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2019-2020 Graduate Bulletin [Archived Bulletin]
Courses
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MPA 8260 - Alternative Service Delivery
State and local governments are continually under pressure to provide more cost efficient and effective services. As a result, public officials in Minnesota and across the United States are seeking alternative ways to deliver services. This course examines the theoretical underpinnings, implementation methods, and track records of various alternatives to public service delivery. Topics include collaborations, consolidation, privatization, contracting, private and nonprofit partnerships, and the use of market incentives and competition to improve service delivery. We will also examine a variety of policy areas where alternative means to service delivery have been analyzed or implemented including criminal justice, information technology, environmental services, education, health care, welfare, and transportation.
Credits: 4
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MPA 8270 - Managerial Leadership and Cultural Competency
This course is designed to provide students with an opportunity to examine issues of cultural competence in managing and leading organizations in changing times. This course will engage students in a series of dialogues concerning issues of cultural competence in the workplace, their impact on the processes of management, work and the organization. Emphasis will be placed on workplace issues of race and gender and will include discussions of issues of disability, age, social class, sexual identity, religion and ethnicity.
Credits: 4
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MPA 8300 - Strategic Management and Planning
This course provides a thorough grounding in the formulation and implementation of organizational strategy. It focuses on the development of corporate missions, goals, and objectives. The class will define important business problems, analyze external and internal environments, formulate alternative strategic options, and address implementation issues.
Credits: 4
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MPA 8440 - Social Demographics
This course will look at some of the details impacting our society and specifically how immigration, aging, and policy converge in our society and ultimately in our policymaking. Any one of the three issues covered in this course could be a separate, semester long course. This course covers basic concepts present in each of the three areas.
Credits: 4
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MPA 8490 - Capstone Skills Development for Government
This course is open to MPA students who have no more than four elective credits and the Capstone course remaining or who have completed all program course requirements except for the Capstone course. It requires students to integrate the diverse materials mastered in the core program, formulate business recommendations, and communicate findings in oral and written form. In a series of structured simulations of contemporary problems commonly encountered by administrators, students receive the opportunity to practice managerial skills and demonstrate the leadership necessary for effective managerial performance.
Credits: 4
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MPA 8497 - Independent Study
Independent study provides an opportunity to work independently under the direction of a faculty member. The student and the instructor work out a course of study before the term begins and typically meet four to six times throughout the term to discuss readings and papers. Students may take one independent study.
Credits: 1-4
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MSBA 8170 - Advanced Statistics and Machine Learning I
This course builds on the basic statistics course and moves quickly into applying these techniques towards understanding patterns in our data. R and Python are the primary tools used, and topics include an overview of regression analysis (including logistic, OLS, Poisson, and nonlinear models), supervised and unsupervised machine learning, data partitioning, and principal component analysis.
Prerequisite: MSBA 8160
Credits: 4
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MSBA 8180 - Machine Learning II and Data Mining
This course advances the student’s understanding of machine learning techniques, emphasizing the application of these techniques to business datasets. Students use R and Python and other tools to better understand concepts, including neural networks, clustering algorithms, naïve Bayes, and ensemble techniques such as Random Forests.
Prerequisite: MSBA 8170
Credits: 4
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MSBA 8490 - Business Analytics Practicum
The Practicum integrates all earlier coursework, applying student skills and knowledge to a real-world situation. Students work on a project with a regional organization.
Prerequisites: MSBA 8130 and MSBA 8180
Credits: 4
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NSEE 8010 - History of the Environment
Environmental education is the outgrowth of dedication, perseverance, literature, art, and politics. Explore the multifaceted history of environmental ethics, movements, and education throughout North America and beyond. Meet people and organizations that impacted the field of environmental education through policy, activism, education, art, and other means. How do today’s political, education, and social issues impact the field of EE? Look at the power of the individual, the organization of groups, and emerging and changing approaches to environmental education and environmental literacy.
