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GED 7858 - Teaching Social Studies in the Middle and Secondary School Part I
Goals: To introduce students to the history, theory, pedagogy, and management of content in the social sciences and history at the middle and secondary levels. First in a two-course sequence.
Content: The nature of the social studies; research on social studies teaching and learning; and the motivation, engagement, and management of adolescents in the middle and secondary classroom settings. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: 5-12 Social Studies licensure candidates
Taught: Fall term
Prerequisite: EDU 3260/GED 7867 - Theory to Practice (grade of B- or higher) or concurrent enrollment; Undergraduate students must be admitted to the Teacher Education Program.
Credits: 4
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GED 7862 - Education and Cultural Diversity
This course will explore the impact of diversity in the classroom: race/ethnicity, class, gender, language, sexual orientation, and disability and will explore nature, causes, and effects of prejudice. Approved by MN Department of Education as satisfying the Education 521 human relations requirement.
Prerequisites: GED 7815 and GED 7825
Credits: 4
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GED 7867 - Theory to Practice
This course will require students to analyze the structure and methods of managing learning environments, design developmentally appropriate learning opportunities that incorporate different approaches to learning, learning styles, and multiple intelligences, and practice strategies for culturally mediated instruction and uses of technology to facilitate and enhance learning. This course has a 15-hour field placement.
Prerequisites: GED 7815 and GED 7825
Credits: 4
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GED 7870 - Teaching Communication Arts/Literature in the Middle and Secondary School Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within middle and secondary communication arts/literature classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: 5-12 Communication Arts/Literature licensure candidates
Taught: Spring term
Prerequisite: GED 7857 with a grade of B- or better
Credits: 4
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GED 7871 - Teaching Literacy in the Middle and Secondary School 5-12
Address the needs of middle- and secondary-level students as they make the transition from emergent to fluent readers. Gain an expanded definition of literacy that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students’ appreciation for skills of literacy in the learning process. This is a graduate level course with graduate level expectations.
Prerequisite: EDU 3260/GED 7867 - Theory to Practice (grade of B- or higher) or concurrent enrollment; Undergraduate students must be admitted to the Teacher Education Program.
Credits: 4
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GED 7872 - Exceptionality
This course includes a 5-hour field placement.
Survey areas of exceptionality such as learning disabilities, physical and mental disabilities, emotional and behavior disorders, and giftedness, and consider their impact on classroom learning. Address educational practices for responding to exceptional students’ needs. This is a graduate level course with graduate level expectations.
Target Audience: All licensure candidates
Taught: All terms
Prerequisite: Admission to the Teacher Education Program
Credits: 2
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GED 7873 - Teaching Social Studies in the Middle and Secondary School Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within middle and secondary social studies classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: 5-12 Social Studies licensure candidates
Taught: Spring term
Prerequisite: GED 7858 with a grade of B- or better
Credits: 4
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GED 7874 - Teaching Science in the Middle and Secondary School Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within middle and secondary science classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: 5-12 Science licensure candidates
Taught: Spring term
Prerequisite: GED 7879 with a grade of B- or better
Credits: 4
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GED 7878 - Teaching ESL and World Languages in K-12 Part I
Goals: To introduce students to the history, theory, pedagogy, and management of teaching second-language learners in K-12. This course provides ESL and world language candidates with a foundation in best practice literacy instruction for K-12 students. First in a two-course sequence.
Content: The nature of literacy in a second language; research on teaching and learning in these areas; and the motivation, engagement, and management of K-12 students. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: K-12 ESL and World Language licensure candidates
Taught: Fall term
Prerequisite: EDU 3260/GED 7867 - Theory to Practice (grade of B- or higher) or concurrent enrollment; Undergraduate students must be admitted to the Teacher Education Program.
Credits: 4
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GED 7879 - Teaching Mathematics and Science in the Middle and Secondary School Part I
Goals: To introduce students to the history, theory, pedagogy, and management of teaching mathematics and science at the middle and secondary levels. First in a two-course sequence.
Content: The nature of mathematics and science; research on science and mathematics teaching and learning; and the motivation, engagement, and management of adolescents in the middle and secondary classroom settings. This course includes 30 hours of clinical experience outside of scheduled class time – dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: 5-12 Mathematics and 5-8, 9-12 Science licensure candidates
Taught: Fall term
Prerequisite: EDU 3260/GED 7867 - Theory to Practice (grade of B- or higher) or concurrent enrollment; Undergraduate students must be admitted to the Teacher Education Program.
Credits: 4
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GED 7880 - Teaching Mathematics in the Middle and Secondary School Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within middle and secondary mathematics classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: 5-12 Mathematics licensure candidates
Taught: Spring term
Prerequisite: GED 7879 with a grade of B- or better
Credits: 4
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GED 7881 - Teaching World Languages K-12 Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within K-12 World Languages classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined. This is a graduate level course with graduate level expectations.
Target audience: K-12 World Languages licensure candidates
Taught: Spring term
Prerequisite: GED 7878 with a grade of B- or better
Credits: 4
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GED 7882 - Teaching Dance/Theatre Arts in K-12 Part II
Goals: To prepare the prospective teacher seeking a license in dance/theatre for the professional work.
