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Hamline University
Prospective Students Current and New Students Alumni Visitors
    Hamline University
   
 
  Oct 23, 2017
 
 
    
2016-2017 Undergraduate Bulletin [Archived Bulletin]

Connecting Education to Life


Click on any of the following links for information:


The Hamline Experience

While there are many great liberal arts universities and colleges from which to choose, none quite compare to the experience at Hamline University. A Hamline education emphasizes collaboration, diversity and inclusion, community, engagement, leadership, scholarship, and service. Hamline’s mission, vision, and values do not exist in words alone but are seen within the Hamline experience.

Engaged and Collaborative Community

Students who come to Hamline find a community of engaged and collaborative learners. Students, faculty, and staff work together to solve problems, create connections among disciplines, and experiment with new learning models. With Hamline’s unique and various partnerships, these solutions extend to the community and to the larger society. Pipers frequently work with professors on collaborative research scholarship projects– many
become published in scholarly journals or presented at national conferences. Every year, Hamline takes one of the largest groups of students from any college nationwide to the National Conference on Undergraduate Research (NCUR). Hamline students learn the forefront developments in science, create works of art, and conduct studies of crucial global issues. All of this is done among a diverse group of peers coming from 40 different states and thirty countries. Pipers receive real experience during their time on campus; every student either participates in an internship, develops their own independent study project, studies abroad, or participates in a service-learning project.

Parents and guardians of Hamline students consistently voice that they are impressed by our academic culture focused on teaching students to prepare for careers or graduate study and developing the values necessary for ethical citizenship and leadership. Parents appreciate the goal-oriented curricula, the high standards for academics, and the faculty who provide personal attention and work one-on- one with each student. At Hamline, an environment of learning is our top priority.

Alumni also agree that the learning experience at Hamline is transformative. No matter their achievements in the world, many of our alumni give something back to Hamline through generous gifts, scholarships, mentoring or assisting in internship and service learning opportunities, and many other ways. Our alums also speak fondly of lifelong friendships developed with fellow Hamline students, staff, and faculty—many of whom still remain in contact as mentors.

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Outstanding Faculty

Ninety-five percent of Hamline’s full-time teaching faculty hold the highest degree in their fields—the strongest testament to quality faculty. Hamline professors teach both introductory and advanced courses. In addition, they pay close attention to new developments in their field bringing both innovation and experience to the classroom.  Faculty are given both institutional support and recognition for developing new and effective ways of teaching, advising, and assessing each student’s performance in meeting the goals for the Hamline Plan.

Not only are Hamline faculty great teachers, they are also noteworthy scholars. Each year, most members of the faculty publish books and articles or present papers at regional, national, and international conferences. They have authored nationally acclaimed textbooks in fields such as mathematics, psychology, political science, microbiology, and more. 

In the area of art, for example, Hamline professors receive public and private commissions, and their works are maintained in museum collections and exhibited in major shows in the United States and Europe. Additionally, Hamline faculty publish scholarly journals including The Hamline Review, Critique: Journal for Critical Studies of the Middle East, The Venezuelan Literature and Arts Journal, and one online journal, Making the Global Local, among others.

The many professional activities of Hamline’s faculty result in influence and influential contacts within many fields. Faculty expertise and connections, in turn, enrich the educational experiences and the career prospects of Hamline students. Faculty guide students toward internships and independent studies, and work with them on collaborative research projects, all the while maintaining their commitment to students’ mental, ethical, spiritual, physical, and professional development.

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Inclusive and Positive Environment

Students who come to Hamline find a welcoming, safe, supportive, and diverse learning environment. The Hamline University Board of Trustees, the president, faculty, and staff are committed to “inviting, supporting, and affirming cultural diversity on campus,” where all “university programs and practices, academic and co-curricular, shall be designed to create a learning environment in which cultural differences are valued.”