Credits: 4
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NSEE 8110 - Foundations of Environmental Education
The discipline of environmental education will be explored through an examination of philosophies, historical events, and issues that have shaped-and continue to shape-the field. Students will read and explore issues such as barriers to participation, social justice, and equity in environmental education, the role of formal and non-formal settings, and the growing interest in connecting STEM with environmental education. Students will examine approaches and practices, their impacts on the discipline and how they impact learning. Through writing, group discussions, and reflective practice, students will gain knowledge and understanding of the fundamentals of environmental education and its role in society, education, and the scientific community. Throughout the course, participants will reflect on and develop their own environmental philosophy, while compiling a toolkit of resources to help them become more effective and reflective educators.
Credits: 4
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NSEE 8150 - Applications of Environmental Education: Field Experience
This course allows students who are completing a field-based research study, internship, or other special project to synthesize, reflect, and apply their learning to current issues in environmental education. Interest areas may include equity and inclusion, early childhood, conservation psychology, citizen science, and more.
Credits: 2-4
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PHYS 1120 - Astronomy
Goals: To engage students in scientific observation and thought through astronomy, and to share a sense of wonder about the Universe.
Content: Ancient astronomy, planetary motion, telescope optics, image processing, stars and their lifecycle, galaxies, large-scale structure, cosmology.
Taught: Annually
Credits: 4
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PHYS 1150 - Algebra-Based Physics I
Goals: To introduce science and non-science majors to the basic concepts of physics to develop skills in formulating and solving both theoretical and experimental physics problems in the areas of kinematics.
Content: The topics of kinematics, Newton’s second law, energy, and momentum will be covered both in translation and rotation, simple harmonic motion and elasticity, fluids, and thermodynamics
Taught: Fall term.
Prerequisites: High school algebra and elementary trigonometry.
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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PHYS 1160 - Algebra-Based Physics II
Goals: To introduce students to the basic concepts of physics to develop skills in formulating and solving both theoretical and experimental physics problems in the areas of optics, circuits, waves and heat.
Content: Topics include waves and sound, electricity and magnetism, DC and AC circuits, and optics.
Taught: Spring term.
Prerequisites: PHYS 1150
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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PHYS 1230 - General Physics I
Goals: To introduce students to the basic concept of physics, and to develop skill in formulating and problem solving both theoretical and experimental physics problems in
the areas of kinematics using calculus.
Content: The topics of kinematics, Newton’s second law, energy, and momentum will be covered both in translation and rotation, fluids, and thermodynamics.
Taught: Spring term
Prerequisite: MATH 1170.
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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PHYS 1240 - General Physics II
Goals: To introduce students to the basic concepts of physics to develop skills in formulating and solving both theoretical and experimental physics problems in the areas of optics, circuits, waves, and heat using calculus.
Content: Topics include waves and sound, electricity and magnetism, DC and AC circuits, and optics.
Taught: Fall term.
Prerequisites: PHYS 1150 or 1230, and MATH 1180 or by permission 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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PHYS 3540 - Modern Physics
Goals: To understand the developments of the late 19th and early 20th century in the field of physics.
Content: Relativity, the discovery of the electron, the quantum nature of light, the wave nature of particles, the Heisenberg uncertainty principle, and Schrodinger wave mechanics.
Taught: Spring.
Prerequisites: PHYS 1240 and MATH 3320 or co-registration.
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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PHYS 5930 - Theoretical Mechanics
Goals: To develop an understanding of Newtonian mechanics with emphasis on conservation principles.
Content: Particle dynamics in one and three dimensions with special attention to the central force problem, simple harmonic oscillator, kinematics, dynamics of a system of particles, wave motion, generalized coordinates, and the Lagrangian formulation of mechanics. This course acts as an elective of the Computational Science minor because students model dynamical systems using computer software like Mathematica.
Taught: Annually.
