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2017-2018 Graduate Bulletin [Archived Bulletin]
Courses
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ANTH 1160 - Introduction to Anthropology
Goals: To introduce the approaches and perspectives of the anthropological study of human beings. To survey the ways human cultures shape and are shaped by historical, environmental, biological and social forces. To introduce the importance of context in social research.
Content: Introduces key concepts, basic content, approaches and key questions of sociocultural anthropology, archaeology, biological anthropology and linguistic anthropology. Provide students with a working knowledge of categories of key anthropological vocabulary, research orientations and practices. Consistent with the anthropology department’s commitment to high impact, experiential learning, this class includes regular field exercises requiring students to apply class content outside of the classroom.
Taught: Annually, both semesters
Credits: 4
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BIOC 3820 - Biochemistry I
Goals: Living organisms can be described as open thermodynamic systems in which exergonic and endergonic events are coupled in the process of growth and reproduction. We will examine aspects of cellular metabolism with particular attention to the integration and regulation of cellular systems. Modern biochemical techniques will be introduced in laboratory exercises.
Content: Molecular basis of cellular function, protein structure/function relationships, enzyme function and kinetics, reaction mechanisms, energetics and catabolism, biosynthesis of cellular macromolecules.
Taught: Fall term.
Prerequisites: BIOL 3060 and CHEM 3460, or permission of instructor. BIOL 3050 is strongly recommended.
Corequisite: BIOC 3820 Biochemistry I LAB
Credits: 4
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BIOC 3830 - Biochemistry II
Goals: To continue the process of understanding the molecular design of living systems begun in Biochemistry I. Special emphasis is placed on instrumental methods of structure elucidation and the use of contemporary computational methods. The understanding
of important anabolic and catabolic pathways of biologically important non-protein molecules, and the integration of these pathways within the metabolic cycle is the focus of study.
Content: The general integration of metabolism including: carbohydrate, glycogen, amino acid, and fatty acid metabolism. The biosynthesis of lipids, steroids, amino acids, and nucleic acids. The process of photosynthesis.
Taught: Annually, spring term
Prerequisites: BIOC 3820 and CHEM 3550
Corequisite: BIOC 3830 Biochemistry II LAB
Credits: 4
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BIOL 1800 - Principles of Ecology and Evolution
Goals: This course is designed for potential biology majors and others needing majors-level biology. To introduce ecological and evolutionary principles, and how these relate to understanding the origins and diversity of life on earth. To gain experience in the practice of science by posing research questions, designing and conducting experiments or observations to answer these questions and presenting the results publicly. To develop skills in oral communication, use of the computer as a scientific tool, and functioning as a member of a goal-directed team. To foster a sense of wonder and curiosity about biological diversity.
Content: An exploration of ecology and evolution. Topics will include interactions among organisms and with their environment, transmission genetics, micro and macroevolutionary processes, and the origin and diversity of life. Throughout the course, we will discuss examples of how ecological and evolutionary principles can enhance our understanding of environmental and medical issues. The course will introduce skills needed for conducting biological research, with emphasis on development of research questions and experimental design.
Taught: Fall term
Prerequisites: None; concurrent registration in Chemistry 1130 is recommended.
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 1820 - Principles of Plant and Animal Physiology
Goals: To introduce the basic principles of plant and animal physiology emphasizing structure-function relationships, mechanisms of integration of cellular, tissue and organ functions, and the concept of homeostatic balance. To gain experience in the practice of science by posing scientific questions, designing experiments or observations to answer these questions and presenting the results of these studies in a public forum. To increase skills in the following areas: Oral and written communication, use of the computer as a scientific tool, functioning as a member of a goal directed team.
Content: Physiological mechanisms for the regulation of water balance, gas exchange, and energy balance in both plants and animals will be covered. The role of cells, tissues and organs in physiological process; function and regulation of the endocrine, digestive, respiratory, vascular and nervous systems in animals.
Taught: Spring term
Prerequisite: None
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 3050 - Principles of Genetics
Goals: To acquire an understanding of the basic principles of transmission genetics, molecular genetics and population genetics. Students will be able to explain these principles and discuss projects and problems in which these principles are relevant. To gain experience in the practice of science by posing scientific questions, designing experiments or observations to answer these questions and presenting the results of these studies in a public forum. To increase skills in the following areas: Oral and written communication, use of the computer as a scientific tool, functioning as a member of a goal directed team.
Content: Mendelian genetics, genetic mapping, cytogenetics and chromosome abnormalities, genetic engineering methods and applications, genomics, gene regulation and developmental genetics, the genetics of cancer, population genetics and microevolution.
Taught: Fall term
Prerequisites: CHEM 1130 or CHEM 1500 (grade of C- or better) or concurrent registration; BIOL 1820 (grade of C- or better), or consent of the instructor
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 3400 - Comparative Vertebrate Evolution and Anatomy
Goals: To investigate the form and function of anatomical features of a variety of animals, using the comparative method to assess the relative importance of evolutionary history and differing environments on morphology. Dissection with be emphasized.
Content: The evolution and integration of morphology, with emphasis on the roles of homology, ontogeny and adaptation to diverse environments as influences on form and function
Taught: Alternate years, spring term.
Prerequisite: BIOL 1800 and 1820, or permission of instructor.
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 3500 - Plant Adaptation and Diversity
oals: To learn the concepts of classification; to learn representative species of the seed plants, with emphasis on those found in this area; to examine examples of ways in which plants show responses to selection that are integrated across molecular, physiological, morphological, and ecological levels.