Examples of this commitment in the College of Liberal Arts and School of Business include:

  • The Hedgeman Center for Student Diversity Initiatives and Programs that provides services, resources, and opportunities for students to learn about, embrace, and celebrate diverse ethnic, racial, and cultural identities.
  • Hamline University Conference on Race and Ethnicity (HUCORE), an annual retreat for undergraduate students to learn about issues of race, racism, and racial justice.
  • Admission officers trained to recruit (locally and nationally) students of color.
  • A full-time director of disability resources for students with physical or learning challenges.
  • An annual “Commitment to Community” lecture series, organized entirely by Hamline students, featuring notable speakers such as Cornel West, Winona LaDuke, and Kweisi Mfume.
  • A week-long World Fest celebration to celebrate and increase awareness about the many cultures present on campus.
  • Student organizations that fit the needs and respect the lifestyles of many different groups.
  • Ongoing support from the administration for diversity and community programs and projects, including a collaborative partnership with the Penumbra Theatre Company, Minnesota’s only African-American theatre company and only one of three in the nation to offer a full season of performances.
  • A cultural-breadth requirement in the academic curriculum.

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Admission to Hamline University

Hamline University seeks to admit students who demonstrate a working knowledge of the major academic disciplines; have developed the writing, speaking, reasoning, and study skills to be successful in the university’s academic programs; and demonstrate the motivation and maturity to meet the academic and social challenges of a selective, residential, liberal arts college.

In the evaluation process the admission committee considers secondary school course selection and performance in academic subjects as the most important indicators of ability. The minimum recommended pattern of college preparatory subjects includes:

  1. Four years of English, including one year of college preparatory writing;
  2. Three years of mathematics, including two years of algebra and one year of geometry or the equivalent;
  3. Three years of science with laboratory experience;
  4. Three years of social science;
  5. Two years of a foreign language.

A secondary school diploma or its equivalent is required for admission except as noted below. Students who have not completed the recommended courses but whose scholastic record and aptitude indicate the possession of the characteristics described above are invited to submit their credentials for consideration.

The admission committee also considers an applicant’s rank in class, test score results, recommendations, and co-curricular involvement as indicators of preparation for academic and social environments. Evidence of leadership qualities in school and in the community at large is considered as an especially positive indicator.

While admission interviews are not required of all applicants, they are strongly encouraged. In addition to the requested application materials, some applicants may be asked to provide the results of additional course work, and/or complete an admission interview.

The university offers three admission plans for first-year students: early decision, early action and regular decision. Students applying under the early decision plan should be sure that all application materials are on file at the Office of Undergraduate Admission by November 1. Hamline’s early decision program is binding: if you are admitted you agree to attend Hamline. Students applying under the early action plan should be sure that all application materials are on file at the Office of Undergraduate Admission by December 1. Hamline’s early action program is non-binding; you may apply to other colleges. Students applying under the regular decision plan should be sure that all application materials are on file at the Office of Undergraduate Admission by January 15. Hamline’s regular decision program is non-binding; you may apply to other colleges. Students applying after January 15 will be considered under the rolling admission plan. Completed applications will be reviewed on a rolling basis.

Transfer students are offered admission plans for both fall and spring terms. The early action deadlines for transfer student admission are March 15 and June 1 for fall term and December 1 for spring term. Hamline’s early action program is non-binding; you may apply to other colleges. The regular decision deadlines for transfer student admission are August 1 for fall term and January 10 for the spring term. Applications received after these dates will be reviewed based on space availability.

Students who are not offered admission may appeal the committee’s decision by filing a letter of appeal with the director of undergraduate admission. Appeals will be considered only if new information in favor of admission can be provided.

Please see the Admission Procedures, Finances, and Financial Aid section of this Bulletin for additional information.

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Educational Goals: The Hamline Plan

The Hamline Plan is goal-driven, with educational goals tied directly to graduation requirements. General education courses are as important as courses in the major. The Hamline Plan emphasizes the responsibility each student has for his or her own education and the necessity for students to reflect upon and articulate what they have learned to the larger community. Students and faculty advisors approach the Hamline Plan not as a series of requirements, but as a foundation for discovery. For the student who seeks a truly liberal education, the Hamline Plan offers a wide and ever-changing selection of learning opportunities.