Prerequisite: PHYS 1240 and MATH 3720
Credits: 4
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PSCI 1110 - American Government and Politics
Goals: To introduce students to analytical concepts and frameworks for the study of American national government, and politics, especially as it relates to the question of who gets what, how, and why.
Content: The constitutional framework; political values and public opinion; the role of parties, interest groups and mass media; Congress, the judiciary and the presidency; the policy process in selected substantive areas such as defense, foreign policy, economic management, and civil liberties.
Taught: Annually.
Credits: 4
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PSCI 3540 - Political Research and Analysis
Goals: To introduce fundamental concepts of politics and contemporary methods of political analysis and research.
Content: The development of political science as a discipline, various theories and approaches in political analysis, methods of research in political science, and practical experience in empirical analysis.
Taught: Annually.
Credits: 4
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PSY 1330 - General Psychology
Goals: To introduce the content and methods of the science of psychology. To provide a foundation for the further study of psychology.
Content: Physiological processes, perception, learning and memory, cognition, emotion, development and personality, social processes, psychopathology and psychotherapy.
Taught: Every semester
Credits: 4
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PSY 3350 - Research Methods in Psychology
Goals: To understand the logic of experimental methodology, basic principles of experimental design, data analyses, limitations of experiments, and ethical considerations related to psychology research.
Content: Correlational and experimental research methods, threats to good experimental design, and interpretation of results. Students conduct statistical analysis and write up their own experiment.
Taught: Every semester
Prerequisites: PSY 1330 and a course in statistics
Credits: 4
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QMBE 1310 - Statistics
Goals: To acquaint students with major parametric and nonparametric statistical techniques.
Content: Data organization, simple probability, and sampling distributions; estimation and hypothesis testing; regression and correlation; time series; selected non parametric tests.
Credit will not be given for both QMBE 1310 and PSY 1340 or MATH 1200
Credits: 4
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SOC 1110 - Introduction to Sociological Thinking
Goals: To introduce students to the basic sociological concepts. To show how these concepts are used to analyze society. To increase our knowledge of how society is organized and operates. To encourage creative and critical thinking.
Content: Study of culture, socialization, social institutions such as the family, religion, and government, race, gender, social class, and social change.
Taught: Annually, fall, winter and spring terms.
Credits: 4
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SOC 3930 - Social Research Methods
Goals: To learn how to design and implement a research project. To become familiar with limits and appropriateness of various qualitative and quantitative research methods.
Content: Various types of research methods such as field research, content analysis, and survey.
Taught: Annually, spring term.
Credits: 4
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SPAN 3900 - Advanced Conversation and Composition
Goals: To teach students advanced aspects of oral and written expression in Spanish.
Content: Oral expression, expository and creative writing, syntax, stylistics and idiomatic usage. Some introduction to advanced translation into Spanish.
Taught: Annually
Prerequisite: SPAN 3350 or SPAN 3600
Credits: 4
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SPAN 3910 - Spanish for the Professional
Goals: To provide the student with a working knowledge of the Spanish language and Latino culture as related to the bilingual workplace of the United States and its counterpart abroad.
Content: Work in such technical fields as health care and medicine, education and communication, law enforcement, social services and, in particular, business. Social and cultural issues are also emphasized. Pursuit of individual interests in specific career areas is encouraged. Strong emphasis is placed on relevant cultural issues.
Taught: Annually
Prerequisite: SPAN 3350 or SPAN 3600
Credits: 4
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SPAN 5300 - La cultura popular en América Latina
Goals: To engage in the collaborative and interdisciplinary study of various forms of popular culture in Latin America (festivals, music, foods, television, sports, etc.). To appreciate how both the Humanities and the Social Sciences can help us understand the social, historical, political, economic, and aesthetic dimensions of cultural practices. To improve one’s spoken Spanish through class discussion and formal presentations on a research topic.