Content: Fundamentals of systematics and classification; characteristics and human uses of representative plant families; case studies of plant adaptations to different environments (such as bogs and deserts); field identification of woody and herbaceous plants common in Minnesota.
Taught: Alternate years, spring term
Prerequisites: BIOL 1800 and 1820
Credits: 4
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BIOL 3650 - Invertebrate Biology
Goals: To examine the form, function, reproduction, ecology, and phylogeny of invertebrate animals. To recognize characteristics unique to particular taxa, and homologies that reveal relatedness among taxa.
Content: Principles of phylogenetic analyses; characteristics of major invertebrate taxa; investigation of the ecological relevance of invertebrates through reading and discussion of primary literature. Laboratories will include behavioral and physiological experiments, field trips to study invertebrates in their natural habitats, and surveys of invertebrate phyla.
Taught: Alternate years, spring term
Prerequisites: BIOL 1800 and 1820
Credits: 4
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BIOL 3770 - Population Genetics and Evolution
Goals: To understand the basis of microevolution through population genetics; to demonstrate the uses of molecular genetic data in evolutionary biology; to explore the mechanisms of evolutionary change; and to show how these mechanisms have led to the evolutionary history seen in the fossil record.
Content: The nature of biological variation, genetic structure of populations, Hardy-Weinberg equilibrium, quantitative genetics, principles of evolutionary phylogenetics, evolutionary processes, and the evolutionary history of major taxa.
Prerequisite: BIOL 3050
Credits: 4
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BIOL 3830 - Applied Biotechnology
Goals: This course is a survey of the underlying molecular approaches upon which biotechnological innovations are based.
Content: Topics covered include general strategies for gene cloning, gene transfer, genetic modification of organisms, and large scale production of protein products. The course will examine examples of biotechnological applications in biomedical, pharmaceutical, industrial, forensic and agricultural industries, and will review the history of public discourse and policy development regarding the regulation of biotechnology in the U.S. and around the world.
Prerequisites: CHEM 1140 or 1500, BIOL 3050, and BIOL 3060
Credits: 4
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BIOL 5540 - Aquatic Biology
Goals: To understand the differences and similarities among the various freshwater aquatic ecosystems (lakes, streams, wetlands), and to understand the ecological principles and interactions that govern the distribution and abundance of aquatic organisms. To develop computer skills and writing skills.
Content: Lake origins; glacial history of Minnesota; water chemistry; aquatic ecosystem structure; food web interactions; survey of important aquatic organisms; linkages among terrestrial and aquatic ecosystems; human impacts on aquatic environments (e.g., eutrophication, acidification). Laboratories will include field studies of aquatic environments, case studies, and controlled laboratory experiments.
Taught: Alternate years, fall term
Prerequisites: BIOL 1800 and 1820
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5550 - Microbiology
Goals: Introduction to the biology of microorganisms and the aseptic techniques used to grow and maintain microbial cultures. Practice molecular biology procedures and apply them to the study of microbial function and metabolism. Read and discuss current research in microbiology and related fields.
Content: Microorganisms: their structure, classification and physiological characteristics. Study of the basic principles of bacterial biochemistry and metabolism, genetics and pathogenicity. Introduction to common methods used to control microbial growth, including antibiotics and their mode of action. Overview of viruses, fungi and their role in common diseases. Study the relevance of microorganisms in industrial and environmental processes.
Taught: Alternate years, spring term
Prerequisites: BIOL 3050 and BIOL 3060, or consent of the instructor
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5590 - Ecology
Goals: To demonstrate empirical and theoretical understanding of the relationships between organisms and their biological and physical environment; to examine the distribution and abundance of organisms; to apply quantitative analysis to field-collected ecological data.
Content: Energy flow, ecosystem organization, community structure, organismal interactions, population dynamics, physiological ecology and biome structure.
Taught: Fall term
Prerequisites: BIOL 1800 and 1820
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5600 - Developmental Biology
Goals: To survey developmental processes in a variety of protists, plants and animals. To design and perform experiments that address topics chosen by students, using developmental systems. To practice writing skills.
Content: The genetic basis of development, sexual reproduction, morphogenesis and embryonic development in animals, plant development, pattern formation, regeneration, metamorphosis, and aspects of cancer and aging.
Taught: Alternate years, spring term
Prerequisite: BIOL 3050 and 3060
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5650 - Animal Behavior
Goals: To investigate how and why animals have developed their particular solutions to problems of life such as finding food, shelter and mates, avoiding predators and disease, and producing offspring; to develop skills in observation, experimental design and analysis; to enhance oral and written communication skills; and to develop an appreciation for the alien nature of animal experiences.
Content: Evolutionary theory, behavioral genetics and behavioral ecology will be used to develop methods for exploring the immediate causes, development, adaptive value and evolutionary history of behavioral traits. We will discuss and critique various ethological models and current controversies in the field. Laboratory sessions will stress appropriate experimental design and statistical analysis. Students will gain further skills in experimental design and analysis while conducting independent research in the field or in the laboratory on a topic of their choice.
Taught: Alternate years, spring term
Prerequisites: BIOL 1800 and 1820 or permission of the instructor; BIOL 3050 and 3060 strongly recommended
Credits: 4
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BIOL 5760 - Immunology
Goals: To learn about immune system development, function, and disorders; to become familiar with the theory and application of current methods in immunological research; to gain experience in reading primary scientific literature.
Content: History and theories of immunology with an emphasis on the experiments that defined the major advances in the field; innate and adaptive immunity; humoral and cellular immune responses; antibody gene, protein structure and function; autoimmunity, cancer, HIV, and transplantation.