Content: Techniques and content ideas for addressing the State of Minnesota Rules Chapter 8710.4300.subpart 3, curriculum and season planning considerations for the teacher, methods of evaluation creative work in an academic setting, best practices for the drama classroom, portfolio development, and the uses of drama techniques in teaching other content areas. This is a graduate course with graduate level expectations.
This tutorial course involves both online learning and seminar sessions and includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Target audience: K-12 Dance/Theatre Arts licensure candidates
Taught: By arrangement
Prerequisite: GED 7857 with a grade of B- or better
Credits: 4
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GED 7885 - Elementary Student Teaching K-6
Elementary student teaching provides preservice educators with experiences to connect theory and practice in the context of a K-12 classroom; instructional planning; and implementation in an assigned learning environment. Preservice teachers’ responsibilities include; long-term planning, implementation of an integrated curriculum, the facilitation of small- and large-group learning, and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
Open only to preservice teachers who have adequate preparation in subject matter; have demonstrated proficiency with regard to the program and Minnesota’s Standards for Effective Practice for Beginning Teachers; have met all program requirements; and, have evidenced fitness for entering the teaching profession. This is graduate level student teaching with graduate level expectations.
Students must attend a student teaching intake session, which takes place in the fall semester. Contact your advisor or the Director of Field and Student Teaching Experiences, for scheduling information.
Concurrent registration in GED 7050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Credits: 6
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GED 7888 - English Learners in the Mainstream
This course, which is geared toward mainstream teachers across content areas and grade levels, ensures that teacher candidates make their grade-level content accessible to English learners by learning how to write, integrate, and assess academic language objectives into their instruction. Course includes an overview of second language acquisition theories, an introduction to WIDA levels, and a focus on cultural responsivity for English learners and their families.
Online sections move at a faster pace and require additional time, self-direction, discipline, a reliable computer, and internet connectivity. Instructors will communicate through Hamline email addresses and students are required to check their email and the online learning platform, Canvas, no less than one time per day.
Target audience: Required for licensure candidates in all areas except ESL
Taught: All terms
Prerequisite: Admission to the Teacher Education Program
Credits: 2
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GED 7894 - Secondary Student Teaching 9-12
Secondary student teaching provides the teacher-candidate the experiences to connect theory and practice in the context of 9-12 classrooms through instructional planning and implementation in an assigned learning environment. The teacher-candidate’s responsibilities include: long-term planning; implementation of an integrated curriculum; the facilitation of small- and large-group learning environments; and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
This course is only open to teacher-candidates who have adequate preparation in licensure areas; have demonstrated proficiency in Minnesota’s Standards for Effective Practice for Beginning Teachers (SEPBTs); have received formal approval by the Education Department faculty to student teach; have met all program requirements; and have demonstrated the dispositions, knowledge, and skills to enter the teaching profession.
Teacher-candidates must attend a student-teaching intake session, which takes place in the fall semester. Contact your advisor or the Placement Office for scheduling information.
Concurrent registration in GED 7050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Credits: 6
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GED 7895 - Secondary Student Teaching 5-12
Secondary student teaching provides the teacher-candidate the experiences to connect theory and practice in the context of 5-12 classrooms through instructional planning and implementation in an assigned learning environment. The teacher-candidate’s responsibilities include: long-term planning; implementation of an integrated curriculum; the facilitation of small- and large-group learning environments; and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
This course is only open to teacher-candidates who have adequate preparation in licensure areas; have demonstrated proficiency in Minnesota’s Standards for Effective Practice for Beginning Teachers (SEPBTs); have received formal approval by the Education Department faculty to student teach; have met all program requirements; and have demonstrated the dispositions, knowledge, and skills to enter the teaching profession.
Teacher-candidates must attend a student-teaching intake session, which takes place in the fall semester. Contact your advisor or the Placement Office for scheduling information.
Concurrent registration at GED 7050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Credits: 6
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GED 7896 - Student Teaching K-12
K-12 student teaching provides the teacher-candidate the experiences to connect theory and practice in the context of K-12 classrooms through instructional planning and implementation in an assigned learning environment. The teacher-candidate’s responsibilities include: long-term planning; implementation of an integrated curriculum; the facilitation of small- and large-group learning environments; and the development of assessment systems that support the Minnesota graduation standards for K-12 students.
This course is open only to teacher-candidates who have adequate preparation in licensure areas; have demonstrated proficiency in Minnesota’s Standards for Effective Practice for Beginning Teachers (SEPBTs); have received formal approval by the Education Department faculty to student teach; have met all program requirements; and have demonstrated the disposition, knowledge, and skills to enter the teaching profession.
Teacher-candidates must attend a student-teaching intake session, which takes place in the fall semester. Contact your advisor or the Placement Office for scheduling information.
Concurrent registration in GED 7050 - Student Teaching Seminar (2 credits) and participation in the seminar each week is also required.