Content: In the first half of the semester we learn how popular culture is defined and studied, and through readings, lectures, and class discussion we examine a range of popular Latin American cultural figures and practices. By mid-semester students will have formed working groups and chosen study topics, which they will research individually and collaboratively for several weeks. Finally, in a graduated series of oral presentations, students will teach classes on the popular culture genre they researched (e.g., comic books), and will lead us in interpreting a specific example of that genre (e.g., the Chilean comic book Condorito). Although some course readings are in English, all lectures, writing assignments, exams and presentations will be in Spanish.
Taught: Alternate years.
Recommended Prerequisite: SPAN 3900 or 3910
Credits: 4
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SPED 7071 - Traumatic Brain Injury 101
Gain a better understanding of a brain injury and its impact on school-age children and how this affects in classrooms.
Study selected information in neuroanatomy, what happens when the brain is injured, measures used to label the severity of an injury, and the recovery process. Discuss how a brain injury affects the entire family and the importance of working collaboratively with medical and community agencies. Explore instructional strategies to employ in classroom settings. Become familiar with the Minnesota special education criteria for traumatic brain injury (TBI).
Credits: 2
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SPED 7072 - TBI: Emotional/Behavioral Issues
Understand the neuroanatomy of an injured brain and how students may deal with resulting emotional and behavioral issues.
Examine the current research for TBI cases in the areas of medication therapy, sexuality, chemical dependency, friendships, depression, and challenging behaviors. Review specifics for identifying, evaluating, and observing behaviors and discuss the use of specific strategies for changing those behaviors.
Credits: 1
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SPED 7075 - Introduction to Childhood Sleep Disorders
This is an introductory course that will examine childhood sleep disorders. Students can expect to learn basic information about childhood Insomnia, Sleep Apnea, Restless Leg Syndrome, and night terrors and bedwetting. Students will learn about the causes and increased risk factors that contribute to sleep disorders in children. Basic interventions, treatment options, and strategies appropriate for children with sleep related disorders will also be discussed in this course. This course will also discuss the impact of childhood sleep disorders on parents and caregivers.
Credits: 1
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SPED 7076 - Introduction to Childhood Depression
This is an introductory course that will examine the impact of depression on children and their families. Particular focus will be placed on how depression impacts cognitive development and learning in children. This class will also explore the most common medical and psychological conditions associated with depression in children. Basic screening and intervention practices will also be discussed.
Credits: 1
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SPED 7081 - Other Health Disabilities 101
Understand the unique needs of students with chronic or acute health conditions.
Examine various medical diagnoses, their effect on students’ educational performance, and the impact on the lives of students and their families. Learn how to implement the state Other Health Disabilities (OHD) criteria and the process of identifying and evaluating students, birth through 21 years. Discuss service options, role of team members, and appropriate educational planning and strategies. Target audience: educators, special educators, related service personnel, administrators, school nurses.
Credits: 2
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SPED 7082 - Cognitive Aspects of Chronic Health
Understand the cognitive and social emotional aspects associated with having a chronic illness.
Address issues of collaboration between educational and medical teams, family and social issues, and ethics related to working with children with chronic illness. Review and discuss research designed to develop an understanding of the effects illness and treatment can have on cognitive functioning. Target audience: educators K-12, school psychologists, speech/language clinicians.
Credits: 1
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SPED 7083 - Biomedical Aspects of Physical and Developmental Disabilities
Become familiar with the medical aspects and terminology used when working with students with physical and health disabilities.
Knowledge and skills covered include genetics and heredity, pediatric pharmacology, and secondary health care issues accompanying various syndromes, birth defects and medical diagnoses. Collaboration among families, medical providers, and school personnel will be emphasized. NOTE: Required course for Certificates in Other Health Disabilities and Traumatic Brain Injury. Online login and course information at www.hamline.edu/education/online. Target audience: educators, special educators birth-21, school nurses, psychologists, therapists, and related service personnel.
