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GED 7875 - Teaching in the Secondary School
This course has a 30-hour field placement.
Practice in planning, using and assessing effective teaching techniques across disciplines. Use technology to facilitate and enhance teaching and assessment. Develop feedback and reflection skills. Discuss capstone topics. This is a graduate level course with graduate level expectations.
This course is recommended the semester prior to student teaching.
Prerequisite: GED 7867 - Theory to Practice with grade of B- or better
Credits: 4
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GED 7876 - Teaching in the Middle School
This course has a 30-hour field placement.
This course provides background in philosophy and organization of the middle school while gaining practice in the planning, assessing, and applying of effective interdisciplinary teaching techniques across disciplines. Will target use of technology to facilitate and enhance teaching and assessment. Will develop feedback and reflection skills. This is a graduate level course with graduate level expectations.
Prerequisites: GED 7815 - Schools and Society; GED 7825 - Educational Psychology; and GED 7867 - Theory to Practice
Credits: 4
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GED 7878 - Teaching ESL and World Languages in K-12 Part I
Goals: To introduce students to the history, theory, pedagogy, and management of teaching second-language learners in K-12. This course provides ESL and world language candidates with a foundation in best practice literacy instruction for K-12 students. First in a two-course sequence.
Content: The nature of literacy in a second language; research on teaching and learning in these areas; and the motivation, engagement, and management of K-12 students. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Target audience: K-12 ESL and World Language licensure candidates
Taught: Fall term only
Recommended Prerequisites: GED 7815, GED 7825, GED 7867
Credits: 4
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GED 7879 - Teaching Mathematics and Science in the Middle and Secondary School Part I
Goals: To introduce students to the history, theory, pedagogy, and management of teaching mathematics and science at the middle and secondary levels. First in a two-course sequence.
Content: The nature of the mathematics and science; research on science and mathematics 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 Mathematics and Science licensure candidates.
Taught: Fall term only
Recommended Prerequisites: GED 7815, GED 7825, GED 7867
Credits: 4
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GED 7880 - Teaching Mathematics 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 mathematics 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 Mathematics licensure candidates
Taught: Spring term only
Prerequisite: GED 7879 with a grade of B- or better (GED 7867 is recommended)
Credits: 4
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GED 7881 - Teaching World Languages K-12 Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within K-12 World Languages 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: K-12 World Languages licensure candidates
Taught: Spring term only
Prerequisite: GED 7878 with a grade of B- or better (GED 7867 is recommended)
Credits: 4
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GED 7882 - Teaching Dance/Theatre Arts in K-12 Part II
Goals: To prepare the prospective teacher seeking a license in theatre/dance for the professional work.
Content: Techniques and content ideas for addressing the State of Minnesota Rules Chapter 8710.4300.subpart 3, curriculum and season planning considerations for the teacher, methods of evaluation creative work in an academic setting, best practices for the drama classroom, portfolio development, and the uses of drama techniques in teaching other content areas.
Target audience: K-12 Theatre Arts/Dance licensure candidates
Taught: By arrangement. This is a tutorial class that involves both online learning and seminar sessions. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Prerequisites: GED 7815 and GED 7825.
Credits: 4
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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.
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 expectations.
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.
Concurrent registration in GED 0050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Prerequisite: Formal acceptance in the teacher education program; successful completion of content area and education course requirements; and, successful presentation and evaluation of your Professional Teaching Portfolio.
Credits: 6
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GED 7894 - Secondary Student Teaching 9-12
Secondary student teaching provides the teacher-candidate the experiences to connect theory and practice in the context of 9-12 classrooms through instructional planning and implementation in an assigned learning environment. The teacher-candidate’s responsibilities include: long-term planning; implementation of an integrated curriculum; the facilitation of small- and large-group learning environments; and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
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 (SEPBTs); have received formal approval by the Education Department faculty to student teach; have met all program requirements; and have demonstrated the dispositions, knowledge, and skills to enter the teaching profession.
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.
Concurrent registration in GED 0050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Credits: 6
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GED 7895 - Secondary Student Teaching 5-12
Secondary student teaching provides the teacher-candidate the experiences to connect theory and practice in the context of 5-12 classrooms through instructional planning and implementation in an assigned learning environment. The teacher-candidate’s responsibilities include: long-term planning; implementation of an integrated curriculum; the facilitation of small- and large-group learning environments; and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
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 (SEPBTs); have received formal approval by the Education Department faculty to student teach; have met all program requirements; and have demonstrated the dispositions, knowledge, and skills to enter the teaching profession.