All departments offer Hamline Plan courses. Usually specific requirements can be met by more than one course. Many courses fulfill more than one requirement. The Hamline Plan consists of the following ten educational goals. (For specific graduation requirements see the Graduation Requirements: The Hamline Plan section.)

  1. UNDERSTAND THE LIBERAL ARTS
    The student begins his or her Hamline education by taking one of the many First-Year Seminars, which provide an introduction to college and a sense of community in small classes for first-year students only. The seminar concentrates on developing the skills of careful reading, critical analysis, group discussion, and writing that are basic to all college level study and basic to the success of students after college. Topics are interdisciplinary and vary from year to year.
     
  2. COMMUNICATE EFFECTIVELY IN WRITING
    First-year English is the beginning of writing at Hamline. The student completes at least one course each year that focuses upon the written communication needs within each discipline (such as biology, history, or art). A writing-intensive course has three objectives: (1) to designate specific written communication objectives appropriate to the course and the discipline; (2) to enable the student to practice writing with guidance from the instructor, allowing feedback before the final product and building upon the student’s writing strengths; and (3) to focus on the written communication process as well as the final product. The student gains experience writing and receiving feedback from the instructor and/or peers to build strengths in writing.
     
  3. COMMUNICATE EFFECTIVELY IN SPEAKING
    The student completes two courses designated as “speaking-intensive,” which may be offered in any department and involve explicit attention to the speaking process as well as the subject matter of the course. Emphasis is given to discussion and student presentations. A speaking intensive course has three objectives: (1) to designate specific oral communication learning objectives appropriate to the course and the discipline; (2) to enable the student to practice and to analyze oral communication behaviors; and (3) to focus upon the oral communication process as well as the final product. The student gains experience in oral communication and discussion dynamics with coaching and response from the instructor or peers.
     
  4. REASON LOGICALLY
    The human mind has developed systems of thought that aid understanding and problem solving. Mathematics is the prime example, having been developed and refined for over 2000 years. But there are other systems of structured analysis, including logic and statistics. Every Hamline student takes one or more courses that touch on each of these two areas: formal/logical reasoning and quantitative analysis.
     
  5. UNDERSTAND VARIOUS DISCIPLINES AND HOW THEY INTERACT
    The academic disciplines taken together represent the most fundamental and useful bodies of knowledge, methods of investigation, and perspectives of the world ever devised by the human mind. Acquaintance with the major divisions of knowledge gives the student a rich background for his or her specialized learning.

    Courses that meet this requirement are essentially introductions to the disciplines. They include active learning as well as lectures, involving exercises in which the student learns on his or her own and in which, with guidance, he or she is held responsible for drawing his or her own conclusions from new studies. Examples include discussion, problem solving, application of ideas, and laboratories.

    Courses that meet disciplinary breadth criteria introduce the student to the methods of learning and the context of interpretation inherent in the discipline. They provide insight into the process of research and ways for the student to experience the methods of the discipline. Disciplinary breadth courses also encourage and facilitate lifelong learning by confronting issues or exploring problems or raising value questions.

    Each student takes courses in each of the following four areas of study:

    • Fine arts. The most insightful and powerful expressions of the human spirit-dreams, fears, joys, awe-are produced by artists. Music, painting, sculpture, prints, ceramics, and theatrical productions are age-old ways for men and women to interpret and express their humanity. The Hamline student is aware of the creative and expressive arts, conversant with their forms and structures, and appreciative of their values.
       
    • Humanities. The humanities encourage the student to develop an awareness of the ethical, aesthetic, spiritual, and historical dimensions of experience. They do so in part by heightening the student’s ability to understand texts and the relationship between language and culture. The humanities strengthen the student’s ability to analyze, to recognize complexity and diversity, and to find creative solutions.
       