Credits: 2
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SPED 7084 - Neurobiological Disorders
Gain an understanding of neurobiological disorders (NBD) and their effects on educational performance. Through the use of texts and web-based information, study the history of NBD, criteria and definitions, common diagnoses, service options, and the roles of team members through the evaluation and implementation process.
Credits: 2
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SPED 7085 - ADHD Learners
Develop skills to understand the diagnosis of AD/HD, including recent brain research.
Learn the impact that AD/HD has on a student’s social, academic, and psychological functioning, along with practical strategies to assist the student in the classroom. Discuss the following topics: differentiating AD/HD from other disorders, brain-based research, special education and 504 accommodations, social skills, organizational skills, and academic modifications. Target audience: educators, special educators K-12.
Credits: 1
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SPED 7089 - Introduction to Shaken Baby Syndrome
Abusive Head Trauma/Shaken Baby Syndrome is a traumatic brain injury in infants and young children that is the result of child abuse. It is also the leading cause of death and long term disability for infants/young children and over half of the survivors will enter the educational system with complex educational needs. This introductory course will address the cause, warning signs, risk factors, and outcomes associated with it. An understanding of the medical aspects of the mechanism of injury and diagnosis process will be explained as well as family/caregiver impact and family grief/loss issues over the child’s lifespan. Since a significant number of shaken baby syndrome survivors will enter the classroom with behavior disorders, we will also discuss tools such as functional behavior assessment and use of positive behavior intervention and supports to get the most out of evidence based behavioral interventions. The course will conclude with an overview of prevention strategies, associated Minnesota laws, and Minnesota child abuse/neglect mandatory reporting laws. A list of additional resources and information will be provided to utilize beyond this course.
Credits: 1
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SPED 7100 - ASD: Introduction and Overview
The incidence of autism spectrum disorders has increased significantly, and schools are charged with creating appropriate programs.
Examine autism and Asperger Syndrome, educational criteria, identification and assessment, personal perspectives, teaching strategies, and family issues. Discuss specific research related to autism and educational practices. Address the effects of autism on families, as well as how to include the family in educational planning. Target audience: educators, administrators, autism resource specialists, special educators P-12, and related services personnel.
NOTE: This course is required for completion of the Autism Spectrum Disorders Certificate.
Credits: 2
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SPED 7101 - Proactive Behavior Management
Too often, students with autism are ‘treated’ with behavior management strategies that expect the student to have necessary skills in the areas of emotional regulation, perspective-taking, and executive functioning. The emergence of scientific information regarding behavior and brain function should compel us to rethink many of our preconceived ideas about challenging behaviors and the strategies we use for intervention. In addition, research regarding emotional regulation development and sensory systems deficits, offers us an increased understanding of why our students struggle in specific situations.
This class examines behavior management philosophy, sensory and emotional regulation research, tools for Functional Behavior Assessments, and strategies for writing Positive Behavior Support Plans for students on the autism spectrum.
Note: This course is required for the completion of the Autism Spectrum Disorders certification and may also be taken as an elective for the Other Health Disabilities Certificate.
Prerequisite: SPED 7100
Credits: 2
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SPED 7102 - Assessment: Identification and Planning for the Student with ASD
Become competent in the identification and assessment of individuals with autism spectrum disorders.
Review Minnesota state criteria for the process of identification, assessment and educational planning for students with autism spectrum disorders. Effectively select, utilize, and report results using appropriate tools for evaluation of autism spectrum disorders. Write your own comprehensive evaluation report based on results obtained from testing an individual to which you have access.
Online login and course information at www.hamline.edu/education/online. Target audience: educators, administrators, autism resource specialists, special educators P-12, and related services personnel.
NOTE: This course is required for completion of the Autism Spectrum Disorders certificate.