Credits: 8
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GED 7990 - Advanced Practicum
The Advanced Practicum is specifically designed for those teacher candidates seeking a license in an additional discipline providing the opportunity to connect the theory and practice of the new field within the candidates’ growing pedagogical framework. At the conclusion of their coursework, candidates are placed in a classroom of their new discipline for a four-week period with the opportunity to put into play their new practice.
Credits: 2
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GED 8021 - Designing Effective Learning Environments
In the context of individual values and beliefs and the complexity of an increasingly diverse society, providing effective learning environments for all students is a continual and complex challenge. Participants take up this challenge by considering a variety of research-based approaches for crafting inclusive, active, and engaging learning environments. These include pedagogically sound technology integration, differentiated instruction, and understanding by design.
Credits: 2
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GED 8022 - Action Research: Practice and Application
Participants design an action research project. In the process, they learn to value their own voices and the questions they generate about their professional practice. Engaging in action research enables participants to use structured inquiry as a strategy for enhancing learning environments.
Credits: 2
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GED 8024 - Educating for Equity and Social Justice
This community critically examines education through an equity and social justice lens. Using critical cultural studies and multicultural education as theoretical frameworks, participants collaboratively investigate ways in which racism, sexism, classism, heterosexism, ageism, and other forms of discrimination permeate educational policy and practice. Participants consider what individuals and communities can do to ensure that all students have equitable educational opportunities.
Credits: 4
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GED 8031 - New Literacies in the 21st Century
Explore the variety of different text types that can be used to teach 21st century students. Examine visual literacies and methods for teaching reading and writing with multimedia and new literacies. Learn an array of strategies intended to increase new literacy practices in the classroom.
Credits: 2
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GED 8032 - Rethinking Literacy Across the Disciplines
Gain an overview of the reading process based on current theory and research. Practice and incorporate instructional methods for teaching and promoting literacy across the disciplines. Learn how to expand language specific to academic subjects and explore assessment tools that strengthen student learning with diverse texts.
Credits: 3
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GED 8036 - Educational Policy and Literacy Practice
Develop an understanding of educational policy at the classroom, department, school, district, state or federal level. Study literacy reform efforts through inquiry, reflection and analysis. Learn how to influence policy and become an agent of change.
Credits: 2
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GED 8041 - Understanding Language and Language Learners
As the number of English learners (ELs) increase in K-12 schools, teachers need to learn how to address their linguistic and cultural needs. This course will introduce the principles of language and culture that teachers need to know when working with ELs as well as critical reflection skills that benefit teachers throughout their career. Questions addressed will include: What is the nature of language? How is a second language learned? What is the relationship between language, culture, and the language learner? Within this course students will begin the process of researching and generating the final project(s) for the MAT degree and will learn the skills necessary to complete these tasks successfully.
Credits: 4
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GED 8042 - Academic Language for English Learners
This course will address best practices in the instruction of ELs. Questions this course will address are: How can language be learned in a content classroom? How do teachers make instruction and assessment accessible? Why is it important to teach academic language and how is it done? Within this course students will continue the process of researching and generating the final project(s) for the MAT degree, utilizing the research and writing skills introduced in the first program course.
Credits: 4
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GED 8043 - Supporting and Advocating for English Learners
This course will show teachers ways to advocate for English Learners in the classroom, in the school, and in the community. It also provides ways to show ELs how to speak up for themselves, their families, and their communities. This course culminates the participants’ work with research and academic writing as they complete and present the MAT degree completion final project(s).
Credits: 4
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GED 8051 - Literacy Connections in the Classroom
Literacy Connections in the Classroom is the first in a series of degree completion courses developed to meet the specific needs of Hamline University MAT license completers. Participants enrolled in this course will be supported by a curriculum that builds upon the foundational and content knowledge gained in pre-service literacy coursework. It will also scaffold literacy learning gained from MAT clinical and student teaching experiences. The course is designed to maximize learning opportunities that allow for critical reflection as one moves through their teaching career. Therefore, the content and course activities will provide an emphasis on literacy instruction that prepares candidates to further enhance their ability to be successful practitioners in today’s classrooms. Within this course students will begin the process of researching and generating the final project(s) for the MAT degree and will learn the skills necessary to complete these tasks successfully.
Credits: 4
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GED 8052 - Summer Literacy Institute
This is one of three courses in the Literacy Series specifically designed for Hamline MAT license completers. During this course students will participate in and critically reflect upon Hamline’s Summer Literacy Institute featuring national literacy leaders and also break-out sessions presented by local practitioners. Within this course students will continue the process of researching and generating the final project(s) for the MAT degree, utilizing the research and writing skills introduced in the first program course.
Credits: 4
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GED 8053 - Literacy Connections in the Classroom II: Assessing and Enhancing Student Understanding
Literacy Connections in the Classroom II is the third in a series of degree completion courses developed to meet the specific needs of Hamline University MAT license completers. Building on the learning opportunities in Literacy Connections in the Classroom and students’ Summer Literacy Institute experiences, this course works to deepen candidates’ understanding of how to formatively assess student understanding and to plan effective instruction based on that assessment. Special attention will be given to vocabulary instruction and one’s ability to help students understand the academic language inherent in the content therefore leading to deepened comprehension. This course culminates the student’s work with research and academic writing as they complete and present the MAT degree completion final project(s).
