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2015-2016 Graduate Bulletin [Archived Bulletin]
Courses
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MNM 8070 - Research Methods
This course enhances students’ management skills for becoming better customers of qualitative and quantitative research studies in work and non-work environments; for supervising the planning and conducting of research; and for dissecting and evaluating studies and reports.
Credits: 4
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MNM 8082 - Volunteer Management
This course explores the theories and practices required to develop and implement effective volunteer management programs within nonprofits. Topics include planning to ensure the success of volunteer programs, outlining the steps of appropriate volunteer recruitment, creating effective personnel policies and procedures, orientation training, supervising and evaluating, and recognizing volunteers for their contributions. Some related topics covered: what is national service, the changing demographics of the community volunteer, and organizational responsibilities and liabilities with administering volunteer programs.
Credits: 4
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MNM 8100 - Communications and Marketing for Nonprofits
This course explores research and marketing techniques used by nonprofits. Examines the importance of long range strategic planning for nonprofit organizations’ market development. The course involves students in exercises in brand development and management, audience targeting, development of key messages, and other components of effective communication.
Credits: 4
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MNM 8110 - Governance and Planning in Nonprofit Organizations
This course introduces the governance process in nonprofit organizations, including the composition, roles, and responsibilities of governing boards; the relationship between boards and staff; and the role of governing boards in planning. Examines strategies for analysis and intervention when governance structures are not serving organizational needs.
Credits: 4
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MNM 8120 - Program Evaluation and Assessment
Continuously improving the services and programs of public agencies and nonprofits is critical to their ongoing success as organizations. Truly understanding what is happening in a program, service or organization of the social or governmental sector is important to help managers and leaders to improve those programs, services, and organizations. The methodologies and tools of research and program evaluation are the means to this understanding. This course will investigate the principle methodologies of research: quantitative, qualitative, and mixed methods. It will consider the methods employed by each to capture and utilize data.
Credits: 4
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MNM 8360 - Advocacy and Lobbying for Nonprofits
This course provides the historical and theoretical context for nonprofit involvement in advocacy and lobbying; addresses organizational infrastructure needs in building capacity for public policy work; examines legal guidelines for nonprofit lobbying; and provides students with practical experience in working with the legislative process at the state or local level.
Credits: 4
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MNM 8361 - Fundamentals of Philanthropy
This course examines the history, key issues, and emerging trends of philanthropy. Identifies the unique issues and career opportunities in this discrete component of the nonprofit sector. This course is for students interested in the field of philanthropy and practitioners in the field who want to gain an understanding of the history and issues that frame the context for their work.
Credits: 4
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MNM 8362 - Fundraising for Nonprofits
This course examines strategies for diversifying revenues and creating short and long-term development plans. This course helps students develop skills in conducting research, identifying resources for public and private grants, and writing proposals. Covers capital campaigns, earned income opportunities, membership development, individual donors, planned giving campaigns, and other fundraising initiatives.
Credits: 4
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MNM 8440 - 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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MNM 8492 - Capstone Skills Development for Nonprofits
This course provides MANM soon-to-be-graduating students with a rigorous classroom and practicum course that helps them demonstrate the skills and knowledge they have mastered in the program and test their critical thinking and skills abilities to manage and/or lead a nonprofit organization. Students will study and examine the critical or current issues of the nonprofit sector, complete an applied research project with a Twin Cities organization, and present the project including a final paper and presentation to a MANM Nonprofit Board of Review (a panel of nonprofit leaders selected) at the end of each semester.
Credits: 4
Note: (MANM Capstone)
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MNM 8494 - Internship
Any student without professional work experience in his or her field of study is required to participate in an internship. This internship is an additional course that will not fulfill an elective requirement. Each student is notified at the time of admission whether an internship is a required component of his or her individual program. If the student is required to complete an internship, he or she must work with his or her advisor in planning the internship.
Credits: 4
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MNM 8495 - Master’s Thesis
Research and writing of a major academic or professional paper of approximately 50 to 100 pages in length under the supervision of a student-selected faculty member and committee that integrates knowledge and skills acquired in the program. Individual master’s theses must be approved by a faculty committee, and oral defense of the final paper is required. The master’s thesis is completed over two semesters. The master’s thesis is an option for all MNM and MPA students on the Saint Paul campus. Dual degree students may complete a master’s thesis on a cross-sector issue.
Credits: 4
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MNM 8497 - 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 one independent study.
Credits: 1-4
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MPA 8000 - Foundations in Public Administration
This course introduces students to the professional study of public administration. The course provides a historical overview of American public administration and each of its significant sub-fields, as well as an introduction to contemporary reform efforts, both within and outside the public sector. Students learn to integrate their own experiences with key concepts in public administration and to use these experiences and concepts to plan the rest of their master’s programs.
Credits: 4
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MPA 8010 - Professional Ethics
This course explores selected theories of ethics and fundamental principles of ethical management, with a focus on practical approaches to dealing with ethical dilemmas across the public, private, and nonprofit sectors.
Credits: 4
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MPA 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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MPA 8030 - Public Fiscal Management
This course analyzes government revenue and expenditure policies, with an emphasis on the Minnesota state budgetary process. Topics include principles of public fiscal management, tax and spending systems, revenue sources, intergovernmental relations, and the administrative and political aspects of fiscal policy.
Credits: 4
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MPA 8040 - Public Policy Analysis
This course evaluates a variety of approaches and models used to analyze the making of public policy by examining the assumptions and limitations of each model. Current policy issues are explored. Each student designs and completes a significant research project on a selected public policy issue.