Prerequisite: SPED 7100
Credits: 2
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SPED 7103 - Communication, Assessment, and Intervention for Learners with ASD
This course is required for students pursuing the ASD license (meets required competencies). It is one of two choices for an assessment class in the ASD certificate program, providing educators with an overview of the communication characteristics of individuals with ASD and exploring current assessment tools and strategies related to communication. The following areas will be addressed: development of social communication and its relevance in ASD, communicative characteristics across the autism spectrum, formal and informal assessment tools and strategies currently used to evaluate communication, including the use of informal tests to evaluate communicative functions, social communication, non-verbal language and play skills, use of assessment results to identify needs and develop intervention plans, and principles of guiding language intervention in ASD.
Credits: 2
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SPED 7104 - Intervention and Strategies for Students with ASD
This course examines how to organize and structure learning environments and integrate various evidence based strategies/interventions to support learners on the autism spectrum. This is a required course for both the ASD license and ASD certificate and is intended to be completed near the end of your ASD licensure/certificate.
Credits: 4
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SPED 7105 - Collaborative Transition Programming to Support Individuals with ASD Across Ages
The intent of this course is to develop an understanding of the impact an autism spectrum disorder has throughout an individual’s educational, employment, and independent living environments. Emphasis will be on the characteristics, issues, and essential elements for effective transition involved in the education and support of adolescents and young adults across the spectrum.
Participants will learn effective strategies based on current research they can use to teach individuals with ASD how to manage, cope, contribute, and succeed in educational, home, employment, and community environments. Collaboration among multidisciplinary team members involved in the assessment of academic, functional, social communication, employment, and independent living abilities will be a major focus of this course. A variety of educational approaches will be explored. Participants will integrate, apply, and evaluate strategies learned and have the opportunity to share and reflect on the results with their classmates.
The overall goal of this course is to teach educators and other team members how to prepare self-determined individuals able to advocate their wishes, goals, needs, and accommodations. Curricular options will be carefully considered to provide opportunities related to an individual’s interests, strengths, instructional level, self-understanding, self-regulation, and self-determination.
This is a requirement for the ASD license and an elective course for the ASD certificate. It is intended to be completed near the end of the ASD license/certificate.
Credits: 2
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SPED 7106 - Social Cognition
Recognizing differences in learning and perception is essential to teaching individuals on the autism spectrum. Individuals with ASD have unique social cognitive processing styles and needs that impact their participation in school and the community. In addition, they face unique challenges with executive functions such as organization, planning/prioritizing, and social self-monitoring. In this course, participants will gain advanced knowledge of social cognitive and executive function differences for individuals with ASD, learn about formal and informal assessment tools, and learn how to design and implement instructional programs that promote social participation and interpersonal interactions. The strategies explored in the course specifically target promoting skills in: social understanding, self-monitoring/self-advocacy, problem solving, cognitive flexibility, and effective organization, planning, and time management skills.
Course assignments and resources access information from a variety of sources such as peer reviewed journal publications, text selections, web-based resources, direct student-application opportunities, and small group interaction to engage in relevant professional development and reflection, to increase knowledge and skill as a special educator, and inform your instructional practices with students and families. This course is a required course for the ASD licensure and an elective course for those seeking the ASD certificate.
Credits: 2
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THTR 1130 - Dance I
Goals: To demonstrate an understanding of basic modern and jazz dance techniques through proper warm-up, the performance of across-the-floor combinations, a sensibility to music and/or rhythmic structures, and proper use and alignment of the body in terms of mechanical functioning. To acquire an awareness of movement relative to the use of space, time, and weight. To participate in structured improvisation as a vehicle for individual movement expression. To develop an understanding and awareness of modern and jazz dance as a performance art. To acquire an understanding of modern dance relative to its historical, social, and cultural contexts.
Content: An introduction to modern and jazz dance technique. Performance of fundamental elements which comprise: warm-ups, center floor sequences and combinations, and across-the-floor combinations. Basic elements of dance composition and improvisation.
Taught: Each semester.
Credits: 4
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THTR 1230 - Acting Fundamentals
Goals: To introduce the uninitiated student to the basic principles of acting training: physical discipline, vocal control, individual expression, and intellectual/emotional exploration of the role.