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.
Concurrent registration at GED 0050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Credits: 6
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GED 7896 - Student Teaching K-12
K-12 student teaching provides the teacher-candidate the experiences to connect theory and practice in the context of K-12 classrooms through instructional planning and implementation in an assigned learning environment. The teacher-candidate’s responsibilities include: long-term planning; implementation of an integrated curriculum; the facilitation of small- and large-group learning environments; and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
This course is open only to teacher-candidates who have adequate preparation in licensure areas; have demonstrated proficiency in Minnesota’s Standards for Effective Practice for Beginning Teachers (SEPBTs); have received formal approval by the Education Department faculty to student teach; have met all program requirements; and have demonstrated the disposition, knowledge, and skills to enter the teaching profession.
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.
Concurrent registration in GED 0050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Credits: 8
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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
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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
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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
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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
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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
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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.
Credits: 2
Note: Students must register for both 2-credit sections of 8025 at the same time.
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GED 8025 B - Public Policy: Design and Action
This course is a continuation of GED 8025 A Public Policy.
Credits: 2
Note: Students must register for both two-credit sections of 8025 at the same time.
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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
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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
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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
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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
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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
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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
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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
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GED 8041 - Understanding Language and Language Learners
As the number of English learners (ELs) increase in K-12 schools, teachers need to learn how to address their linguistic and cultural needs. This course will introduce the principles of language and culture that teachers need to know when working with ELs as well as critical reflection skills that benefit teachers throughout their career. 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? Within this course students will begin the process of researching and generating the final project(s) for the MAT degree and will learn the skills necessary to complete these tasks successfully.
Credits: 4
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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? Within this course students will continue the process of researching and generating the final project(s) for the MAT degree, utilizing the research and writing skills introduced in the first program course.
Credits: 4
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GED 8043 - Supporting and Advocating for English Learners
This course will show teachers ways to advocate for English Learners in the classroom, in the school, and in the community. It also provides ways to show Els how to speak up for themselves, their families, and their communities. This course culminates the participants’ work with research and academic writing as they complete and present the MAT degree completion final project(s).
Credits: 4
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GED 8051 - Literacy Connections in the Classroom
Literacy Connections in the Classroom is the first in a series of degree completion courses developed to meet the specific needs of Hamline University MAT license completers. Participants enrolled in this course will be supported by a curriculum that builds upon the foundational and content knowledge gained in pre-service literacy coursework. It will also scaffold literacy learning gained from MAT clinical and student teaching experiences. The course is designed to maximize learning opportunities that allow for critical reflection as one moves through their teaching career. Therefore, the content and course activities will provide an emphasis on literacy instruction that prepares candidates to further enhance their ability to be successful practitioners in today’s classrooms. Within this course students will begin the process of researching and generating the final project(s) for the MAT degree and will learn the skills necessary to complete these tasks successfully.
Credits: 4
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GED 8052 - Summer Literacy Institute
This is one of three courses in the Literacy Series specifically designed for Hamline MAT license completers. During this course students will participate in and critically reflect upon Hamline’s Summer Literacy Institute featuring national literacy leaders and also break-out sessions presented by local practitioners. Within this course students will continue the process of researching and generating the final project(s) for the MAT degree, utilizing the research and writing skills introduced in the first program course.
Credits: 4
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GED 8053 - Literacy Connections in the Classroom II: Assessing and Enhancing Student Understanding
Literacy Connections in the Classroom II is the third in a series of degree completion courses developed to meet the specific needs of Hamline University MAT license completers. Building on the learning opportunities in Literacy Connections in the Classroom and students’ Summer Literacy Institute experiences, this course works to deepen candidates’ understanding of how to formatively assess student understanding and to plan effective instruction based on that assessment. Special attention will be given to vocabulary instruction and one’s ability to help students understand the academic language inherent in the content therefore leading to deepened comprehension. This course culminates the student’s work with research and academic writing as they complete and present the MAT degree completion final project(s).
Credits: 4
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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 begin 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. Within this course students will begin the process of researching and generating the final project(s) for the MAT degree and will learn the skills necessary to complete these tasks successfully.