Prerequisites: BIOL 3050 and 3060
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 1130 - General Chemistry I
Goals: To introduce and develop the fundamental principles of analytical, biological, inorganic, organic and physical chemistry. To provide instruction in fundamental laboratory techniques and to encourage the development of interpretive and problem-solving skills.
Content: Scientific measurement, stoichiometry, energy changes, physical behavior of gases, electronic structure of atoms, periodicity, bonding models including valence bond, molecular orbital and hybridization, molecular geometry, intermolecular forces, properties of solutions, liquids and solids, nomenclature, and chemistry of familiar elements. Gravimetric, volumetric and calorimetric measurements; graphical data analysis.
Taught: Annually
Prerequisite: Higher algebra; high school chemistry is highly recommended
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 1140 - General Chemistry II
Goals: To further develop the fundamental principles of analytical, biological, inorganic, physical and organic chemistry. Emphasis on the development of problem-solving techniques. The laboratory focuses on inorganic qualitative analysis.
Content: Spontaneity and rates of chemical reactions; equilibrium involving gases, acids, bases and salts; acid-base theories; titration theory and practice, electrochemistry, nuclear chemistry, biochemistry, the chemical and physical properties of metals, non-metals and coordination compounds.
Taught: Annually.
Prerequisite: CHEM 1130 (grade C- or better).
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 3240 - Analytical Chemistry
Goals: To introduce and develop the theoretical concepts and laboratory practices of quantitative chemical analysis.
Content: Theory and practice in classical analytical methods and instrumentation; emphasis on ionic equilibria and electrochemistry and their relevance to chemical analysis; application of various software and statistics to analytical problems.
Taught: Annually, spring
Prerequisite: CHEM 1140 or CHEM 1500 (grade of C- or better)
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 3330 - Instrumental Methods
Goals:To develop in depth the theory, scope, and limitations of the most commonly applied instrumental techniques of chemical analysis.
Content: Theory and techniques of infrared, ultraviolet, and nuclear magnetic resonance spectroscopy, gas and liquid chromatography, mass spectrometry, potentiometry, and other spectral and electrical methods of analysis, emphasizing relations among such factors as noise, resolution, sensitivity, error, and economics; applications of computers to analytical systems.
Taught: Annually, fall
Prerequisites: CHEM 3240 (grade of C- or better), 3450, and co-registration with CHEM 3940; MATH 1180 and PHYS 1240 recommended
Credits: 4
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CHEM 3450 - Organic Chemistry I
Goals: To develop a broad understanding of practical and theoretical concepts of organic chemistry. Molecular orbital theory and valence bond resonance theory are invoked to describe and explain the reaction of organic molecules. Thermodynamic considerations of 3-dimensional molecular shape are discussed. Instrumental techniques for the assignment of molecular structure are a focus. Modern mechanistic theory of organic chemical reactions is developed in detail.
Content: Introduction to nomenclature, acid/base chemistry in context of organic chemistry, stereochemistry, and an overview of reaction types including substitution, addition, elimination and rearrangement. Some spectroscopy (IR, MS) is also covered.
Taught: Annually, fall
Prerequisite: CHEM 1140 or CHEM 1500 (grades C- or better) or instructor permission
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 3460 - Organic Chemistry II
Goals: To further develop the theoretical concepts of organic chemistry and develop plausible synthetic and mechanistic pathways.
Content: Additional coverage of organic reactions including mechanisms associated with elimination, electrophilic substitution, electrophilic addition, free radical reactions, and pericyclic reactions. Chemistries of alkenes, alkynes, aromatics, pericyclic compounds, polymers, proteins and carbohydrates including reactions of intermediary metabolism. Spectroscopy (NMR) is emphasized
Taught: Annually, spring
Prerequisite: CHEM 3450 (grade C- or better)
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 3550 - Physical Chemistry I
Goals: To introduce and develop fundamental concepts of thermodynamics and kinetics and to further develop problem-solving techniques using advanced mathematical tools.
Content: Thermodynamics, properties of gases, partition functions, phase equilibria, chemical equilibria, solutions and applications to biological systems. Chemical kinetics including rate equations, reaction mechanisms, collision theory, transition state theory and application to biological systems.
Taught: Annually, fall
Prerequisites: CHEM 1140 or 1500 (grade of C- or better), MATH 1180 (grade of C- or better), and PHYS 1240 (grade of C- or better) or co-registration; MATH 3320 is highly recommended
Credits: 4
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CHEM 3560 - Physical Chemistry II
Goals: To further develop concepts in thermodynamics and chemical kinetics and concepts of quantum mechanics and demonstrate applicability to real systems.
Content: This course continues using the material that was learned in part I to extend understanding of thermodynamics to phase equilibria, chemical equilibria, theory of solutions and chemical kinetics. Quantum mechanics continues with the introduction of the multielectron atomic system, then molecules and bonding, and applications in spectroscopy.
Taught: Every other year, spring
Prerequisites: CHEM 3550 (grade C- or better)
Credits: 4
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CHEM 3820 - Biochemistry I
Goals: Living organisms can be described as open thermodynamic systems in which exergonic and endergonic events are coupled in the process of growth and reproduction. We will examine aspects of cellular metabolism with particular attention to the integration and regulation of cellular systems. Modern biochemical techniques will be introduced in laboratory exercises.
Content: Molecular basis of cellular function, protein structure/function relationships, enzyme function and kinetics, reaction mechanisms, energetics and catabolism, biosynthesis of cellular macromolecules.
Taught: Fall term.
Prerequisites: BIOL 3060 and CHEM 3460, or permission of instructor. BIOL 3050 is strongly recommended.