Content: An active, participation-based course, students should expect to participate in a variety of beginning level acting training techniques such as textual analysis, voice and breathing techniques, improvisation, group exercises, monologue development and/or scene performance. No prior experience necessary.
Taught: Each semester
Credits: 4
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THTR 1420 - Technical Theatre
Goals: To introduce the theories and practical skills of technical production in theatre. To develop a basis for further work in theatrical design and to qualify the student for theatrical production work.
Content: Materials, methods, and planning skills used in scenery, lighting, costumes, and properties. Projects in basic drafting, computer-aided design, construction, electricity, and electronics.
Taught: Annually.
Credits: 4
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THTR 3150 - Topics in Theatre History
Goals: To study the broad and diverse history and literature of the theatre through special topics determined by genre, theme, and historical significance.
Content: Topics may include Musical Theatre History, Theatre and Military Combat: From the Greco-Persian Wars to Current Conflicts in Afghanistan and the Middle East, Queer Identities on Stage: Then and Now, Experimental Visions: Off-Broadway and Off-Off-Broadway, etc.
Note: Students may register for this course more than once for different topics.
Prerequisite: None; however, THTR 1120 is recommended
Credits: 4
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THTR 3160 - The Modern Stage: 1870 to the Present
Goals: To become familiar with the broad and diverse history and literature of the theatre over the last 150 years; the practical theories of acting, design and directing; the latest research in dramatic criticism; and the ways in which the study of theatre encourages
cross-disciplinary thinking.
Content: Representative texts from 1870 to the contemporary moment with special focus on women, people of color, and LGBTQ theatre artists.
Taught: Spring term
Prerequisite: None, though THTR 1120 is recommended
Credits: 4
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THTR 3440 - Scene and Lighting Design
Goals: To develop an awareness of the principles and techniques of the scene and lighting designer’s art. To qualify the student with appropriate skills for work as a beginning designer.
Content: Script analysis, concept development, visual research, and the use of design elements in the service of coherent and unified production. An exploration of the variety of design styles and the development of rendering, drafting (construction and light plot), collage, and model making skills.
Taught: Alternate years.
Prerequisite: THTR 1420 or instructor permission.
Credits: 4
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THTR 3450 - Costume Design
Goals: To introduce principles and practices in the design and execution of costumes for the stage. To prepare the beginning costume designer.
Content: Script and visual research and use of design principles to create costumes appropriate to both individual character and the production as a whole. Summary of development of western dress, figure drawing, rendering skills, and research methods together with the nature and decoration of materials, pattern development, draping, assembly, and finishing methods.
Taught: Alternate years.
Prerequisite: THTR 1420 or instructor permission.
Credits: 4
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THTR 3700 - Children’s Theatre
Goals: To provide a combined study of the theories and practical processes involved in creating and presenting theatre for children.
Content: Participants for the course are selected by audition to prepare and tour a participation theatre play for children. In addition to the rehearsal and performance components of the course, there are units of study in script analysis, the development of theatre for children, types of theatre for children, performing for and with children, and an introduction to the roles that theatre can play in an educational setting.
Taught: Annually, winter term.
Prerequisite: Course participants must be cast in the touring children’s play.
Credits: 4
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THTR 3750 - Creative Drama and Creative Dance for the Classroom Teacher
Goals: To introduce the theories and methods of developing successful lessons in creative drama and creative dance for the classroom teacher.
Content: Theories, history and evolution of creative drama and creative dance as a subject area. Methods and considerations in planning lessons for different age and ability groups. Resources for the classroom teacher. Ways to integrate creative drama and creative dance with different subject areas.
Taught: Periodically in summer term
Credits: 4
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THTR 5520 - Stage Direction
Goals: To train the student in the essential principles of directing through play analysis, practical exercises, and scene staging.