Credits: 4
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GED 8072 - Intercultural Competency and Dimensions of Diversity
As our schools become increasingly diverse with students from various ability, racial, economical, linguistic, sexual, and religious backgrounds, it is vital that intercultural competency and critical reflection are valued to ensure effective teaching and cross-cultural communication. Participants examine how various dimensions of difference impact the life experience and access to opportunity of people in U.S. schools and society. Dimensions for consideration include race, ethnicity, citizenship status, sexual orientation, home language, (dis)ability, gender, religion, and intersections of these. 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. Two tools will be used in the class to assess students on their current level of intercultural competency; Intercultural Development Inventory (IDI), and Racial Identify Development Models and Theories. Within this course students will continue the process of researching and generating the final project(s) of the MAT degree, utilizing the research and writing skills introduced in the first program course.
Credits: 4
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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. Students will further understand how to 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 one’s teaching through readings, lesson plan development, reflection, and interaction with families and communities. This course culminates the student’s work with research and academic writing as they complete and present the MAT degree completion final project(s).
Credits: 4
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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.
Prerequisite: Successful completion of GED 8023 or GED 8035 (Literacy Education).
Credits: 4
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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
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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
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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
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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
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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
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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
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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
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GED 8513 - Paideia Seminar: Knowledge Construction
Participants in the seminar explore and think critically about ideas and practices related one EdD theme: Constructivism/Constructing Knowledge. Exploration is done through Socratic questioning, a set of guiding questions, and active participation in a variety of learning mediums.
Credits: 2
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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
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GED 8515 - Paideia Seminar: Community Building
Participants in the seminar explore and thinking critically about ideas and practices related to one category of the professional education unit’s shared vision: Building Community. Exploration is done through a set of guiding questions and active participation in a variety of learning mediums.
Credits: 2
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GED 8516 - Equity and Social Justice Policy
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
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GED 8517 - Paideia Seminar: Inquiry and Reflection
Participants in the seminar explore and think critically about ideas and practices related to one category of the professional education unit’s shared vision: Practice thought inquiry and reflection. Exploration is done through a set of guiding questions and active participation in a variety of learning mediums.
Credits: 2
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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. Graded on a Pass/No Pass basis.
Prerequisites: Successful completion of all required courses, written examinations, synthesis presentation, and portfolio.
Credits: 4
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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. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991, including the dissertation proposal meeting.
Credits: 4
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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. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991 and 8992.
Credits: 4
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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. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991, 8992, and 8993.
Credits: 4
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GTED 6245 - Inquiry for Gifted Students
Inquiry as an approach to learning explores the natural or material world and leads to asking questions and making discoveries in the search of new understandings. Gain an understanding of the features of classroom inquiry and how to implement inquiry-based instruction into your classroom. Experience and examine the types of inquiry models and the art of questioning in the classroom to maximize student learning.
Credits: 2
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GTED 7604 - Identifying Gifted Learners: Theories and Procedures
How do school districts identify students to service in a gifted program? This course reviews current theories of intelligence and historical literature related to the recognition of gifted populations. You will reflect on current models of gifted characteristics (pre-K through adult) and strategies for finding gifted learners from various cultural backgrounds. You will also investigate informal and formal assessment tools to determine which best fit your district needs. Ideas for developing an identification/assessment process sensitive to all populations will also be shared.
Credits: 2
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GTED 7606 - Affective Needs of Gifted Students: Counseling Issues & Strategies
Develop strategies to address the affective needs of your gifted students! Giftedness has emotional and social implications beyond the obvious intellectual and academic ones. Gifted students often experience a ‘lack of fit’ in school and social environments, resulting in common issues: supersensitivity, social exclusion, stress, perfectionism, even underachievement. Timely proactive service may avoid such difficulties. Examine asynchronous development, intensity, and introversion in the gifted, and leave with tools to identify concerns and to assess the impact of classroom climate on gifted learners. Gain ideas for curricular modifications to address affective concerns.
Credits: 2
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GTED 7607 - Differentiation: Instructional Models & Strategies in Gifted Education
Is the curriculum we offer gifted learners rigorous enough? Participate in an overview of strategies and models for differentiating, tiering, compacting the curriculum, and adding depth and complexity for the gifted learner. Explore instructional models to develop challenging, interdisciplinary learning. Current research on grouping is included.