Credits: 4
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GED 8062 - Science Teaching and Learning
This course will address best practices in the instruction of science that include many strategies useful in teaching other disciplines. This is a practitioner’s course where inquiry-based instructional strategies in STEM will be actively investigated using the environment as an integrating context.
Credits: 4
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GED 8071 - Race and Culture in Today’s Classroom
This course will explore how race and culture impact teacher instruction and student learning. You will look at a little talked about theory: White Racial Frame and how this frame impacts the effort and excellence in urban and urban/like classrooms. Participants will review strategies and techniques to reach all students and not just those that may look, dress, talk or act like a participant. When educators begin to focus on culturally proficient/responsive instruction all students benefit: poor students, middle class students, rich students, students of color, immigrant students, language students, and students with disabilities. All stakeholders become winners: students, teachers, parents, schools, and districts. Within this course students will begin the process of researching and generating the final project(s) for the MAT degree and will learn the skills necessary to complete these tasks successfully.
Credits: 4
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GED 8072 - Intercultural Competency and Dimensions of Diversity
As our schools become increasingly diverse with students from various ability, racial, economical, linguistic, sexual, and religious backgrounds, it is vital that intercultural competency and critical reflection are valued to ensure effective teaching and cross-cultural communication. Participants examine how various dimensions of difference impact the life experience and access to opportunity of people in U.S. schools and society. Dimensions for consideration include race, ethnicity, citizenship status, sexual orientation, home language, (dis)ability, gender, religion, and intersections of these. This course will offer teachers an in-depth analysis of who they are culturally and identify at least one identity of intersectionality and how to improve their practice as it relates to meeting the needs of diverse learners in the 21st century. Two tools will be used in the class to assess students on their current level of intercultural competency; Intercultural Development Inventory (IDI), and Racial Identity Development Models and Theories. Within this course students will continue the process of researching and generating the final project(s) of the MAT degree, utilizing the research and writing skills introduced in the first program course.
Credits: 4
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GED 8073 - Linking Community to Classroom: Building on Learner Capital
Learning can be meaningful, engaging, and permanent when it builds upon the social and cultural capital learners bring to the classroom. Students will further understand how to build upon the rich and diverse out-of-school experiences of learners from diverse backgrounds and develop ways to acknowledge and integrate those experiences into one’s teaching through readings, lesson plan development, reflection, and interaction with families and communities. This course culminates the student’s work with research and academic writing as they complete and present the MAT degree completion final project(s).
Credits: 4
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GED 8100 - Leadership and Organization
Examine various dimensions of leadership and how it interacts with the organizational structures in varied, complex educational and business organizations. Consider qualities and skills required of leaders, the tasks of leadership, and the types and personalities of leaders. Explore opportunities for creating a future as a leader and the development of personal growth plans for leadership.
Credits: 4
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GED 8101 - Human Relations in Organizations
This course examines human resources, organizational development, structural analysis, and how to promote learning in the school system. Students will utilize decision-making and problem solving methods to focus on roles, responsibilities, and governance of a mission, vision, and values to lead initiatives and communication efforts. The course content will focus on the knowledge, skills and dispositions needed to perform these leadership responsibilities to promote equity and inclusivity for educational organizations.
Credits: 2
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GED 8115 - Director of Special Education
This course provides an overview of the role of the director of special education. Leadership and management knowledge, skills, and applied strategies are addressed. Theory and practice are connected for use in the daily work of this position. Scenarios and case studies, readings of books and articles, and class interaction are used to increase learning and the application to real-life situations.
Credits: 4
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GED 8120 - The District Superintendent
Focus on the supervisory responsibilities of the superintendent by considering a variety of theories, methods, and management techniques. Course is specifically designed to meet the competencies of Rule 3512, Administrative Licensing. Focus on the connection from theory to practice.
Credits: 4
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GED 8125 - School Finance
Focus on budget allocations, planning, reporting, and auditing. Consider district perspectives as well as those related to building management. Discuss influences by the federal and state government, use this information in budgeting processes.
Credits: 2
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GED 8135 - The K-12 Principal
Focus on supervisory responsibilities of staff using a variety of theories, methods, and management techniques. This course is specifically designed to meet the competencies of Rule 3512, Administrative Licensing. The connection from theory to practice will be the major focus.
Prerequisite: GED 8145 Developing the School Administrative Portfolio is recommended but not required
Credits: 4
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GED 8142 - Education Law and Ethics
Examine several emerging areas of education law. Topics include the right to an education; equity finance litigation; current issues that relate to desegregation, including same-race schools; special education; and rights of teachers.
Credits: 4
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GED 8145 - Introduction to Administrative Licensure
This introductory course addresses school and district roles and responsibilities specific to effective Instructional Leadership. The specific focus is on the alignment of instructional goals from the district level, to the building and then classroom levels. All administrative licensure candidates explore their educational philosophies that inform and influence ones leadership philosophies, beliefs, and practices. Licensure candidates will begin to explore licensure competencies and identify educators and mentors who practice successful Instructional Leadership.