Credits: 4
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MPA 8045 - 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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MPA 8050 - Human Resource Management for Government
This course examines current case law, regulations, and trends that define and influence the personnel function. Topics include recruitment, selection, compensation, employee motivation, collective bargaining, organizational philosophies, and legislation and regulation.
Credits: 4
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MPA 8061 - Administrative Law
This course has been designed to be user-friendly to the nonlawyer and has as its goal to acquaint students with the fundamental principles and concepts of administrative law. Taught from a public administration perspective, the course provides students the opportunity to explore the interplay between and among politics, democracy, and bureaucracy; to examine bureaucracy’s relationship to the legislative branch of government and to the courts; to learn about the administrative process at the local, state, and federal levels; to focus on the regulatory aspects of administrative law with particular attention to controlling risks, solving problems, and managing compliance; and to take a look at some contemporary substantive issues through the lens of administrative law.
Credits: 4
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MPA 8070 - Research Methods
This course is designed to enhance managers’ applied research skills in both their quantitative valuations and qualitative evaluations of various issues that confront them in their roles as decision-makers. Topics include research purpose and design; literature reviews; survey and data collection; statistical hypothesis testing; and research-proposal development
Credits: 4
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MPA 8120 - Labor Relations
This course offers a wide review of Labor Relations. The course assumes a general understanding of relationships between management and organized labor and other core graduate courses specifically organizational theory and human resource management. The instructional approach is in the survey form and will employ lecture, readings, guest speakers, student presentation, and case study to achieve its objectives. It is not intended to train students for specialized careers in labor relations in a single course, but to acquaint the student with the underlying values, systems, laws and procedures shaping Labor Relations and the pertinent topics affecting the workplace today.
Credits: 4
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MPA 8130 - Housing & Economic Policy
This course examines economic development theories and housing policies in the United States. Emphasis upon understanding how economic and housing markets operate and how national, state, and local governments can influence business investment and job development decisions and the construction and rehabilitation of housing for different populations. This course first provides an overview on how economic and housing markets function. The discussion will include discussion of basic principles of macro and microeconomics and then analysis of specific views of economic development, including export-base, core-periphery, and locational theories. The course then provides specific analysis and evaluation of the different policies and techniques governments have used to secure economic and housing goals. Among the techniques examined will be: tax incentives and TIFs, bonding, public subsidies, public/private partnerships, infrastructure development, and direct government investment in, or ownership of housing and economic development entities.
Credits: 4
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MPA 8140 - Local Government Budgeting
This course focuses on the basic elements of developing, implementing, and evaluating the operating and capital budgets of local governments, emphasizing governments in Minnesota. Topics include review of major revenues and spending of local governments and their estimation and management within budgets, alternative strategies for developing and presenting budgets that align with public policy goals, the interaction of state and federal policies with local budgets, monitoring and managing an adopted budgets, and understanding and effectively communicating local financial issues and consequences to policymakers and citizens.
Credits: 4
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MPA 8201 - Public Dispute Resolution
This course is an introduction to the public policy formation and implementation process. Public organizations encounter many situations where negotiation skills and mediation training in a public context is useful. Neighborhood disputes, development issues or special interest concerns require public officials to negotiate and mediate between parties in order to reach consensus and resolution to different opinions and points of view. These skills are different than the typical policymaking and implementation training that most public officials are used to. In today’s world of public participation and citizen awareness, negotiation and mediation skills are essential.
Credits: 4
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MPA 8208 - Organizational Culture
Organizations with highly effective cultures are more able to attract funding and clients, have stronger market share and profit, and serve more constituents more effectively than organizations with weaker cultures. In this course, you will learn how to determine the effectiveness of an organization’s culture and what you can do to maximize the performance of public, private, or nonprofit organizations.
Credits: 4
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MPA 8221 - Public Negotiation Skills Building
This course is designed to give the student a working knowledge of the theory and practice of negotiations in various public sector settings. The course is structured to allow the student to spend considerable time in realistic role-play exercises and will cover employee to employee, labor and community interest group dispute resolution through the use of bargaining skills and tactics. Participants will be involved in team negotiations with other members of the class.
Credits: 4
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MPA 8222 - Public Mediation Skills Building
Conflict is not necessarily good or bad. Conflict can be dysfunctional, and it can be difficult and dangerous for personal, business, or institutional relationships. Conflict often requires a third party neutral to assist parties in resolving their disputes and in creating valuable and workable relationships after their disagreements. This course provides students with the basic skills to become a mediator, and it provides students with an understanding of common mediation principles and practices. Students will also learn how mediation fits into the broader area of Alternative Dispute Resolution.
Credits: 4
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MPA 8223 - Contemporary Social Policy Issues
This course is open to advanced master’s level students. This course examines the historical context, theoretical arguments, and political controversies surrounding current and emerging social policy issues. Consideration is given to the impacts of changing social policies on vulnerable populations, the delivery of health and human services, and society at large.
Credits: 4
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MPA 8225 - Critical Issues in Public Administration
This course explores in-depth those changes that are likely to have the greatest impact on local government managers in today’s environment. External factors such as changing demographics, rising citizens’ expectations, and the evolving nature of federalism will be examined as context for how effective managers must now respond. Several important internal issues such as how to motivate the new work force, how to determine the costs and benefits of technology in service delivery, and governing body expectations for successful managers will also be covered.