Corequisite: BIOC 3820 Biochemistry I LAB
Credits: 4
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CHEM 5840 - Advanced Inorganic Chemistry
Goals: To introduce and develop classical and modern concepts of inorganic chemistry.
Content: Periodic, chemical, and physical properties of the elements; symmetry and group theory; ionic and covalent bonding; acid-base chemistry; kinetics and mechanisms; metals and semiconductors; electronic spectra of coordination complexes; organometallic and bioinorganic chemistry; the application of molecular orbital theory; and quantum mechanical calculations.
Taught: Annually
Prerequisites: CHEM 1140 (grade C- or better); CHEM 3240 is strongly recommended
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 5960 - Chemistry Research
Goals: To provide an opportunity to further develop research techniques and skills in the field of chemistry.
Content: An individual, original student research project in some field of chemistry, including reviewing the pertinent chemical literature, designing and carrying out laboratory experiments, writing an extensive paper, and presenting a formal seminar.
Taught: Each semester
Prerequisite: CHEM 5840 (or co-registration) or instructor permission
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COMM 1100 - Introduction to Communication Studies
Goals: To introduce students to the field of communication studies by providing an overview of approaches to studying communication in a variety of contexts.
Content: An examination of the research and theory related to the dynamics of human communication. The process of attributing and sharing meaning, the effects of nonverbal behavior on interpretation and meaning attribution, the factors influencing interpersonal, small group, organizational, intercultural, and media in the digital age.
Taught: Annually
Prerequisites: None
Credits: 4
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COMM 1110 - Public Speaking
Goals: To help students gain real-life skills in speaking in public, gain confidence, and enhance their ability to deliver oral presentations; to help students achieve the ability to undertake the research process, reason, and effectively identify what needs to be said in a given situation as well as the best way to say it; to practice the skills of critical listening, critical analysis of arguments, and effective advocacy that can enable students to become more engaged in effective and ethical public discourse.
Content: Theories of communication in public settings; factors influencing message creation, construction, and interpretation; utilizing research and evidence in creating effective arguments; adaptation to the communication situation and audience; addressing the diversity of values and viewpoints held by audience members; ethical issues in public communication; factors influencing effective delivery; stage fright.
Taught: Annually.
Prerequisites: None.
Credits: 4
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COMM 1320 - Introduction to Critical Media Studies
Goals: To introduce students to conceptual frameworks of critical media studies; to create savvy media consumers by teaching them to understand forces behind media institutions that influence the ways they create messages; to learn to construct and express oral arguments pertaining to media issues more effectively and more academically.
Content: New media and old media, media theory, communications infrastructure, media ownership, media impact, media policy and law, media ethics.
Taught: Annually.
Prerequisites: None.
Credits: 4
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COMM 3320 - Media in the Digital Age
Goals: To develop a capacity for strategic thinking and understanding of the creation, dissemination, consumption, and impact of mass media messages in the digital age.
Content: Analysis of theoretical approaches to studying and understanding traditional and convergent mass media messages in the digital age. The course examines historical development, current trends in media and communication technology as well as legal and ethical issues that affect individuals, society, democracy and a global community.
Taught: Annually
Prerequisite: COMM 1100 or 1320.
Credits: 4
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COMM 3380 - Small Group Communication
Goals: To provide real-life experience in small task-oriented groups in order to examine communication interaction in small groups and teams; to gain an understanding of how group interactions and processes are influenced by communication, and how group interactions and processes in turn affect communication patterns; to gain an understanding of task issues as well as interpersonal relationships in groups and teams, and how communication affects both; to provide opportunities to examine individual communication interaction patterns.
Content: Theories of communication as it functions in teams and small groups; problem-solving processes; phases of small-group interaction; development of norms, roles, group cohesiveness, climate, productivity, and leadership; analysis of the impact of power, status, conflict, and conformity on small-group and team interaction; pragmatic skills related to group presentations; methods to enhance group productivity.
Taught: Annually.
Credits: 4
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CSCI 1250 - Introduction to Computer Science
Goals: To help students develop greater precision in their algorithmic thinking by writing moderate-sized programs for a variety of applications, including but not limited to biology, chemistry, economics, literary studies, and mathematics.
Content: Students will learn the fundamentals of computer programming (loop structures, if-else statements, Boolean expressions, and arrays) to solve problems from different disciplines. A short introduction to object-oriented programming is also given. This course is taught using C++.
Credits: 4
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DPA 8501 - Historical Foundations and Professional Development
This course examines how public administration and nonprofit management have evolved as fields of study, and how they are designed and practiced. The academic and career development goals of individual students are addressed. Students are prepared to integrate theory into practice at an advanced level.
Credits: 4
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DPA 8502 - Research Methods
Advanced Research Methods introduces students to the basic techniques of quantitative and qualitative research required in the field of public administration. Students learn how to define a research project and select appropriate methodologies to investigate political and social phenomena. Emphasis is also placed on learning how to interpret and critically evaluate public administration and other research.
Credits: 4
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DPA 8503 - Critical Issues for Public Administrators
This course identifies and explores important contemporary issues facing public administration practitioners, and looks at how these issues relate to major ideas in the history of the field. This course examines leading-edge professional practices related to these issues, and the extent to which these practices have been successful in local, state, and national contexts. Students integrate their learning from the other core courses and prepare for written exams in the program.
Credits: 4
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DPA 8504 - Advanced Organizational Theory and Leadership
This course is an advanced, in-depth examination of the concepts, analytical tools, and personal skills underlying behavior in organizations. The course offers a more complex review and analysis of contemporary organizations and the challenges that they face.