Credits: 2
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GED 8150 - Initial Leadership Assessment
This course is a compliment to GED 8145 Introduction to Administrative Licensure. All administrative licensure candidates must complete the Initial Competency Assessment (ICA) referenced in the introductory course and cited in MN Statute 3512.010. Students will assess themselves on their knowledge, experience, and skills for the state established competencies in the licensure area and for diversity leadership. They will then also explore, examine, and create plans for their own growth and development for administrative competency areas, inclusive leadership, cultural competence, and diversity leadership.
Credits: 2
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GED 8175 - Principal Field Experience I: Plan
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. These sessions will specify the field experience requirements and process needed to acquire a MN administrative license. This course will specifically focus on establishing a Field Experience Plan, holding a site visit at the main field site, establishing logs, reflections, and artifacts.
Credits: 2
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GED 8176 - Principal Field Experience II: Portfolio
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. These sessions will specify the field experience requirements and process needed to acquire a MN administrative license. This course will specifically focus on establishing field experiences at secondary sites and creating an electronic portfolio, while continuing the development of logs, reflections, and artifacts.
Credits: 2
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GED 8177 - Principal Field Experience III: Exit
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. Candidates will complete the field experience and exit requirements to acquire a MN administrative license. This course will specifically focus on collecting all documents at the completion of the field experience and provide an exit interview for portfolio presentation and assessment.
Credits: 2
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GED 8185 - Superintendent Field Experience I: Plan
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. These sessions will specify the field experience requirements and process needed to acquire a MN administrative license. This course will specifically focus on establishing a Field Experience Plan, holding a site visit at the main field site, establishing logs, reflections, and artifacts.
Credits: 2
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GED 8186 - Superintendent Field Experience II: Portfolio
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. These sessions will specify the field experience requirements and process needed to acquire a MN administrative license. This course will specifically focus on establishing field experiences at secondary sites and creating an electronic portfolio, while continuing the development of logs, reflections, and artifacts.
Credits: 2
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GED 8187 - Superintendent Field Experience III: Exit
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. Candidates will complete the field experience and exit requirements to acquire a MN administrative license. This course will specifically focus on collecting all documents at the completion of the field experience and provide an exit interview for portfolio presentation and assessment.
Credits: 2
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GED 8195 - Director Field Experience I: Plan
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. These sessions will specify the field experience requirements and process needed to acquire a MN administrative license. This course will specifically focus on establishing a Field Experience Plan, holding a site visit at the main field site, establishing logs, reflections, and artifacts.
Credits: 2
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GED 8196 - Director Field Experience II: Portfolio
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. These sessions will specify the field experience requirements and process needed to acquire a MN administrative license. This course will specifically focus on establishing field experiences at secondary sites and creating an electronic portfolio, while continuing the development of logs, reflections, and artifacts.
Credits: 2
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GED 8197 - Director Field Experience III: Exit
This course is designed to organize the process of Field Experience hours in the educational setting and through seminar sessions. Candidates will complete the field experience and exit requirements to acquire a MN administrative license. This course will specifically focus on collecting all documents at the completion of the field experience and provide an exit interview for portfolio presentation and assessment.
Credits: 2
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GED 8200 - Understanding Learning
In this course, we will examine the HSE conceptual framework and principles of education for sustainability to gain a deeper understanding of how learning is defined in a broad range of educational settings. By way of dialogue, course content, analysis of literature, and investigating their own pedagogical beliefs, students will participate in inquiries about the role of education in our society and environment. They learn about and practice building diverse community with class colleagues and in their workplaces. They explore how knowledge is constructed individually and socially.
Credits: 2
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GED 8210 - Investigating Contemporary and Critical Issues in Education
Using a lens of the HSE conceptual framework and principles of education for sustainability, participants explore issues that impact education. They explore the impact of these issues on their own practice, envision their own approaches, and deepen their change-oriented inquiries and responses.
Credits: 2
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GED 8220 - Policy, Leadership, and Advocacy in Education
Students will deepen their understanding of leadership as they learn to use a systematic process to collect data, analyze problems from multiple perspectives, design policy initiatives, and advocate for change in the professional setting at the local, state or federal level. They will understand how policies impact cultural, environmental, and economic sustainability of stakeholders. Students will learn to communicate about educational issues with authority.
Credits: 4
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GED 8400 - Research Design
As members of an inquiry community, participants challenge contemporary notions of “research.” Each participant explores and owns a critical question and drafts a capstone proposal. Participants learn to design and implement an extended structured inquiry.
Credits: 4
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GED 8490 - Capstone Project
Capstone Project is one of the culminating options for a MA student’s work in the School of Education at Hamline University. It is a research project connected to the student’s professional setting or goals. The student develops a project from prerequisite work completed in their prior research methods course(s), proposes a timeline for completion (within the course time frame), and works toward project completion. In addition to a four chapter project summary, the student creates a culminating project allowing for public display of student scholarship.