Credits: 2
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GTED 7609 - Gifted Education Program Models
Learn how to create the best program with available resources. Explore program models that effectively serve gifted and talented learners within the regular classroom as well as those services that extend beyond the classroom setting. Address the design of both district-wide and school programs.
Credits: 2
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GTED 7617 - Gifted Underachievers
Gifted students, because of their “special status,” may engage in behaviors that put them at risk for not “meeting school expectations,” which is the definition of underachievement. They might not have the habits to achieve their own goals, either. Yet other gifted students might not have these challenges, which can confuse their teachers. This course will inform educators about the dynamics of underachievement, including differences that can trigger underachievement in some but not all. It will also teach useful skills and strategies for developing the best supportive relationships with gifted students.
Credits: 1
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LGST 6000 - Introduction to Electronic Discovery
Course covers the purpose of electronic discovery and the legal framework that governs its objectives and standards. Students will learn to:
- Define the purpose and overarching objectives of the e-Discovery process from all perspectives.
- Explain the relationship between evidentiary requirements and the e-Discovery process.
Credits: 4
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LGST 6010 - Electronic Discovery: A Practical Framework
Course covers the practical framework, including a concurrent technology lab, by which the eDiscovery process meets its objectives. Students will learn to:
- Identify e-Discovery process participants and their roles and responsibilities.
- Articulate with detail the core phases of the e-Discovery process and the types and purpose of key technology types and other resources available to support the process.
Prerequisite: LGST 6000 or concurrent registration
Credits: 4
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LGST 6020 - Managing Electronic Discovery
Course covers planning and design, budgeting, communications, documentation and process management. Students will learn to:
- Design or support an effective, efficient and defensible e-Discovery process, including planning, documentation, and execution.
Prerequisites: LGST 6000 and 6010
Credits: 2
Note: LGST 6020, 6030, 6040, and 6050 are to be taken in the same semester.
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LGST 6030 - Advanced Electronic Discovery: Emerging Issues
Course covers recognizing and addressing risk in eDiscovery, recognizing and addressing opportunity in eDiscovery and emerging issues. Students will learn to:
- Produce well-founded risk and opportunity analyses inherent in an eDiscovery process project.
- Demonstrate and understanding of the key emerging issues regarding eDiscovery.
Prerequisites: LGST 6000 and 6010
Credits: 2
Note: LGST 6020, 6030, 6040, and 6050 are to be taken in the same semester.
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LGST 6040 - Advanced Electronic Discovery: Technology Practicum
Course covers in-depth, high-profile, critical technology platforms and services areas that present particular challenges with respect to electronic discovery. Students will learn to:
- Produce well-founded risk and opportunity analyses inherent in an eDiscovery process project.
- Demonstrate and understanding of the key emerging issues regarding eDiscovery.
Prerequisites: LGST 6000 and 6010
Credits: 2
Note: LGST 6020, 6030, 6040, and 6050 are to be taken in the same semester.
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LGST 6050 - eDiscovery Practicum
This 150-hour apprenticeship provides hands-on experience and seminars that link experiential and academic experiences, ensuring adequate preparation for entry into the profession. Students will:
- Apply previously learned concepts and principles previously learned in a practical working environment under the supervision of a knowledgeable lawyer or technology specialist.
Prerequisites: LGST 6000, LGST 6010
Credits: 4
Note: LGST 6020, 6030, 6040, and 6050 are to be taken in the same semester.
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MAED 7110 - Number Operations & Base Ten Development
The content focus of this course is on understanding various developmental frameworks of how K-5 students construct their mathematical knowledge on single and multi-digit number operations, including exploring algebraic properties that underlie the mathematics. Developing instructional strategies, discourse practices, and reflective teaching disposition along with documenting student case studies are core elements threaded throughout this course.
Credits: 4
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MAED 7120 - Fractions & Decimals - Geometry & Measurement
The content focus of this course is on understanding various developmental frameworks of how K-5 students construct their mathematical knowledge of fractions and decimals as well as shape, space, and measurement. Continued development of instructional, discourse, and reflective teaching practices, along with further documentation of student case studies is threaded throughout the course.