Credits: 4
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DPA 8506 - Advanced Seminar in Public Policy
This course examines the theoretical and philosophical approaches used to systematically examine the public policy process. Because no single theory or model can adequately describe the complexities of this process, the analytical frameworks and assumptions of the major approaches to policy analysis are emphasized, and emerging theories explored. In individual assignments, students are encouraged to examine policy issues and frameworks that relate to potential dissertation topics.
Credits: 4
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DPA 8507 - Dissertation I: Advanced Research Methods
This course prepares students to design, develop, complete, and defend an applied dissertation research project. The nature and purpose of dissertation research are explored, and technical issues relevant to research in the field of public administration are examined. By the end of the course, students are expected to develop dissertation prospectuses of sufficient quality to be submitted to their dissertation committees for review and approval. (Graded on an A-F basis)
Credits: 4
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DPA 8523 - Contemporary Social Policy Issues
This course examines the historical context, theoretical arguments, and political controversies surrounding current and emerging social policy issues. It considers the impacts of changing social policies on vulnerable populations, the delivery of health and human services, and society at large.
Credits: 4
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DPA 8524 - Housing and Economic Development Policy
This course examines economic development theories and housing policies in the United States. Emphasis upon understanding how economic and housing markets operate and how national, state, and local governments can influence business investment and job development decisions and the construction and rehabilitation of housing for different populations. This course first provides an overview on how economic and housing markets function. The discussion will include discussion of basic principles of microeconomics and the analysis of specific views of economic development, including export-base, community analysis, and locational theories. The course then provides specific analysis and evaluation of the different policies and techniques governments have used to secure economic and housing goals. Among the techniques examined will be: tax incentives and TIFs, bonding, public subsidies, public/private partnerships, infrastructure development, and direct government investment in, or ownership of housing and economic development entities.
Credits: 4
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DPA 8527 - Alternative Service Delivery
State and local governments are continually under pressure to provide more cost efficient and effective services. As a result, public officials in Minnesota and across the United States are seeking alternative ways to deliver services. This course examines the theoretical underpinnings, implementation methods, and track records of various alternatives to public service delivery. Topics include collaborations, consolidation, privatization, contracting, private and nonprofit partnerships, and the use of market incentives and competition to improve service delivery. We will also examine a variety of policy areas where alternative means to service delivery have been analyzed or implemented including criminal justice, information technology, environmental services, education, health care, welfare, and transportation.
Credits: 4
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DPA 8534 - Civic Engagement
Fundamental to our democracy is the active involvement of citizens. Today we hear a lot of talk about civic engagement. But what is civic engagement? How do the public and nonprofit sector become models of citizen participation? This course will explore the discontents and the promises, introducing students to a new model of engaged democratic practice which is deeply political in an older sense of politics as engaging different interests and views in solving common problems and creating common things.
Credits: 4
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DPA 8540 - Social Demographics
This course will look at some of the details impacting our society and specifically how immigration, aging, and policy converge in our society and ultimately in our policymaking. Any one of the three issues covered in this course could be a separate, semester-long course. This course covers basic concepts present in each of the three areas.
Credits: 4
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DPA 8545 - National Public Policy
Washington DC has a special place when it comes to public administration. It is the center of the federal government but as important, it is the center of discussion around many public policy and administration issues. Every successful public administrator needs to have an understanding of how things in Washington DC work, how they can work effectively on national issues and deal with the federal government.
This class will provide students with several unique experiences that can only be had in Washington DC. These experiences include talking with national leaders to discuss cutting-edge issues facing public administration, talking with persons who implement federal programs to understand the complexities of programs from the national level and understanding the federal policy-setting process by talking with actors in that process. In addition, this class will take advantage of a unique opportunity to talk about ethical issues facing public administrators that can only be had in Washington DC.
Credits: 4
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DPA 8570 - Managerial Leadership and Cultural Competency
This course is designed to provide students with an opportunity to examine issues of cultural competence in managing and leading organizations in changing times. This course will engage students in a series of dialogues concerning issues of cultural competence in the workplace, their impact on the processes of management, work and the organization. Emphasis will be placed on workplace issues of race and gender and will include discussions of issues of disability, age, social class, sexual identity, religion and ethnicity.
Credits: 4
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DPA 8600 - Strategic Planning and Decision Making in the Public Sector
The first half of the course is a survey of strategic planning, to include: organization of the planning process; the mission statement; analysis of environmental strengths, weaknesses, opportunities, and threats (SWOT analysis); and identifying strategic issues or goals. The effectiveness of strategic planning in government is also examined. Students will examine strategic plans and work in teams on planning exercises. As strategic planning should lead to decision making in an organization, the second half of the course is on normative and behavioral decision making. Several normative models of decision making are introduced and contrasted with findings from psychological research and behavioral decision theory on how individuals and groups make decisions in practice. Research shows that people often do not think in the best way or make the best decisions to reach their own goals. Psychological biases are shown to occur in probability estimation, hypothesis testing, preference reversals, framing effects, and risk avoidance. Doctoral students will lead discussions and write papers on assigned topics.
Credits: 4
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DPA 8992 - Dissertation II
The preparation of a successful doctoral dissertation (one approved by the student’s doctoral committee), with direction from the student’s committee. (Graded on a Pass/no Credit basis)
Credits: 2
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DPA 8993 - Dissertation III
The preparation of a successful doctoral dissertation (one approved by the student’s doctoral committee), with direction from the student’s committee. (Graded on a Pass/no Credit basis)
Credits: 2
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DPA 8994 - Dissertation IV
Independent work completing research based on approved proposal.