Prerequisites: For MAT, MAEd, MALED and NSEE students - GED 8400 is required; For MA in TESOL students - ESL 8140, 8150, and 8160 are required
Credits: 4
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GED 8495 - Capstone Thesis
The capstone thesis is the culmination of an MA student’s work at Hamline University. It is generally an applied research project conducted in the student’s school or workplace. The student works closely with an administrative advisor to construct the research, carry out the research, and complete the project. The capstone committee offers additional support throughout the process. Registration requires advisor and committee members’ signatures. Capstone registration materials, timelines, and formatting guidelines are found in the Capstone Completion Guide and Capstone Formatting Guide, which are available online. If you have questions, please contact the Advanced Degrees Department program administrator.
Prerequisite: GED 8400
Credits: 4
Note: Students have 3 consecutive terms, starting with and including the term of registration, to complete Capstone Thesis. Financial aid and in-school deferment on student loans are only available for the term in which the registration is posted.
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GED 8501 - The Learning Organization
This course examines the social foundations of United States education from comparative and historical perspectives with attention to future trends. The course provides ample opportunities for participants to articulate and understand the presuppositions and suppositions (foundations) of their individual philosophy, knowledge base, valuation of education, schooling, the relationship between teachers and learners, and between skills and knowledge.
Credits: 4
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GED 8502 - Educational Foundations
This overview course examines how schools, universities, and other formal organizations built around learning have evolved, particularly in the United States. Learners and learning processes, teachers and teaching processes, and leaders and leading processes will be discussed in the context of education as a discipline.
Credits: 4
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GED 8504 - Educational Organizations
This course examines organizations that educate: their structures and processes, cultures, management of change processes, productivity and effectiveness issues, their place in society, and organizational development techniques and theories. Participants will explore the implications of social, cultural, and racial demographic changes on historically Eurocentric thinking about organizations. This exploration offers opportunities to rethink these social constructions.
Credits: 4
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GED 8505 - Leadership
This course focuses on understanding and analyzing these aspects of leadership: theories, with special attention to constructivist leadership; complexities of leading in an interdependent world; leader-follower relationships; change and transition; and communication and decision-making processes. Participants will apply their understanding and analysis to personal, professional, and organizational settings.
Credits: 4
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GED 8507 A - Frameworks for Inquiry
The major aim of this course is to develop and extend critical habits of mind via inquiry. It surveys the qualitative and quantitative research paradigms. Both paradigms require habits of mind that include: making sense of competing paradigms; framing research questions; respecting data over prejudices; and judging whether conclusions are supported by evidence. This course continues the study of research designs and methods from both paradigms.
Credits: 2
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GED 8507 B - Frameworks for Inquiry
The major aim of this course is to develop and extend critical habits of mind via inquiry. It surveys the qualitative and quantitative research paradigms. Both paradigms require habits of mind that include: making sense of competing paradigms; framing research questions; respecting data over prejudices; and judging whether conclusions are supported by evidence. This course continues the study of research designs and methods from both paradigms.
Credits: 2
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GED 8508 - Advanced Inquiry
This course extends the knowledge and activities of Frameworks for Inquiry with attention to the intersection of the two paradigms and multimethod designs. Participants critique current research practices, analyze research findings related to current educational issues, and analyze and evaluate the implications of those findings. Participants also draft a dissertation prospectus, which is the initial stage of dissertation work.
Credits: 4
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GED 8513 - Paideia Seminar: Knowledge Construction
Participants in the seminar explore and think critically about ideas and practices related one EdD theme: Constructivism/Constructing Knowledge. Exploration is done through Socratic questioning, a set of guiding questions, and active participation in a variety of learning mediums.
Credits: 2
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GED 8514 - Doctoral Writing Seminar
Participants focus on improving aspects of writing assignments from the 1st-semester courses. This is done through assessments, analysis of strong and weak models of doctoral-academic writing, focused revision, self-reflection, and goal setting to improve writing for the doctoral coursework and the dissertation.
Credits: 2
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GED 8515 - Paideia Seminar: Community Building
Participants in the seminar explore and thinking critically about ideas and practices related to one category of the professional education unit’s shared vision: Building Community. Exploration is done through a set of guiding questions and active participation in a variety of learning mediums.
Credits: 2
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GED 8516 - Equity and Social Justice Policy
In addition to an overview of educational policy development, particular focus is placed on equity and social justice implications of educational policies at the local, state, national, and international levels. This includes the impact of the history of the U.S. civil rights and global human rights movements on educational policy. Public scholarship related to policy is examined. Participants engage in the design, development, and evaluation of policy related to educational policy issues. An underlying principle of the course is policy activism.
Credits: 4
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GED 8517 - Paideia Seminar: Inquiry and Reflection
Participants in the seminar explore and think critically about ideas and practices related to one category of the professional education unit’s shared vision: Practice thought inquiry and reflection. Exploration is done through a set of guiding questions and active participation in a variety of learning mediums.
Credits: 2
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GED 8991 - Dissertation I
This is the first of four 4-credit registrations for the dissertation. Working individually with a dissertation committee, the student develops a dissertation proposal and successfully presents it at a committee proposal meeting. Graded on a Pass/No Pass basis.
