; have demonstrated proficiency in Minnesota’s Standards for Effective Practice for Beginning Teachers (SEPTBs); have received formal approval by the education faculty to student teach; have met all program requirements; and have demonstrated the dispositions, knowledge, and skills to enter the teaching profession. Concurrent registration in the appropriate student teaching section is also required (course number is based on your licensure area).
Teacher candidates must attend a student-teaching intake session, which takes place in the fall semester. Contact your advisor or the Placement Office for scheduling information.
Credits: 2
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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
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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.
Prerequisite: Concurrent enrollment in GED 7825 is recommended.
Credits: 4
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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
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GED 7835 - Teaching Art in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of art in the elementary classroom. Overview of basic concepts and skills in art; group activities and/or classroom involvement with elementary school children. This is a graduate level course with graduate level expectations.
Prerequisite: GED 7867 Theory to Practice or concurrent enrollment, with grade of B- or higher.
Concurrent enrollment in GED 7836 - Teaching Music in the Elementary School, GED 7837 - Teaching Health in the Elementary School, and GED 7838 - Teaching Physical Education in the Elementary School, is recommended.
Credits: 1
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GED 7836 - Teaching Music in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of music in the elementary classroom. Overview of basic concepts and skills in music; group activities and/or classroom involvement with elementary school children. This is a graduate level course with graduate level expectations.
Prerequisite: GED 7867 - Theory to Practice with grade of B- or higher, or concurrent enrollment.
Concurrent enrollment in GED 7835 - Teaching Art in the Elementary School; GED 7837 - Teaching Health in the Elementary School; and GED 7838 - Teaching Physical Education in the Elementary School, is recommended.
Credits: 1
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GED 7837 - Teaching Health in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of health in the elementary classroom. Overview of basic concepts and skills in health; group activities and/or classroom involvement with elementary school children. This is a graduate level course with graduate level expectations.
Prerequisite: GED 7867 - Theory to Practice with grade of B- or higher, or concurrent enrollment.
Concurrent enrollment in GED 7835 - Teaching Art in the Elementary School; GED 7836 - Teaching Music in the Elementary School; and GED 7838 - Teaching Physical Education in the Elementary School, is recommended.
Credits: 1
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GED 7838 - Teaching Physical Education in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of physical education in the elementary classroom. Overview of basic concepts and skills in physical education; group activities and/or classroom involvement with elementary school children. This is a graduate level course with graduate level expectations.
Prerequisite: GED 7867 - Theory to Practice with grade of B- or higher, or concurrent enrollment.
Concurrent enrollment in GED 7835 - Teaching Art in the Elementary School; GED 7836 - Teaching Music in the Elementary School; and GED 7837 - Teaching Health in the Elementary School, is recommended.
Credits: 1
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GED 7840 - Teaching Social Studies in the Elementary School K-6
Practice teaching methods specific to the teaching of social studies. Develop an understanding of social studies and the purposes they serve. Exploration of issues in curriculum development. Survey methods of teaching; planning for teaching; study and research skills in social studies; professional and community resources for the social studies teacher; and current trends in social studies. This is a graduate level course with graduate level expectations.
Prerequisite: Completion of GED 7867 - Theory to Practice with grade of B- or higher.
Credits: 4
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GED 7846 - Teaching Literacy in the Elementary School, Part I
This two part course focuses on literacy practices for the elementary reader and writer in a 21st century environment. Part one focuses on knowledge of literacy practices. Part two focuses on systems used in the school and classroom to create literate environments that foster reading and writing. Participants will observe, analyze, engage, and co-teach in the elementary classroom. Thirty focused clinical experience hours are required between the two courses.
Prerequisite: GED 7815, GED 7825, GED 7867
Corequisite: This course is required to be taken in the same term with the 2-credit online course GED 7847 - Teaching Literacy in the Elementary School K-6, Part II.
Credits: 4
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GED 7847 - Teaching Literacy in the Elementary School, Part II
This two part course focuses on literacy practices for the elementary reader and writer in a 21st century environment. Part one focuses on knowledge of literacy practices. Part two focuses on systems used in the school and classroom to create literate environments that foster reading and writing. Participants will observe, analyze, engage, and co-teach in the elementary classroom. Thirty focused clinical experience hours are required between the two courses.
Prerequisite: GED 7815, GED 7825, GED 7867
Corequisite: This course is required to be taken in the same term with the 4-credit course GED 7846 - Teaching Literacy in the Elementary School K-6, Part I.
Credits: 2
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GED 7857 - Teaching Communication Arts/Literature, Dance/Theatre Arts Part I
Goals: To introduce students to the history, theory, pedagogy, and management of teaching Communication Arts/Literature and Dance/Theater Arts at the middle and secondary levels. First in a two-course sequence.
Content: The nature of the Communication Arts/Literature and Dance/Theater; research on teaching and learning in these areas; and the motivation, engagement, and management of adolescents in the middle and secondary classroom settings. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Target audience: 5-12 Communication Arts/Literature and Theater/Dance licensure candidates
Taught: Fall term only
Recommended Prerequisites: GED 7815, GED 7825, GED 7867
Credits: 4
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GED 7858 - Teaching Social Studies in the Middle and Secondary School Part I
Goals: To introduce students to the history, theory, pedagogy, and management of content in the social sciences and history at the middle and secondary levels. First in a two-course sequence.
Content: The nature of the social studies; research on social studies teaching and learning; and the motivation, engagement, and management of adolescents in the middle and secondary classroom settings. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Target audience: 5-12 Social Studies licensure candidates
Taught: Fall term only
Recommended Prerequisites: GED 7815, GED 7825, GED 7867
Credits: 4
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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
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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
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GED 7870 - Teaching Communication Arts/Literature in the Middle and Secondary School Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within middle and secondary communication arts/literature classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Target audience: 5-12 Communication Arts/Literature licensure candidates
Taught: Spring term only
Prerequisite: GED 7857 with a grade of B- or better (GED 7867 is recommended)
Credits: 4
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GED 7871 - Teaching Literacy in the Middle and Secondary School 5-12
Address the needs of middle- and secondary-level students as they make the transition from emergent to fluent readers. Gain an expanded definition of literacy that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students’ appreciation for skills of literacy in the learning process. This is a graduate level course with graduate level expectations.
Prerequisite: Completion of GED 7815 - Schools and Society, GED 7825 - Educational Psychology, and GED 7867 - Theory to Practice. GED 7862 - Education and Cultural Diversity is recommended.
Credits: 4
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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
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GED 7873 - Teaching Social Studies in the Middle and Secondary School Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within middle and secondary social studies classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Target audience: 5-12 Social Studies licensure candidates
Taught: Spring term only
Prerequisite: GED 7858 with a grade of B- or better (GED 7867 is recommended)
Credits: 4
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GED 7874 - Teaching Science in the Middle and Secondary School Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within middle and secondary science classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Target audience: 5-12 Science licensure candidates
Taught: Spring term only
Prerequisite: GED 7879 with grade of B- or better (GED 7867 is recommended)
Credits: 4
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