Credits: 4
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MAED 7130 - Assessment & Intervention: Summer School Practicum
This course is scheduled in two blocks of time. This first is four full days with a focus on assessment and intervention practices. The second block is seven full days embedded in a summer school classroom working with children in the morning then debriefing, analyzing, and planning for instruction. The intent is to us this experience to focus intently on one’s instructional and discourse practices while working only with small groups of students.
Credits: 4
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MBA 8010 - Negotiation Theory & Practice
Through both lecture and simulation, this course explores major themes in negotiation theory and practice, including distributive versus integrative bargaining, personality styles, multi-party negotiation, and ethical issues. Students are encouraged to reflect on the theoretical foundations that underlie our actions and on the many considerations that influence effective and ethical negotiation practice.
Credits: 4
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MBA 8011 - Conflict Management Systems Design
This course will help you improve decisions, increase creativity, enhance others’ performances and your capacity to build a healthy, productive workplace. The classroom will be a metaphor for “organization”. Students will experience how conflict is managed individually and systemically. The class will discern patterns, roles, concerns, power differentials and differing workplace assumptions. Participants will work in teams within the organization to design customized conflict responses. The course will merge theory and practice, challenging students on best practices, conflict prevention tools, and alternative dispute resolution options.
With a greater in-depth appreciation for workplace culture, systems and people, class team members will gain familiarity with the necessity of assessments, buy-in, design teams, development, implementation, roll-out and feedback loops. Participants will build their capacity to manage conflict more effectively on a systemic basis using principles of organizational systems design.
Credits: 4
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MBA 8012 - Conflict Theories
This course explores the nature of conflict from a range of theoretical and research-based perspectives including psychology, communication, and group and social dynamics. This course lays a foundation for further study in conflict management and resolution.
Credits: 4
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MBA 8020 - Corporate Finance
This course presents the theory and practice of corporate finance. Topics include concepts of corporate valuation, financial statement analysis and forecasting: the evaluation of capital investments under differing assumptions about risks and the state of the world; the financing choice for capital projects; the effects of debt, equity and derivative financial instruments on the value of the firm; dividend policy and other stakeholder forms of payment; corporate restructuring, bankruptcy, and merger; issues in corporate control and compensation.
Credits: 4
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MBA 8021 - Financial Institutions and Markets
This course begins with a discussion of the financial system and financial institutions and the relationship between interest rates and security prices, the money market where interest rates are determined, and the role of the consumer and business and government in the financial markets. The course 1) examines how markets are organized and how trading occurs; and 2) establishes a framework for understanding how existing markets are set up, how trading occurs in them and how these markets evolve over time. The concentration is on securities markets and trading practices, but most of the principles developed are also applicable to other kinds of markets – markets for products, service and information.
Credits: 4
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MBA 8022 - Finance Theory & Applications
This course covers the major decision-making areas of corporate finance and selected areas of financial history. Focusing on financial analysis and planning, corporate policies, valuation, and risk management. Topics will include firm capital structure and payout policy, short-term and long-term financial planning, options, risk management and derivates, and corporate restructuring. The course builds upon the topics covered in MBA 8220: Managerial Finance.
Credits: 4
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MBA 8031 - International Business Transactions
International Business Transactions will take students through the life-cycle of a model business transaction in which an existing product and service offering will be provided for the first time in an international location. For each transaction life-cycle element, emphasis will be placed on considerations unique to the conduct of the transaction across political, geographic and cultural boundaries. Readings in bargaining strategies and international contract structure will be applied through a series of practical classroom exercises and preparation of typical transaction deliverables.
Credits: 4
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MBA 8040 - HR Strategy
Typically the majority of an organization’s costs relate to people, yet few organizations take a strategic approach to HR management. This course provides an in-depth review of the essential elements required to develop a strategic HR role. It also includes the development of a human capital strategic plan for an organization, which facilitates student skill development in this critical area. This course should be of interest to HR professionals, those who are considering the field of HR, and/or those who are interested in the potential to significantly impact organizational profits.
Credits: 4
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MBA 8051 - Electronic Marketing
This course explores the important concepts of electronic marketing, which will be considered within the framework of the marketing function and its influence on total business function. This course is designed to provide you with an introduction into the world of the digital channel and Internet based marketing communications such as the use of social media marketing (Facebook, Twitter, LinkedIn and etc.) to influence our customers in decision making. This course will examine electronic marketing issues from a balanced perspective of theory and practice. On the theory side, we will draw on recent developments in research on Internet marketing. On the practical side, real-world cases and practices will be used to systematically supplement the principles and theories introduced.