Credits: 4
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MPA 8228 - Public Arbitration Skills Building
This course is designed to make students familiar and comfortable with arbitration as a dispute resolution process in the public sector. Students will have a chance to participate in several scripted arbitration proceedings that will give them knowledge of the legal requirements and tactical underpinnings of this common workplace process. Employees will be made aware of the State Statutes governing public employee disputes and will become familiar with both salary and discipline arbitration proceedings.
Credits: 4
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MPA 8230 - Municipal County Administration
This course is a survey of contemporary issues facing municipalities specifically in Minnesota and generally in the upper Midwest. The semester will explore the practicalities and politics of managing a municipal organization using a variety of current practitioners in the field. Areas of concentration will include: community roles and power structures, city council and staff relations, public safety and public works issues, land use and community development, employee relations, finance, legal authority and emerging issues of governance and the role of citizen participation. Students currently will find this class a good way to acquire a broad-based understanding of municipal operations and the complexities of this occupational field.
Credits: 4
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MPA 8233 - Social Policy Administration
This course is designed to look at the administration and implementation of social and human services policies at the agency/street level. Students will have the opportunity to concentrate on the policy analysis, evaluation, development, and implementation implications surrounding the provision of social services, especially in relation to our ever-growing, culturally diverse community. Course activities will include on-site meetings with community groups and work with local social service agencies. Through course readings, community focus groups, on-line discussion, an analysis of census data, direct engagement with community groups, and other classroom events, the student will have the opportunity to assess and increase her/his own knowledge of issues surrounding implementation and administration of social programs as well as improving understanding of cultural competency issues.
Credits: 4
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MPA 8234 - 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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MPA 8250 - Legislative Practicum
An in-depth exploration of how the state legislative processes operates and how knowledge of the law-making process is critical to public policy management and advocacy. The course will employ reading, discussion, guest presenters, on-site visits, and a project that requires students to follow a bill from start to finish.
Credits: 4
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MPA 8260 - 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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MPA 8270 - 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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MPA 8300 - Strategic Management and Planning
This course provides a thorough grounding in the formulation and implementation of organizational strategy. It focuses on the development of corporate missions, goals, and objectives. The class will define important business problems, analyze external and internal environments, formulate alternative strategic options, and address implementation issues.
Credits: 4
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MPA 8440 - 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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MPA 8490 - Capstone Skills Development for Government
This course requires students to integrate the diverse materials mastered in the core program, formulate business recommendations, and communicate findings in oral and written form. In a series of structured simulations of contemporary problems commonly encountered by administrators, students receive the opportunity to practice managerial skills and demonstrate the leadership necessary for effective managerial performance.
Credits: 4
Note: (MPA capstone)
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MPA 8494 - Internship
Any student without professional work experience in his or her field of study is required to participate in an internship. This internship is an additional course that will not fulfill an elective requirement. Each student is notified at the time of admission whether an internship is a required component of his or her individual program. If the student is required to complete an internship, he or she must work with his or her advisor in planning the internship.
Credits: 4
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MPA 8495 - Master’s Thesis
Research and writing of a major academic or professional paper of approximately 50 to 100 pages in length under the supervision of a student-selected faculty member and committee that integrates knowledge and skills acquired in the program. Individual master’s theses must be approved by a faculty committee, and oral defense of the final paper is required. The master’s thesis is completed over two semesters. The master’s thesis is an option for all MAM, MANM, and MPA students on the Saint Paul campus. Dual degree students may complete a master’s thesis on a cross-sector issue.
Credits: 4
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MPA 8497 - 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 one independent study.
Credits: 1-4
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NSEE 8000 - The Environment and Society
Participate in a community investigation of natural and social environmental issues. Explore the concept of environmental literacy, build a solid understanding of the basics of environmental education, and be actively involved in a series of community investigations in human-built and natural locations around Minnesota’s Twin Cities. Learn to focus through three “lenses”: systems (knowledge of social and natural systems and their interaction); problem identification and solving (ethics typically are an issue in these situations); and move to action (defined as citizenship and stewardship). Examine and reflect on your environmental philosophies and behaviors.
Credits: 3
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NSEE 8010 - History of the Environment
Environmental education is the outgrowth of dedication, perseverance, literature, painting and politics, but the history of environmental ethics, movements and education is not well understood. Meet people like Leopold, Olson, Comstock, Peterson, and Carson; look at the power of the individual, the organization of groups, and emerging and changing ethics. Course includes some humor and some drama.
Credits: 3
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NSEE 8110 - Foundations of Environmental Education
You will read, discuss, and write about contemporary issues in teaching, learning, and assessment as they apply to education about the environment. You will demonstrate your reflection skills through dialogue, writing, and examination of your personal beliefs about teaching and learning. You will explore how knowledge is constructed individually and socially. In this course, you will study teaching and learning concepts, but also challenge them. In a supportive community of learners, we will think critically about how theories apply to practice, and explore different approaches to helping people make environmentally literate decisions.
Credits: 4
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NSEE 8200 - Ecological Systems: Biomes
The concept of systems is essential to understanding ecological principles; nothing demonstrates this better than the biomes of Minnesota.
Each of Minnesota’s biomes (prairie, deciduous forest, boreal forest) is an interplay of large geologic, biologic, cultural, and meteorological systems. Within each broad system is a subset of systems recognized as plant communities. Experience hands-on, wet-feet camping; sampling, identifying, and observing; travel and reflection, story-sharing; and science knowledge. Discover applications for your own classroom.
Credits: 3
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NSEE 8300 - Social Systems: Environmental Footprints
It’s not just how many footprints mark our presence on Earth. It’s how big those footprints are. At the heart of the ecological footprint are questions about equity, justice, and sustainability. The typical American consumes between four and eight times more resources than people of other cultures. Create a personal environmental impact statement while investigating the math, science, and social implications of how we live.