Prerequisites: Successful completion of all required courses, written examinations, synthesis presentation, and portfolio.
Credits: 4
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GED 8992 - Dissertation II
This is the second of four dissertation courses. Following a successful proposal meeting in GED 8991, students continue to work with a dissertation committee to develop, implement, and write the dissertation. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991, including the dissertation proposal meeting.
Credits: 4
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GED 8993 - Dissertation III
This is the third of four dissertation courses. Students continue to work with a dissertation committee to develop, implement, and write the dissertation. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991 and 8992.
Credits: 4
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GED 8994 - Dissertation IV
This is the fourth and final dissertation course. Students continue to work with a dissertation committee to complete the dissertation. Completion of the dissertation, including the final meeting or defense, is the final requirement for the Doctorate in Education (EdD) degree. Graded on a Pass/No Pass basis.
Prerequisite: Successful completion of GED 8991, 8992, and 8993.
Credits: 4
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GERM 3910 - Professional German
Goals: To familiarize students with the specific vocabularies and concepts of German business, economics, politics, management, social, and legal issues. Cultural competence and cross-cultural skills are a concomitant objective.
Content: Focus on Germany as a leading country regarding industry, trade, and markets. Analyses of the German economic, social, and political systems will provide students with a broad knowledge of German business practice and environment. The course will expand all four language modalities (listening, reading, writing, speaking) and cross-cultural awareness as it impacts the areas of business and economics.
Taught: Annually
Prerequisite: GERM 3220
Credits: 4
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GERM 5500 - Issues in Translation
Goals: To gain greater understanding of cultural differences and a better command of and sensibility for the German language through the process of cooperative translation.
Content: Speeches, conversations, and texts from a variety of areas will be translated from German into English, leading to discussion of translation theory. Close attention will be paid to the context within which texts are situated in order to identify cultural barriers and biases. The course will enhance interpretive skills.
Taught: Alternate years
Recommended prerequisite: Germ 3220 or equivalent
Credits: 4
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GERM 5560 - Highlights of German Literature
Goals: To familiarize students with German cultural and literary development through the ages. Literary touchstones from important periods are read and discussed.
Content: Genres and literary movements are presented and discussed and exemplary works from the Middle Ages, the Goethe Era, Modernism, and Post-War Germany are interpreted within their sociohistorical context.
Taught: Alternate years
Recommended prerequisite: GERM 3220 or equivalent
Credits: 4
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GERM 5680 - German Culture and Civilization
Goals: To acquaint students with German civilization and culture through accounts in English, and in German for majors and minors, of its history, science, art, music, dance, theatre, sculpture, architecture, and customs; to increase awareness of cultural differences and the role of the German-speaking lands in world affairs.
Content: Accounts of the German-speaking lands from Roman times to the present, including discussion of the main artistic, literary, and historical issues of the Chivalric Period, the Reformation, the Thirty Years War, Enlightened Despotism, the Classic-Romantic Period, German Idealism, the Wilhelminian Age of Industrialization, the Weimar Republic, the Third Reich, the PostWar Era and Re-unification.
Taught: Annually
Recommended prerequisite: GERM 3220 or equivalent
Credits: 4
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GERM 5700 - Topics in German Literature
Goals: To study selected topics in German intellectual and literary history toward a deeper understanding of a particular period or theme.
Content: Study of specific writers, movements, and problems in German literature. Content will vary depending upon the interest of the instructor and the demand of the students. Sample topics: Children’s Literature, the Fairy Tale, Fascist Film, Rilke, Literature and Politics, the Romantic Age.
Recommended prerequisite: GERM 3220 or equivalent
Credits: 4
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GTED 6245 - Inquiry for Gifted Students
Inquiry as an approach to learning explores the natural or material world and leads to asking questions and making discoveries in the search of new understandings. Gain an understanding of the features of classroom inquiry and how to implement inquiry-based instruction into your classroom. Experience and examine the types of inquiry models and the art of questioning in the classroom to maximize student learning.
Credits: 2
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GTED 7604 - Identifying Gifted Learners: Theories and Procedures
How do school districts identify students to service in a gifted program? This course reviews current theories of intelligence and historical literature related to the recognition of gifted populations. You will reflect on current models of gifted characteristics (pre-K through adult) and strategies for finding gifted learners from various cultural backgrounds. You will also investigate informal and formal assessment tools to determine which best fit your district needs. Ideas for developing an identification/assessment process sensitive to all populations will also be shared.
Credits: 2
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GTED 7606 - Affective Needs of Gifted Students: Counseling Issues & Strategies
Develop strategies to address the affective needs of your gifted students! Giftedness has emotional and social implications beyond the obvious intellectual and academic ones. Gifted students often experience a ‘lack of fit’ in school and social environments, resulting in common issues: supersensitivity, social exclusion, stress, perfectionism, even underachievement. Timely proactive service may avoid such difficulties. Examine asynchronous development, intensity, and introversion in the gifted, and leave with tools to identify concerns and to assess the impact of classroom climate on gifted learners. Gain ideas for curricular modifications to address affective concerns.