Credits: 4
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MBA 8052 - Market Research
Marketing strategy and decision making rely on accurate, useful information developed through marketing research activities. This course introduces you to the fundamentals of marketing research in order to prepare you to conduct basic research on your own or be a more informed consumer of sophisticated and specialized marketing research services. This course has an applied, skill-building focus, underlined with thorough understanding of marketing research principles. You will learn the typical research methods used to generate and analyze primary data in marketing research. You will also be exposed to and use standard sources of secondary data. Finally, you will undertake typical data analysis tasks used in marketing research.
Credits: 4
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MBA 8053 - International Marketing Management
This course focuses on practical issues of participating in international markets. We discuss foreign direct investment, joint ventures, licensing and distribution agreements. Topics covered include exporting, supply chains, global human resource management, global marketing, and financial management in international business. We also examine entry strategies for doing business in global markets. The course includes both conceptual frameworks and contemporary applications. Students apply the topics covered by working in groups to develop an international marketing plan to enter a foreign market with a specific product or service
Credits: 4
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MBA 8097 - International Seminar
Credits: 4
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MBA 8101 - Management & Organizational Behavior
Managing people requires a broad range of interdisciplinary knowledge and skills. To be effective, managers must have solid planning and organizational skills. They must also have solid understanding of human behavior, and how human behavioral tendencies affect and are affected by organizational systems, processes, and interactions. This component of Module 1 helps students develop the knowledge and skills needed to effectively manage people in organizations. Topics include fundamentals of social cognition, individual differences, judgment and decision making, motivation, organizational power and politics, managerial communication, human resource management, and conflict management.
Credits: 3
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MBA 8140 - Critical Thinking
It is a challenging objective to raise student skills in critical and analytical thinking. And this course’s purpose is just that. Through exploring today’s complex business problems, students will develop a critical thinking attitude while learning how to apply an array of critical thinking skills. Emphasis will be placed on using logical reasoning supported by qualitative and quantitative evidence to identify problems, evaluate alternatives, and justify decisions. It is expected that students will become better listeners, more capable communicators – both in writing and speaking – as well as better at reflecting upon their own thinking.
The class is based on the premise that critical thinking and communication skills are best learned through practice. Therefore, repeated writing and speaking exercises will be core components of the class, and students will receive training and practice as well as instructor and peer feedback to help them improve their skills.
Credits: 2
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MBA 8160 - Leadership Skills Development
The concepts of management and leadership are often compared. One way to define leadership in a managerial context is that leadership is the extent to which a manager has influence over others above and beyond their position-based power or authority. This component of Module 1 will help students develop two distinct sets of skills that will help them become leaders: self-leadership and team building. Topics will be introduced in regular class settings and then be developed through intensive full-day workshops and follow-up activities.
Credits: 3
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MBA 8210 - Managerial Accounting
This course will build on financial accounting principles and examine the tools that support management measurement and control of costs and operations. Financial forecasting and budgeting will be introduced for establishing performance targets. Cost volume and differential pricing techniques will be examined as tools for making tactical decisions. Budgeting, job order and activity based costing will be examined as tools for measuring day-to-day operations. Alternative performance measures will be examined for measuring progress towards strategic goals.
Credits: 3
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MBA 8240 - Managerial Economics
This course examines supply and demand and the effect of elasticity on price, income and total revenue. With this foundation, marginal analysis and opportunity cost concepts will be introduced. The course will then examine how economic principles are impacted by different market structures (perfect competition, monopoly, monopolistic competition and oligopoly). The course will conclude with analysis on how economics impacts strategy and business decision-making.
Credits: 2
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MBA 8250 - Financial Accounting
This course in an introduction to the external accounting systems used by U.S. organizations to report their financial position to external users such as stockholders, creditors, and potential investors. Students will develop an understanding of the Balance Sheet, Income Statement, and Statement of Cash Flows. By the end of the course, students will be able to read and interpret financial statements.