Credits: 2
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DPA 8995 - Dissertation V
Independent work with chair/mentor writing up analysis and conclusions. Outcome is finished dissertation that will go to final defense.
Credits: 2
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DPA 8997 - Independent Study
Independent study provides an opportunity to work independently under the direction of a faculty member. The student and the instructor work out a course of study before the term begins and typically meet four to six times throughout the term to discuss readings and papers. Students may take two independent studies.
Credits: 1-4
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ECON 1310 - Microeconomic Analysis
Goals: To introduce students to theory relating to the economic decisions made by individual consumers and firms in a market economy and to examine the role of government in domestic and international markets.
Content: The topic of this course, deals in depth with choices, especially consumer behavior and the spending decisions, the production decisions of the business firm and how prices and wages are determined in the output and input markets. In addition, this course analyzes consumer and business behavior under various competitive and imperfect conditions, as well as the implications of these for society. We will also study the ramifications of various government policies, predicting the effects of those policies, both positive and negative, on market participants using events and situations in the world.
Credits: 4
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ECON 1320 - Macroeconomic Analysis
Goals: To acquaint students with the structural framework and principles involved in the determination of the level of aggregate economic activity: national income, output, employment, money supply and demand, price levels and open economy macroeconomics.
Content: Analysis of problems of unemployment, inflation, economic growth, trade, money and credit, balance of payments and government policy.
Credits: 4
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EDUC 7140 - Foundations of Bullying Prevention
This course will provide a research base for understanding various types of bullying, the characteristics of those engaged in bullying, and essential intervention elements to successfully address bullying behavior. It will also provide practical strategies for creating system wide change concerning bullying and bystander behavior.
Credits: 3
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EDUC 7141 - Bystander Behavior and Bullying Prevention
This course provides a critical component of system-wide culture change around bullying. Identifying, engaging, and empowering the bystander are key elements to addressing bullying behavior. This course will create a knowledge base about bystander behavior and provide practical strategies to engage bystanders in positive action.
Credits: 2
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EDUC 7142 - LGBT and Gender-Based Bullying
The vast majority of bullying in schools stems from either perceived sexual orientation, gender expression, or both. This course will focus on fostering an environment where all students feel welcomed and safe. It will also provide strategies for creating a gender-expansive classroom as well as a framework for teaching and embracing family diversity. This course will provide skills to respond to anti-gay and gender-related comments often associated with bullying.
Credits: 2
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EDUC 7143 - Cyber Bullying
This course will examine various types of cyber bullying that occur at different age levels. It will provide a knowledge base to successfully address and manage cyber bullying in schools and classrooms as well as provide the tools to work with parents and the community to combat bullying that occurs with social networking.
Credits: 2
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EDUC 7145 - Final Synthesis Bullying Prevention Certificate
The final seminar will use the knowledge and skills gained from the courses in the Bullying Prevention Certificate to develop a 2-3 hour professional development experience for a specific audience. Students will also provide a written synthesis of the experience with overall goals and learner outcomes.
Credits: 1
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EDUC 7202 - Understanding the College Admission Process
Develop the skills to prepare and assist students/clients in applying to postsecondary institutions. When students/clients understand career options, they are able to narrow their college options and better focus their search. Understanding of the various post-secondary options, learn admission criteria, gain insight into choosing a college, and develop the tools to create a college admissions program.
Target audience: junior high, middle and high school counselors; career center specialists and teachers of career classes; individuals interested in developing an independent college-counseling practice.
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Credits: 3
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EDUC 7203 - Career Development and Assessment
Examine the theories and components of career development, career assessment instruments that help students identify their interests, skills, values and abilities, and standardized college entrance exams taken by college bound students as they move toward college admissions. Focus on understanding the strengths and shortcomings of instruments and learn to select instruments that meet the needs of students. Help students and clients get to know themselves better so they are prepared to make good decisions about their postsecondary education and, ultimately, their careers.
Target audience: Junior high, middle, and high school counselors; career-center specialists and teachers of career classes; individuals interested in developing an independent college counseling practice.
Online login and course information at www.hamline.edu/education/online
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Credits: 3
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EDUC 7204 - Special Populations in College Counseling
Examine current issues pertaining to special populations within college admission counseling. Focus on college counseling special groups including under-represented students (students of color, first generation, low socio-economical status), undocumented students, students with disabilities, home school students, and adult learners. Learn about College Access Programs, such as AVID, Upward Bound, Admission Possible, and TRIO.
Target audience: Junior high, middle and high school counselors; career center specialists and teachers of career classes; individuals interested in developing an independent college-counseling practice.
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Credits: 3
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EDUC 7206 - Practicum in College Counseling
The practicum portion of the certificate program will guide students to exercise course application with an appropriate student/client age group. Students will complete 65 hours of supervised fieldwork in a local counseling venue. Fieldwork must consist of individual counseling and/or a pre-approved project. Students will also complete the 12-week online portion of the course in which practicum experiences are shared with colleagues and reviewed by the instructor. The volunteer hours may be combined with a research project, but at least 45 hours must be completed on-site. This course will also help you acquire the knowledge and resources to advise students, families, and re-entry adults seeking financial support for a range of postsecondary pursuits.
NOTE: This course is required for completion of the College Admissions Counseling Certificate.
Prerequisites: EDUC 7201, EDUC 7202, EDUC 7203, and EDUC 7204.