Credits: 2
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GTED 7607 - Differentiation: Instructional Models & Strategies in Gifted Education
Is the curriculum we offer gifted learners rigorous enough? Participate in an overview of strategies and models for differentiating, tiering, compacting the curriculum, and adding depth and complexity for the gifted learner. Explore instructional models to develop challenging, interdisciplinary learning. Current research on grouping is included.
Credits: 2
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GTED 7609 - Gifted Education Program Models
Learn how to create the best program with available resources. Explore program models that effectively serve gifted and talented learners within the regular classroom as well as those services that extend beyond the classroom setting. Address the design of both district-wide and school programs.
Credits: 2
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GTED 7617 - Gifted Underachievers
Gifted students, because of their “special status,” may engage in behaviors that put them at risk for not “meeting school expectations,” which is the definition of underachievement. They might not have the habits to achieve their own goals, either. Yet other gifted students might not have these challenges, which can confuse their teachers. This course will inform educators about the dynamics of underachievement, including differences that can trigger underachievement in some but not all. It will also teach useful skills and strategies for developing the best supportive relationships with gifted students.
Credits: 1
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GTED 7621 - Clustering and Grouping Strategies to Meet the Needs of Gifted Students
Cluster grouping of gifted students is a strategy used to meet the needs of gifted students. Approaches such as Total School Cluster Grouping and School-wide Cluster Grouping are used to improve the achievement and performance of not only gifted students, but of ALL students in a school. This course includes the rationale for and specifics of gifted clustering as well as the Total School Cluster Grouping model. It will include ideas on how to implement this practice in your elementary school. Participants will investigate how to work with students in cluster-grouped classrooms using such strategies as compacting, differentiating curricula, tiered activities, and more. For K-6 classroom teachers, resource specialists, and administrators.
Credits: 2
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GTED 7622 - Gifted Learners in the Primary Grades
Primary students are often not identified for gifted programs until second or third grade, yet they display characteristics and require supports that challenge classroom teachers. In this course, learn a range of evidence-based strategies to help these students thrive in your classroom. This course aligns with the National Association for Gifted Children (NAGC) Teacher Preparation Standards.
Credits: 2
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HIST 1310 - Introduction to United States History: 1865-Present
Goals: To understand the key social, economic, and political developments that shaped the United States from 1865 to the present day.
Content: Various topics such as industrialization, reform and the move toward a welfare state, ethnic relations within American society, and the rise of the U.S. to the status of a world power, and America and the Middle East.
Taught: Annually
Credits: 4
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HIST 3010 - Historical Methods
Goals: To expose students to some of the key philosophies of history; to teach students the skills necessary to write a capstone essay (in either the department’s senior seminar or as a departmental honors project) and to work as a professional historian.
Content: Focus on philosophies of history, historical methodologies, analysis, argumentation, research, and writing.
Taught: Annually
Credits: 4
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LANG 8300 - Essentials in Literacy
Examine the relationship between literacy theories and classroom practice. Expand the definition of literacy as it relates to self, students and society. Learn about and practice building community with colleagues in a literacy environment.
Credits: 4
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LANG 8310 - Critical Literacy
Deepen understanding of critical literacy by actively questioning the stance found within, behind, and among texts. Learn to guide students to ask questions about representation, marginalization, power and benefit. Encourage critical awareness through personal and professional transformation.
Credits: 2
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LANG 8320 - Reading Strategies
This course is designed to prepare teachers and leaders in literacy to promote and sustain reading competencies of K-12 learners. Teachers of reading will investigate the reading process and strategies that are appropriate for classroom implementation. Teachers will explore literature resources, with an emphasis on children’s literature, that support literacy development. Upon completion, teachers will be able to select and incorporate instructional strategies into the curriculum; and model reading strategies for students in their classrooms.
Credits: 2
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LANG 8330 - Reading Assessment and Interventions
This course explores the selection, administration, scoring, and interpretation of a variety of individual and group reading assessment tools. The purposes, strengths, and limitations of various assessment instruments will be examined. Educators will learn to use assessment information in planning and evaluating reading instruction in conjunction with research-based intervention models. There is a focus on differentiated classroom instruction and learning to effectively communicate the results of assessments to a range of audiences.
Credits: 4
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LANG 8340 - Literacy Leadership
This course focuses on various leadership roles in literacy education – reading teacher, reading specialist and literacy coach. The dimensions of each role will be explored and compared. Major topics studied will include: using district and school assessment data to determine student needs; creating a literacy vision for your school; assisting teachers in instructional organization, management, and strategies; selecting appropriate core and supplemental materials; and developing and implementing a year-long professional development plan (PDP).
Credits: 2
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LGST 8000 - Foundations in Law
This course introduces students to the study of law and prepares them for academic success in their upper level curriculum. After an initial intense focus on the fundamentals of legal reasoning and analysis, the course offers a general overview of the American legal system and examines the ethics rules that govern the work of lawyers and legal professionals.
Credits: 4
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