    • Natural sciences. The study of natural science disciplines provides grounding in fundamental principles of science and in methods of observation as well as accentuates the understanding of experimental, analytic, and laboratory methods of gathering and evaluating data. Learning how science works-and also the assumptions of science and scientific methods-teaches the student the tremendous impact science and technology have had on human culture.
       
    • Social sciences. These academic disciplines explore human behavior and social institutions. Social sciences emphasize theories and methods of study. The student learns the extent to which human beings create their social environment, sees the range and variability of ways to live, and perhaps gains a degree of control over his or her own situation.
       
  6. UNDERSTAND THE COMPLEXITIES OF LIVING IN A DIVERSE WORLD
    The goal of the diversity requirement is to help students demonstrate an understanding of systemic inequalities, power differences, and interdependencies of people in a diverse world. Students will engage in intellectual discourse and reflection about and across differences. They will be able to demonstrate knowledge and understanding of diverse cultures, and reflect upon their own and others’ social identities (gender, race, ethnicity, religion, sexual orientation, dis/ability, class, etc.).
     
  7. CONDUCT INDEPENDENT CRITICAL INQUIRY AND DEMONSTRATE INFORMATION LITERACY
    Beginning in the first year, and building through intermediate course work in the major, students learn to frame a critical inquiry project and to find and evaluate information as part of a process of investigation. They develop the skills to determine which information is appropriate to their discipline and learn how to use information responsibly, integrating multiple perspectives. The developmental arc culminates in an advanced-level learning experience where students identify a meaningful and answerable question, develop appropriate methods of study, and present the results of their investigation.
     
  8. PRACTICE THE LIBERAL ARTS
    The purpose of the Liberal Education As Practice (LEAP) requirement is to encourage student development as liberal-arts educated practitioners and global citizens. The LEAP requirement provides a structure in which students can synthesize and integrate their academic skills and their career development through hands-on practice. Also, they can explore connections between their LEAP experience and the mission, vision, and values of Hamline. LEAP courses and experiences have a strong emphasis on hands-on, experiential learning. Many LEAP experiences - including study abroad, service-learning, community-based learning, and internships - are classified as high-impact learning practices. It is strongly encouraged that students’ LEAP experiences take place in their majors, and that students participate in more than one LEAP experience during their Hamline career.
     
  9. ESTABLISH DEPTH IN ONE AREA
    A student’s major is an integral part of the Hamline Plan. Having a “major” allows the student to understand the subtleties and complexities of a particular field while also exploring both differences and connections between his or her chosen field of concentration and other disciplines. This understanding creates a sense of competence and confidence and points toward a career or advanced study in graduate or professional school. At Hamline, each student may choose from among 36 majors in traditional academic disciplines and interdisciplinary areas. It is also possible for the student to design his or her own major field of study through the Flexible Curriculum Option.

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The Hamline Tradition

Hamline University was Minnesota’s first university, founded in 1854 by a group of visionary Methodist ministers and educators to provide education, leadership, and service to the frontier peoples of the Minnesota territory. Hamline’s affiliation with the United Methodist Church complements its liberal arts tradition by encouraging the exploration of spiritual values within a social and cultural context. From that exploration comes an emphasis on the individual development of personal values.

Hamline educated and prepared Minnesota’s first teachers, lawyers, judges, physicians, public administrators, and business people. This tradition has carried on for over 160 years, encouraging the exploration of spiritual values within a social and cultural context and fostering ethical leadership in service to society.

Hamline University offers bachelor’s, master’s, doctorate degrees-as well as certificates, professional development, and continuing education courses-to a diverse and select group of women and men. We also maintain an affiliation and collaborative relationship with Mitchell | Hamline School of Law, an autonomous law school created by the combination of Hamline University School of Law and William Mitchell college of Law. Today, Hamline University is a high-quality, top ranked liberal arts university with more than 5,000 students within the College of Liberal Arts, School of Business, School of Education, and in our relationship with Mitchell | Hamline School of Law. 

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