Credits: 4
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EDUC 7601 - Introduction to Adult Education
This course familiarizes teachers with the field of adult education and its major components. This course explores the theoretical underpinnings of adult learning and how these take shape In today’s adult education classrooms. The course includes an emphasis on the skills needed for adults to transition to deeper engagement within their communities, high school completion, and increasing achievement in careers and post-secondary settings. Sections of the course concentrate on many of the essential components of adult basic learning, including effective communication, numeracy, and literacy.
Credits: 4
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ENG 1210 - British Literatures to 1789
Goals: To survey British literature to 1789 in its cultural and intellectual contexts.
Content: Selected works by such authors as Geoffrey Chaucer, Margery Kempe, Edmund Spenser, William Shakespeare, John Donne, John Milton, Andrew Marvell, and Jonathan Swift.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration
Credits: 4
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ENG 1220 - British Literatures after 1789
Goals: To survey British literature after 1789 in its cultural and intellectual contexts.
Content: Selected works by authors such as Mary Wollstonecraft, William Wordsworth, Jane Austen, Robert Browning, Oscar Wilde, Virginia Woolf, and Tom Stoppard.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 1230 - American Literatures to 1860
Goals: To survey American literature to 1860 in its cultural and intellectual contexts.
Content: Literary forms such as sermon, oral narrative, autobiography, journals, essays, poetry, and fiction. Possible authors and texts: Native American poetry and tales, Cabeza de Vaca, Mary Rowlandson, Sor Juana, Benjamin Franklin, William Apess, Ralph Waldo Emerson, Nathaniel Hawthorne, Edgar Allan Poe, Frederick Douglass, Emily Dickinson, and Walt Whitman.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 1240 - American Literatures after 1860
Goals: To survey American literature from about 1860 to the present in its cultural and intellectual contexts.
Content: Literary forms such as the novel, poetry, and drama that develop themes such as the rise of the city, changing social and personal values, industrialism, and individual alienation. Possible authors: Mark Twain, Kate Chopin, Langston Hughes, William Faulkner, Adrienne Rich, Gwendolyn Brooks, and Maxine Hong Kingston.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 1250 - World Literatures
Goals: To survey literatures of the world in their cultural and intellectual contexts.
Content: Selections and emphasis will vary from semester to semester. Students will gain understanding of literary forms such as the novel, drama, poetry, and essay in different cultural contexts. Typical topics for discussion may include the cross-cultural comparison of forms, colonial and postcolonial experiences, and the effects of globalization.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 3390 - Advanced Writing: Expositions and Argumentation
Goals: To study and acquire power in textual production through reflective reading and writing across genres, discourses, audiences, and purposes.
Content: Studies of writing that maintain (or subvert) the status quo, addressing particularly the influences of culture, gender, class, race, disability, and other categories that define identity and community. Course focus is on expository and argumentative writing - broadly defined - and may be organized around a single category. Recent examples include environment and place, public policy, and disability studies.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent.
Credits: 4
Note: A student may register for this course more than once for different topics.
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ESL 6610 - ESL Learner Mainstream Classroom
Study the theory and techniques related to sheltered instruction. Ensure that all students (especially ELLs) can access grade level content and state standards. Included in the courses is an introduction to second language acquisition and learning as well as the eight components of SIOP (R) (Sheltered Instruction Observation Protocol).
Credits: 1
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ESL 6611 - Technology Enhanced Language Learning
Develop an understanding of how current technologies can enhance the ESL/EFL language curriculum. Learn how to effectively integrate educational technology tools into the language classroom using interactive websites, blogs, wikis, audio/video, mobile apps, cloud and software applications with a focus on good pedagogy. Analyze current research and best practices in the field, view sample practical applications of educational technology, share your ideas and reflections with colleagues, and create lesson plans and projects integrating technologies into your own classroom curriculum.
Credits: 2
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ESL 6612 - Advocating for English Language Learners
Are you advocating for students, programs, and professional status? Learn to enlist support from administrators, parents, community, lawmakers, and the media. Through a series of readings, guest speakers, discussions, and assignments, learn how to speak and write about issues with authority, how to identify and organize potential supporters, and how to take practical steps toward changing policies and attitudes that affect ESL students, programs, and teachers.
Target audience: teachers of ESL/bilingual K-Adult; others who advocate for ESL/bilingual students in a school setting.
Credits: 2
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ESL 6620 - TEFL Certificate Course
Live your dream, teach overseas!
Experience another culture while living and working overseas after earning a Teaching English as a Foreign Language (TEFL) certificate. Gain hands-on experience, spending over 40 hours teaching, observing, and giving feedback in a classroom with English language learners. Our nationally recognized program was established in 1991 and over 1,200 Hamline graduates have taught in more than 40 countries worldwide. Join them!
Note: Application is required for participation in this program. Please visit www.hamline.edu/tefl for course details and an online application.
Credits: 8
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ESL 7502 - Language and Society
Focus on the varieties of language and how they reflect social patterns. Explore the importance of language in all our interactions. Examine the social nature of language, and how language reflects social situations. Study the issues of language and social class, ethnic group, and gender, as well as topics in language and nationality, language and geography, and the social nature of writing. Learn to pay particular attention to the social-linguistic situations of second language learners (i.e., those who are not native speakers of a socially dominant language or dialect) as well as the sociolinguistics of language in the classroom.
Target audience: language arts, modern language, and ESL teachers, K-adult.
Credits: 4
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ESL 7519 - Linguistics for Language Teachers
This is a broad, applied introduction to the study of language including morphology (word forms), syntax (sentence structure), semantics (meaning), and phonetics/phonology (pronunciation), as well as the social and cognitive dimensions of language.