Credits: 3
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MBA 8310 - Managerial Finance
Today, managers need to understand the fundamentals of financial management to make good decisions. This course covers the issues in finance that a manager is likely to encounter. It will be taught in two parts. The first portion of the course will discuss the financial statements, cash flows and the time value of money. Once we understand these basics, we will discuss issues surrounding corporate financing including equity and debt. We will discuss capital investment and how a company decides to allocate its resources in a value-maximizing manner. We will also discuss risk and return and how it ultimately affects the company’s cost of capital. The second part of the course focuses on applying some of what we learned in the first part of the course. We will also discuss special topics such as mergers and acquisitions and international finance in this part of the course.
Credits: 3
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MBA 8330 - Managing in the Global Marketplace
Managers need a background in global environment to function in the international marketplace. We will cover globalization, outsourcing, and discussion of some international trade theory. The discussions of the organization of international business and business operations, such as import-export, global production, and logistics issues will help students understand the planning involved in effectively moving and operating a business in the global marketplace. There will be coverage of ethical issues in the international arena. Materials on cross-cultural negotiations, human resource issues and strategies for entering a specific international market will aid the students in determining what entry strategy may be most effective. Students will be asked to consider a company and/or a product which might be used to plan their entry strategy utilizing the components covered in class for success.
Credits: 2
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MBA 8350 - Marketing Management
Marketing expertise has emerged as a key requisite in determining the success of organizations. This course will prepare students to lead organizations through complex challenges in the local and global marketplace. State-of-the-art marketing practices, theories, case studies, and trends are blended into results-oriented actions that equip students with the skills and knowledge necessary to make sound marketing decisions.
Credits: 3
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MBA 8420 - Strategic Financial Analysis
Viewing strategy through the lens of financial performance sharpens (or enhances) management (or management capabilities). Whether evaluating alternative strategies, setting strategy-assessing metrics, or judging strategy implementation, financials play a paramount role. Strategic Financial Analysis is designed to provide students with both theory and hands-on analytical practice to analyze and support strategic decisions.
Credits: 2
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MBA 8450 - Business Law and Regulatory Environment
Business Law and Regulatory Environment provides a clear understanding of the basic principles of business law. Among the topics covered are contracts, sales, intellectual property, business organizations, agency, securities regulation, negotiable instruments, e-commerce and antitrust law. When the students complete the course they should be able to identify and work through common legal problems and ethical issues they will face in the workplace.
Credits: 2
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MBA 8470 - Managerial IT
Organizations are only as strong as the combined effectiveness of its people, processes, and technology. The people manage and implement the business processes; technology is the key enabler of them. This course will examine how to understand and manage information technology to create and revitalize business processes, improve decision making, and gain competitive advantage. Selected major areas of IT critical to all managers and leaders will be surveyed using case studies as a core learning method.
Credits: 2
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MBA 8495 - Strategic Management and Capstone/Field Study I
This competency integrates a broad understanding of business strategy with a practical field study experience. Strategy literature is evaluated to assess applicability of classic frameworks in the 21st century. Business cases are analyzed with a focus on competitive strategy, the economics of information, resource allocation, industry analytics, ethics, and the importance of mission and goals. The Capstone/Field Study competency challenges you to integrate and apply skills developed throughout your Hamline MBA education to issues being faced by an actual business organization by giving you the experience of serving as a consulting team for a designated client organization contemplating significant change or investment. Throughout this competency you will have numerous opportunities for dialogue with industry leaders, allowing you to blend theory and practice in understanding the complicated world of business today.
Credits: 2
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MBA 8496 - Strategic Management and Capstone/Field Study II
This competency integrates a broad understanding of business strategy with a practical field study experience. Strategy literature is evaluated to assess applicability of classic frameworks in the 21st century. Business cases are analyzed with a focus on competitive strategy, the economics of information, resource allocation, industry analytics, ethics, and the importance of mission and goals. The Capstone/Field Study competency challenges you to integrate and apply skills developed throughout your Hamline MBA education to issues being faced by an actual business organization by giving you the experience of serving as a consulting team for a designated client organization contemplating significant change or investment. Throughout this competency you will have numerous opportunities for dialogue with industry leaders, allowing you to blend theory and practice in understanding the complicated world of business today.
Credits: 4
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MNM 8002 - Foundations of Nonprofit Leadership
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
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MNM 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
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MNM 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
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MNM 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
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MNM 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
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