The Ecological Footprint is a tool used to measure an entity’s impact on the Earth’s available resources- an individual, a school, a city, or a nation. As participants learn more about how much of Earth’s biologically productive land they use, they develop an awareness of how consumption patterns relate to environmental equity. If Americans are using more resources than we can produce, we are, in a sense, using up someone else’s “stuff.” Teachers can use the Environmental Footprint as an objective tool to measure the global consequences of our actions as individual consumers, and as members of a larger culture.
Credits: 2
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NSEE 8495 - Capstone
The capstone project is the culmination of an MAEd:NSEE 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 question, carry out the research, and complete the project. The capstone committee offers additional support throughout the process. This project requires a written component and an oral presentation. Advisor/committee approvals are required at proposal stage before registration occurs. The capstone course is only available to those master’s students who are nearing completion of their NSEE degree program.
Prerequisite: Successful completion of GED 8023
Credits: 4
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SPED 7071 - Traumatic Brain Injury 101
Gain a better understanding of a brain injury and its impact on school-age children and how this affects in classrooms.
Study selected information in neuroanatomy, what happens when the brain is injured, measures used to label the severity of an injury, and the recovery process. Discuss how a brain injury affects the entire family and the importance of working collaboratively with medical and community agencies. Explore instructional strategies to employ in classroom settings. Become familiar with the Minnesota special education criteria for traumatic brain injury (TBI).
Credits: 2
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SPED 7072 - TBI: Emotional/Behavioral Issues
Understand the neuroanatomy of an injured brain and how students may deal with resulting emotional and behavioral issues.
Examine the current research for TBI cases in the areas of medication therapy, sexuality, chemical dependency, friendships, depression, and challenging behaviors. Review specifics for identifying, evaluating, and observing behaviors and discuss the use of specific strategies for changing those behaviors.
Credits: 1
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SPED 7075 - Introduction to Childhood Sleep Disorders
This is an introductory course that will examine childhood sleep disorders. Students can expect to learn basic information about childhood Insomnia, Sleep Apnea, Restless Leg Syndrome, and night terrors and bedwetting. Students will learn about the causes and increased risk factors that contribute to sleep disorders in children. Basic interventions, treatment options, and strategies appropriate for children with sleep related disorders will also be discussed in this course. This course will also discuss the impact of childhood sleep disorders on parents and caregivers.
Credits: 1
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SPED 7076 - Introduction to Childhood Depression
This is an introductory course that will examine the impact of depression on children and their families. Particular focus will be placed on how depression impacts cognitive development and learning in children. This class will also explore the most common medical and psychological conditions associated with depression in children. Basic screening and intervention practices will also be discussed.
Credits: 1
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SPED 7081 - Other Health Disabilities 101
Understand the unique needs of students with chronic or acute health conditions.
Examine various medical diagnoses, their effect on students’ educational performance, and the impact on the lives of students and their families. Learn how to implement the state Other Health Disabilities (OHD) criteria and the process of identifying and evaluating students, birth through 21 years. Discuss service options, role of team members, and appropriate educational planning and strategies. Target audience: educators, special educators, related service personnel, administrators, school nurses.
Credits: 2
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SPED 7082 - Cognitive Aspects of Chronic Health
Understand the cognitive and social emotional aspects associated with having a chronic illness.
Address issues of collaboration between educational and medical teams, family and social issues, and ethics related to working with children with chronic illness. Review and discuss research designed to develop an understanding of the effects illness and treatment can have on cognitive functioning. Target audience: educators K-12, school psychologists, speech/language clinicians.
Credits: 1
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SPED 7083 - Biomedical Aspects of Physical and Developmental Disabilities
Become familiar with the medical aspects and terminology used when working with students with physical and health disabilities.
Knowledge and skills covered include genetics and heredity, pediatric pharmacology, and secondary health care issues accompanying various syndromes, birth defects and medical diagnoses. Collaboration among families, medical providers, and school personnel will be emphasized. NOTE: Required course for Certificates in Other Health Disabilities and Traumatic Brain Injury. Online login and course information at www.hamline.edu/gseonline. Target audience: educators, special educators birth-21, school nurses, psychologists, therapists, and related service personnel.
Credits: 2
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SPED 7084 - Neurobiological Disorders
Gain an understanding of neurobiological disorders (NBD) and their effects on educational performance. Through the use of texts and web-based information, study the history of NBD, criteria and definitions, common diagnoses, service options, and the roles of team members through the evaluation and implementation process.
Credits: 2
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SPED 7085 - ADHD Learners
Develop skills to understand the diagnosis of AD/HD, including recent brain research.
Learn the impact that AD/HD has on a student’s social, academic, and psychological functioning, along with practical strategies to assist the student in the classroom. Discuss the following topics: differentiating AD/HD from other disorders, brain-based research, special education and 504 accommodations, social skills, organizational skills, and academic modifications. Target audience: educators, special educators K-12.