Study the application of linguistic skills to language instruction and the use of technology in teaching, in addition to an introduction to graduate-level research and Internet skills in a two-hour in-class library orientation.
Target audience: K-Adult ESL and bilingual/bicultural teachers.
Credits: 4
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ESL 7610 - History of English
Have you wondered why the English language has such a bizarre spelling system, so many exceptions to its grammar rules, and the largest vocabulary of any modern world language? Discover the answers by studying the development and forms of the English language from Anglo-Saxon beginnings to present-day standard English and varieties of English. Understand the sociocultural and linguistic forces that cause language to undergo constant change. NOTE: Should be taken after or concurrently with a linguistics course.
Target audience: K-12 language arts and ESL teachers.
Credits: 1
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ESL 7634 - Introduction to the Adult English Language Learner: Developing Oral Skills
This course covers the nature of oral communication. Gain an awareness of the form, meaning and use of spoken English and how to present language to learners most effectively. Learn about the principles of teaching listening and speaking, use of authentic materials, and the assessment of oral proficiency and listening comprehension. Develop a basic understanding of the sound system of English: phonetics, stress, rhythm and intonation. Learn strategies for teaching pronunciation. Emphasis is put on developing classroom practices that maximize student participation.
Target audience: ESL teachers of adult learners.
Credits: 2
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ESL 7636 - Course Design for Adult ESL Classes
Adult learners come to educational programs for a variety of reasons: some need basic skills or English for the workplace; some are seeking a GED/high school equivalency; others plan to study in a community college or university. In this course, participants explore the principles of needs assessment and course design and learn tools to develop courses tailored to students’ language and learning needs. They create curricula and materials for use in their own programs that prepare adults for the demands of the 21st century.
Target audience: ABE teachers and adult ESL teachers
Credits: 2
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ESL 7650 - Basics of Modern English
An overview of English grammar designed for teachers of ESL grades K-Adult.
Develop an understanding of the basics of English grammar both descriptively and pedagogically, particularly in areas that cause difficulties for learners of English as a second language. Improve your skills at error analysis and your ability to effectively incorporate grammar instruction into your classroom in a way that is meaningful and interesting to your learners. NOTE: Should be taken after or concurrently with a linguistics course.
Target audience: educators K-Adult.
Credits: 4
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ESL 7660 - Second Language Acquisition
How do students learn a second language?
Examine the factors that affect how languages are learned–age, environment, academic background, motivation, and developmental processes. Emphasis will be placed on understanding the language learning process and being able to communicate this process to administrators, teachers, and parents. Current research issues will also be addressed, with opportunities for teachers to apply theory to practice. NOTE: Should be taken after or concurrently with a linguistics course.
Target audience: K-Adult ESL and bilingual/bicultural education teachers.
Credits: 3
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ESL 7753 - Testing & Evaluation of English Language Learners
Examine the complex issues of assessment, testing, and evaluation of ESL students, in both ESL and mainstream classrooms. Develop an understanding of the policies, procedures and instruments used in assessing English language proficiency and the academic competency of ESL students. Learn how to use appropriate assessment to improve student performance and how to advocate for students in testing situations.
Target audience: educators K-12.
Credits: 2
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ESL 7755 - Development of Literacy Skills
Literacy development is crucial for the academic success of ELLs.
Expand your understanding of emergent literacy and gain a working knowledge of literacy development for second language learners. Explore best practices for vocabulary development, comprehension strategy instruction, and questioning. Learn how to develop standards-based lessons for all stages of reading.
Target audience: educators K-12.
Credits: 3
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ESL 7776 - ESL Methods
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within K-12 ESL classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Prerequisite: For K-12 ESL licensure candidates - GED 7878 with a grade of B- or better
Credits: 4
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ESL 8010 - Phonetics and Phonology
Help English language learners attain intelligible pronunciation. This course addresses areas of phonetics and phonology that ESL professionals need to know in order to assess and respond to learner needs. Issues of age, motivation, and context as they relate to pronunciation are discussed. Ideas for integrating pronunciation instruction into various curricula are included as well. The needs of both children and adults are addressed.
Credits: 2
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ESL 8020 - Advanced Linguistic Analysis
Using naturally occurring linguistic data from the first languages that ESL practitioners encounter in Minnesota (e.g. Spanish, Hmong and Somali), this course will provide ESL practitioners with a solid understanding of topics in syntax, semantics and pragmatics. The emphasis will be on recognizing pattern and structure (including linguistic universals) and relating this knowledge to the language learning needs of ESL students.
Credits: 3
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ESL 8100 - Introduction to Applied Linguistics
This course provides a broad, applied introduction to the study of language by covering such core areas as phonetics and morphology, and by applying this knowledge to TESOL instruction. Additionally, the course connects structural elements to broader discourse-pragmatic functions, such as participant and process roles; and helps expand participants’ knowledge of World Englishes and language universals by including data from different varieties of English and other languages. Graduate-level research skills are addressed in the context of writing the advance to candidacy paper.
Credits: 4
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ESL 8101 - Exploring Contexts for Language Teaching and Learning
This course focuses on English as a lingua franca and the development of World Englishes in the increasingly globalized world of the 21st century. Candidates examine the world-wide scope of English use and teaching as well as the hegemonic position of English in the world today.
Credits: 2
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ESL 8102 - Exploring Second Language Acquisition
This course addresses the knowledge base of first and second language acquisition, including theories of language learning and the factors of individual learning. Learner language and instructor-student interaction are examined as are error correction techniques. Candidates learn to identify the range of research carried out in SLA through reading research and writing critical evaluations of research on their topics of interest.
Credits: 4
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