Credits: 1
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SPED 7089 - Introduction to Shaken Baby Syndrome
Abusive Head Trauma/Shaken Baby Syndrome is a traumatic brain injury in infants and young children that is the result of child abuse. It is also the leading cause of death and long term disability for infants/young children and over half of the survivors will enter the educational system with complex educational needs. This introductory course will address the cause, warning signs, risk factors, and outcomes associated with it. An understanding of the medical aspects of the mechanism of injury and diagnosis process will be explained as well as family/caregiver impact and family grief/loss issues over the child’s lifespan. Since a significant number of shaken baby syndrome survivors will enter the classroom with behavior disorders, we will also discuss tools such as functional behavior assessment and use of positive behavior intervention and supports to get the most out of evidence based behavioral interventions. The course will conclude with an overview of prevention strategies, associated Minnesota laws, and Minnesota child abuse/neglect mandatory reporting laws. A list of additional resources and information will be provided to utilize beyond this course.
Credits: 1
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SPED 7100 - ASD: Introduction and Overview
The incidence of autism spectrum disorders has increased significantly, and schools are charged with creating appropriate programs.
Examine autism and Asperger Syndrome, educational criteria, identification and assessment, personal perspectives, teaching strategies, and family issues. Discuss specific research related to autism and educational practices. Address the effects of autism on families, as well as how to include the family in educational planning. Target audience: educators, administrators, autism resource specialists, special educators P-12, and related services personnel.
NOTE: This course is required for completion of the Autism Spectrum Disorders Certificate.
Credits: 2
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SPED 7101 - Proactive Behavior Management
Too often, students with autism are ‘treated’ with behavior management strategies that expect the student to have necessary skills in the areas of emotional regulation, perspective-taking, and executive functioning. The emergence of scientific information regarding behavior and brain function should compel us to rethink many of our preconceived ideas about challenging behaviors and the strategies we use for intervention. In addition, research regarding emotional regulation development and sensory systems deficits, offers us an increased understanding of why our students struggle in specific situations.
This class examines behavior management philosophy, sensory and emotional regulation research, tools for Functional Behavior Assessments, and strategies for writing Positive Behavior Support Plans for students on the autism spectrum.
Note: This course is required for the completion of the Autism Spectrum Disorders certification and may also be taken as an elective for the Other Health Disabilities Certificate.
Prerequisite: SPED 7100
Credits: 2
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SPED 7102 - Assessment: Identification and Planning for the Student with ASD
Become competent in the identification and assessment of individuals with autism spectrum disorders.
Review Minnesota state criteria for the process of identification, assessment and educational planning for students with autism spectrum disorders. Effectively select, utilize, and report results using appropriate tools for evaluation of autism spectrum disorders. Write your own comprehensive evaluation report based on results obtained from testing an individual to which you have access.
Online login and course information at www.hamline.edu/education/online. Target audience: educators, administrators, autism resource specialists, special educators P-12, and related services personnel.
NOTE: This course is required for completion of the Autism Spectrum Disorders certificate.
Prerequisite: SPED 7100
Credits: 2
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SPED 7103 - Communication, Assessment, and Intervention for Learners with ASD
This course is required for students pursuing the ASD license (meets required competencies). It is one of two choices for an assessment class in the ASD certificate program, providing educators with an overview of the communication characteristics of individuals with ASD and exploring current assessment tools and strategies related to communication. The following areas will be addressed: development of social communication and its relevance in ASD, communicative characteristics across the autism spectrum, formal and informal assessment tools and strategies currently used to evaluate communication, including the use of informal tests to evaluate communicative functions, social communication, non-verbal language and play skills, use of assessment results to identify needs and develop intervention plants, and principles of guiding language intervention in ASD.
Credits: 2
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SPED 7104 - Intervention and Strategies for Students with ASD
This course examines how to organize and structure learning environments and integrate various evidence based strategies/interventions to support learners on the autism spectrum. This is a required course for both the ASD license and ASD certificate and is intended to be completed near the end of your ASD licensure/certificate.
Credits: 4
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SPED 7105 - Collaborative Transition Programming to Support Individuals with ASD Across Ages
The intent of this course is to develop an understanding of the impact an autism spectrum disorder has throughout an individuals’ educational, employment, and independent living environments. Emphasis will be on the characteristics, issues, and essential elements for effective transition involved in the education and support of adolescents and young adults across the spectrum.
Participants will learn effective strategies based on current research they can use to teach individuals with ASD how to manage, cope, contribute, and succeed in educational, home, employment, and community environments. Collaboration among multidisciplinary team members involved in the assessment of academic, functional, social communication, employment, and independent living abilities will be a major focus of this course. A variety of educational approaches will be explored. Participants will integrate, apply, and evaluate strategies learned and have the opportunity to share and reflect on the results with their classmates.
The overall goal of this course is to teach educators and other team members how to prepare selfdetermined individuals able to advocate their wishes, goals, needs, and accommodations. Curricular options will be carefully considered to provide opportunities related to an individual’s interests, strengths, instructional level, self-understanding, self-regulation, and self-determination.
This is a requirement for the ASD license and an elective course for the ASD certificate. It is intended to be completed near the end of the ASD license/certificate.
Credits: 2
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SPED 7106 - Social Cognition
Recognizing differences in learning and perception is essential to teaching individuals on the autism spectrum. Individuals with ASD have unique social cognitive processing styles and needs that impact their participation in school and the community. In addition, they face unique challenges with executive functions such as organization, planning/prioritizing, and social self-monitoring. In this course, participants will gain advanced knowledge of social cognitive and executive function differences for individuals with ASD, learn about formal and informal assessment tools, and learn how to design and implement instructional programs that promote social participation and inter-personal interactions. The strategies explored in the course specifically target promoting skills in: social understanding, selfmonitoring/self-advocacy, problem solving, cognitive flexibility, and effective organization, planning, and time management skills.
Course assignments and resources access information from a variety of sources such as peer reviewed journal publications, text selections, web-based resources, direct student-application opportunities, and small group interaction to engage in relevant professional development and reflection, to increase knowledge and skill as a special educator, and inform your instructions practices with students and families. This course is a required course for the ASD licensure and an elective course for those seeking the ASD certificate.
Credits: 2
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URED 7724 - Culturally-Relevant Pedagogy
Hear authentic voices and make cross-cultural connections with leaders of many cultures.
Expand your multicultural knowledge and add to your repertoire of cross-cultural strategies to connect with students in classrooms of today. Explore and create organizers for including new cultural knowledge and integrating higher order thinking skills, problem solving strategies, motivation, and multiple intelligences into planning for instruction.
Credits: 2
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URED 7725 - Linking Communities to Classrooms: Contextualizing Student Learning
Learning can be meaningful, engaging, and permanent when made contextual.
Develop a knowledge base regarding historical, socio-economic and political factors impacting urban schools. Build upon the rich and diverse out-of-school experiences of urban learners through readings, lesson plan development, reflection, and interaction with families and communities. Leave with instructional strategies and resources for your school site.
Credits: 2
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URED 7731 - Interpersonal Dynamics: Racism
An intensive conversation on the dynamics of racism and how it affects adults and learners personally.
The study circle dialogues are interactive and instructive through reflective engagement, readings and videos. The quality and integrity of the dialogues depend upon commitments to honest, open and respectful speech; to remain in conversation; and to mutual development and transformation. It requires physical, emotional and intellectual presence. This course will enhance your knowledge base and equip you for social action.
Credits: 2
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WRIT 8000 - MFA Core
The MFA journey begins with a core seminar course, “Writers and Readers, Creators Both.” The course is a reading-intensive examination of the relationship between reading and writing. Students expand their knowledge of the craft of writing and the use of literary texts as guides for their own work.
Credits: 4
Note: Required of MFA students
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WRIT 8010 - Composition Theory and Pedagogy
This course introduces students to the theory and practice of teaching writing at the college level. Students will examine a range of composition philosophies and pedagogies, including expressive, rhetorical, collaborative, cultural, and critical approaches. Through extensive reading and peer-reviewed demonstrations, students will learn and practice a process-based approach to teaching critical thinking, reading, and writing skills in the writing classroom. Students will learn strategies for designing courses and assignments, facilitating discussions and peer reviews, integrating technology and research methods, and responding to writing through tutorials and written evaluations. Readings and presentations by practitioners will also introduce students to the philosophies and practices of Writing Across the Curriculum, the Writing Center, and second-language and basic writing instruction.
Prerequisites: Open to graduate students who have completed 8 or more credits
Credits: 4
Note: MFA Elective
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WRIT 8013 - Apocalypses
“After us, the flood.” – Madame de Pompadour
In the years since this course was first taught, fascination with the end of our world has exploded: we’ve heard about being Left Behind, zombies, pandemic, the Singularity, global climate change, the Yellowstone Caldera (aimed right at MN!), civilizational collapse, hostile machine intelligences, runaway robots, biological weapons, Earth changes, alien invasion, transhumanity, nuclear war, Peak Oil, space impact, and on and on. Apocalyptic scenarios play out in films, theater, and children’s books. Are you ready for it all to end?
Maybe not. But some folks are ready, or at least they’re getting ready, and they are telling stories, spreading the word, imagining the end – and what comes after. They call us to action: Recycle! Pray! Revolt! The end of all-of-it is a place to enact all of the competing claims of what it finally means to be human. Apocalypses tell us what our lives here-and-now mean in some greater scheme. In this class, we study contemporary versions of apocalypse, and the pleasures and comforts they provide. We will explore both literal and metaphoric catastrophe in texts from believers, theorists, and writers. We will read fictional and non-fictional apocalypses, browse a host of websites, watch some films, and explore catastrophic science, alarmist science writers, and anything else students might choose to bring to the table. The work of the course will be assembling these materials, looking critically at them, deciding what it all means, and imagining our own apocalypses.
Credits: 4
Note: MFA elective
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WRIT 8063 - The Creative Process
“There are three rules for writing the novel. Unfortunately, no one knows what they are.” — W. Somerset Maugham
After all the courses, the critiques, and The Capstone, Hamline’s MALS and MFA graduates move into their spheres of influence to participate as creators. A working relationship with the creative process is a vital part of that transition, as well as a foundation for the work students do as creators within their graduate program. This course is structured as an investigation and an experiment. Each student will identify the elements of “right practice” for a productive individual approach to generating, developing, and bringing new ideas to fruition. We’ll study the testimonies of writers, artists, musicians, mathematicians, scientists, psychologists, philosophers and other creative minds for patterns and collective wisdom. We’ll consider theories and models for the workings of the creative process across disciplines. Most importantly, each student will observe their own creative process through a series of exercises and experiments. Course requirements include an attitude of curiosity and a willingness to experiment, substantial reading and discussion, completion of a detailed process journal, and a critical essay which both makes a creative contribution to the conversation and reflects the theories, models, and experiments undertaken during the semester
Credits: 4
Note: MFA elective
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WRIT 8110 - Groundings in the Craft: Elements of Poetry
In this course, students study important elements of poetry: metaphor, simile, voice, forms and structures for poems, free verse structures, and the image.
Credits: 4
Note: MFA writing/elective
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WRIT 8120 - Groundings in the Craft: Elements of Creative Nonfiction
This foundation class explores the fundamental craft skills and broad structural subgenres of creative nonfiction.
Credits: 4
Note: MFA writing/elective
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WRIT 8130 - Groundings in the Craft: Elements of Fiction
The focus is on the fundamentals of writing fiction: character development, scene, plot, narrative voice, structure, setting, and dialogue.
Credits: 4
Note: MFA writing/elective
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WRIT 8205 - Regional Literature
Topics vary by regional offering.
Credits: 4
Note: MFA elective
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WRIT 8210 - Currents in Poetry: Riding the Waves as Editor and Writer (Water~Stone: Poetry)
What urgency moves a poem out of the pile and onto the page for publication? Contemporary poetry boasts multiple aesthetics and thousands of poems making the rounds of literary magazines. How do editors choose what to publish? How do writers navigate the currents of contemporary poetry, making a place in it yet remaining open to diverse influences and in turn influencing it? As members of the Water-Stone Review poetry editorial board, you will work from the perspectives of editor and writer to engage with the ‘thrill of the big littles.’ The ‘big little’ magazine or literary journal traditionally has determined the parameters of American poetry, both establishing standards and featuring edgy new arrivals; that process, one editor suggests, “keeps writers writing and their work flowing … . ” How will thinking—and seeing—as an editor influence your work? You will read, discuss, and select poetry submissions to Water-Stone Review, explore other literary journals, study essays on poetic craft, complete short writing exercises, and prepare poems for submission to journals of your choice. Students will revise and workshop at least one selection of their own work in this course as they prepare their journal submissions.
Prerequisite: WRIT 8110 or permission of the instructor
Credits: 4
Note: MFA writing/elective
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WRIT 8220 - Creative Nonfiction Today: Navigating the Craft as Editor and Writer (Water~Stone: Creative Nonfiction)
Why is one creative nonfiction magazine submission forgettable, another indelible? What’s right, and wrong, with nonfiction journal submissions? What gives your essays and memoirs the za-za-zoom that leads editors to love your work, pass on the others? What’s the difference between workshop critique and editorial interrogation? How does contemporary editorial taste intersect with agreed-upon elements of literary quality, and which editors prefer which sorts of nonfiction form? Where does nonfiction live in the indie magazine scene now, and where might your work fit? Through lively and immersive work on the CNF editorial board of the Water~Stone Review, you will analyze and select from manuscripts submitted to the journal, study journals publishing nonfiction today as well as craft essays illuminating the contemporary conversation about the genre, and prepare your own CNF for submission to magazines of your choice. Students will revise and workshop at least one selection of their own work in this course as they prepare their journal submissions.
Prerequisite: WRIT 8120 or permission of the instructor
Credits: 4
Note: MFA writing/elective
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WRIT 8230 - The Successful Story: Fiction Through the Lens of Editor and Writer (Water~Stone: Fiction)
What moves a story beyond first cut? What does it take for a story to beat out hundreds of others on the path to publication? What’s the quality of fiction being submitted to national literary journals? Where does our own work fit into the wide range of publishing possibilities? How does editorial work change your fiction forever? In this dynamic, hands-on class, students will take on the role of fiction editorial board for the next issue of Water~Stone Review. Working as a team of editors and writers, we will ask the same questions of our own work that we ask of others: What does it take to succeed? Is quality simply a matter of taste? Is publication purely subjective? Class work will include submission screening, short writing exercises, and the study of national literary journals with an eye toward future placement of our own fiction. Students will revise and workshop at least one selection of their own work in this course as they prepare their journal submissions.
Prerequisite: WRIT 8130 or permission of the instructor
Credits: 4
Note: MFA writing/elective
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WRIT 8310 - Advanced Poetry
In this course we work toward the dual goals of preparing students to successfully complete a poetry thesis and become a poet in the world. The course is set up to let students engage with course materials and their writing as working artists. Students will work on full-length poetry manuscripts as we deeply immerse ourselves in the ongoing conversation of poets across time and place, through the study of both poetry and poets’ thoughts on craft, influence, and process, as presented through craft essays and interviews.
Prerequisite: WRIT 8110
Credits: 4
Note: MFA writing/elective
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WRIT 8320 - Advanced Creative Nonfiction
This class is a sequel to Groundings in the Craft: Elements of Creative Nonfiction. Its purpose is to build upon fundamental craft knowledge already practiced by the student, and to pursue rigorously and adventurously the development of finished works that reflect a writer’s vision and knowledge.
Prerequisite: WRIT 8120
Credits: 4
Note: MFA writing/elective
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WRIT 8330 - Advanced Fiction
This is an advanced level, thesis preparation class designed for students who have had substantial coursework and who are ready to begin the serious work of shaping a book-length fiction thesis.
Prerequisite: WRIT 8130
Credits: 4
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WRIT 8350 - Groundings: Plot
In Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults, students study the fundamentals of the craft as well as the history of the picture book, the novel (middle-grade and young adult), and nonfiction with emphasis on the particular element that forms the focus for that residency—i.e., plot, character, setting, point of view, or theme. Students attend and write reflections in response to daily lectures and presentations, read and discuss common books selected by the faculty, and participate in daily two-hour workshop sessions led by faculty advisors. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their critical thesis; fourth semester students give a public reading from their creative thesis.
Credits: 4
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WRIT 8351 - Creative & Critical Writing: Level 1
In this semester-long intensive seminar, students are introduced to the craft and process of writing for children and/or young adults. They can choose to focus on the picture book, the novel (middle-grade or young adult), poetry, nonfiction, or a combination. Each month students do the following: (1) they complete assigned reading, annotated bibliographies, short reflective essays, and writing exercises that explore issues of craft; (2) they do extensive creative writing and revision in response to detailed feedback from faculty advisors; (3) and they write and revise short critical essays based on issues of craft or topics of interest that arose from their own creative work or from assigned reading.
Credits: 8
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WRIT 8352 - Groundings: Character
In Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults, students study the fundamentals of the craft as well as the history of the picture book, the novel (middle-grade and young adult), and nonfiction with emphasis on the particular element that forms the focus for that residency—i.e., plot, character, setting, point of view, or theme. Students attend and write reflections in response to daily lectures and presentations, read and discuss common books selected by the faculty, and participate in daily two-hour workshop sessions led by faculty advisors. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their critical thesis; fourth semester students give a public reading from their creative thesis.
Credits: 4
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WRIT 8353 - Creative & Critical Writing: Level 2
In this semester-long intensive seminar, students are introduced to the craft and process of writing for children and/or young adults. They can choose to focus on the picture book, the novel (middle-grade or young adult), poetry, nonfiction, or a combination. Each month students do the following: (1) they complete assigned reading, annotated bibliographies, short reflective essays, and writing exercises that explore issues of craft; (2) they do extensive creative writing and revision in response to detailed feedback from faculty advisors; (3) and they write and revise short critical essays based on issues of craft or topics of interest that arose from their own creative work or from assigned reading.
Credits: 8
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WRIT 8354 - Groundings: Point of View
In Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults, students study the fundamentals of the craft as well as the history of the picture book, the novel (middle-grade and young adult), and nonfiction with emphasis on the particular element that forms the focus for that residency—i.e., plot, character, setting, point of view, or theme. Students attend and write reflections in response to daily lectures and presentations, read and discuss common books selected by the faculty, and participate in daily two-hour workshop sessions led by faculty advisors. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their critical thesis; fourth semester students give a public reading from their creative thesis.
Credits: 4
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WRIT 8355 - Creative & Critical Writing: Level 3, Critical Thesis
In this semester-long intensive seminar, students research and develop a topic relevant to their creative work into a thirty-page critical essay. They continue to explore the craft and process of writing as they work on the continuation of creative projects or experiment with new work. They also develop a lecture based on their critical thesis to be given during the ensuing residency.
Credits: 8
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WRIT 8356 - Groundings: Setting
In Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults, students study the fundamentals of the craft as well as the history of the picture book, the novel (middle-grade and young adult), and nonfiction with emphasis on the particular element that forms the focus for that residency—i.e., plot, character, setting, point of view, or theme. Students attend and write reflections in response to daily lectures and presentations, read and discuss common books selected by the faculty, and participate in daily two-hour workshop sessions led by faculty advisors. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their critical thesis; fourth semester students give a public reading from their creative thesis.
Credits: 4
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WRIT 8357 - Creative & Critical Writing: Level 4, Creative Thesis
In this semester-long intensive seminar, students complete a book-length creative project or a series of picture books that illustrates mastery of the craft in their chosen genre(s) and demonstrates their ability to establish an independent artistic process. They also prepare a public reading based on their creative thesis to be given during their final residency.
Credits: 8
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WRIT 8358 - Groundings: Theme/Vision
In Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults, students study the fundamentals of the craft as well as the history of the picture book, the novel (middle-grade and young adult), and nonfiction with emphasis on the particular element that forms the focus for that residency—i.e., plot, character, setting, point of view, or theme. Students attend and write reflections in response to daily lectures and presentations, read and discuss common books selected by the faculty, and participate in daily two-hour workshop sessions led by faculty advisors. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their critical thesis; fourth semester students give a public reading from their creative thesis.
Credits: 4
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WRIT 8400 - Form and Vision in Poetry
Credits: 4
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WRIT 8401 - The Novel
This is an advanced level fiction course for students who want to explore the novel form and generate work for their own novels. It is understood that the novel is a long, circuitous journey. Within the structure of this class, students will generate early material as well as develop an individual relationship with their work. Emphasis will be on the novel’s possibility and potential as students develop their fictional dream. Early work will not be critiqued but will be shared informally with peers as time allows. As part of our exploration, we will read novels with a range of narrative strategies. Readings on craft will also be included. Students should expect to write at least ten new pages per week, participate in class exercises and discussion, write brief responses to assigned readings, and complete a final project.
Prerequisite: WRIT 8130
Credits: 4
Note: MFA writing/elective
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WRIT 8402 - Lyric Essay
While the term “lyric essay” has become recently fashionable, the emergence of essays and prose poems that explore subject matter through imaginative intensity and focused compression–including great freedom of movement and of transition–goes back to the nineteenth century. This class will give students the opportunity to study models of the form from authors such as Charles Lamb, Charles Baudelaire, Max Jacob, Virginia Woolf, Mary Ruefle, Akutagawa Ryunosuke, and others. One critical essay on the lyric essay form will be required of each student, along with two creative manuscript submissions.
Credits: 4
Note: MFA writing/elective
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WRIT 8491 - Thesis I
MFA: Capstone, Part One
The MFA Capstone is a two-part process, Thesis I and Thesis II respectively. Each is one semester long. If necessary, Thesis I or Thesis II can be extended to two semesters. Thesis I requires a completed draft of the envisioned work. Students then register for Thesis II, in which they refine the draft into a book-length work of acceptable literary quality that shows mastery of the craft. Students are required to write a critical preface in which they discuss their process in writing the thesis and explore the subjects and themes contained therein.
Special registration required for both semesters of Thesis. Please contact your advisor or the program office.
Credits: 4
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