Content: Emphasis on practical application through the staging of selected scenes from the modern theatre and exercises in composition, interpretation, and movement. Serious and comic texts, staging for traditional and open-stage forms, and the director’s work with script, actor, and designer.
Taught: Annually.
Credits: 4
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THTR 5910 - Senior Theatre Project and Seminar
Goals: To provide senior theatre majors with the opportunity to demonstrate their professional abilities through the creation of a substantial research or production project and to prepare students for the transition to careers and/or graduate school.
Content: This seminar course focuses on the development of the performing arts professional. Topics include issues in ethics, union and professional association membership, career planning strategies, graduate schools and advanced training opportunities, parallel industry careers, and analyzing growth and change in the performing arts. Parallel to these seminars participants will also be developing their senior project. Techniques for the written and visual documentation of a performance will be examined as well as individual meetings with the project advisor.
Taught: Annually
Credits: 2 credits fall; 2 credits spring
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URED 7724 - Culturally-Relevant Pedagogy
Hear authentic voices and make cross-cultural connections with leaders of many cultures.
Expand your multicultural knowledge and add to your repertoire of cross-cultural strategies to connect with students in classrooms of today. Explore and create organizers for including new cultural knowledge and integrating higher order thinking skills, problem solving strategies, motivation, and multiple intelligences into planning for instruction.
Credits: 2
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URED 7725 - Linking Communities to Classrooms: Contextualizing Student Learning
Learning can be meaningful, engaging, and permanent when made contextual.
Develop a knowledge base regarding historical, socio-economic and political factors impacting urban schools. Build upon the rich and diverse out-of-school experiences of urban learners through readings, lesson plan development, reflection, and interaction with families and communities. Leave with instructional strategies and resources for your school site.
Credits: 2
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URED 7731 - Interpersonal Dynamics: Racism
An intensive conversation on the dynamics of racism and how it affects adults and learners personally.
The study circle dialogues are interactive and instructive through reflective engagement, readings and videos. The quality and integrity of the dialogues depend upon commitments to honest, open and respectful speech; to remain in conversation; and to mutual development and transformation. It requires physical, emotional and intellectual presence. This course will enhance your knowledge base and equip you for social action.
Credits: 2
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WRIT 8000 - MFA Core
The MFA journey begins with a core seminar course, “Writers and Readers, Creators Both.” The course is a reading-intensive examination of the relationship between reading and writing. Students expand their knowledge of the craft of writing and the use of literary texts as guides for their own work. They also learn the value of giving and receiving constructive feedback, and increase their understanding of the creative process and of the relationship between writer and reader.
Credits: 4
Note: MFA required
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WRIT 8010 - Composition Theory and Pedagogy
This course introduces students to the theory and practice of teaching writing at the college level. Students will examine a range of composition philosophies and pedagogies, including expressive, rhetorical, collaborative, cultural, and critical approaches. Through extensive reading and peer-reviewed demonstrations, students will learn and practice a process-based approach to teaching critical thinking, reading, and writing skills in the writing classroom. Students will learn strategies for designing courses and assignments, facilitating discussions and peer reviews, integrating technology and research methods, and responding to writing through tutorials and written evaluations. Readings and presentations by practitioners will also introduce students to the philosophies and practices of Writing Across the Curriculum, the Writing Center, and second-language and basic writing instruction.
Credits: 4
Note: MFA pre-professional
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WRIT 8063 - The Creative Process
“There are three rules for writing the novel. Unfortunately, no one knows what they are.” — W. Somerset Maugham
After all the courses, the critiques, and The Capstone, Hamline’s MALS and MFA graduates move into their spheres of influence to participate as creators. A working relationship with the creative process is a vital part of that transition, as well as a foundation for the work students do as creators within their graduate program. This course is structured as an investigation and an experiment. Each student will identify the elements of “right practice” for a productive individual approach to generating, developing, and bringing new ideas to fruition. We’ll study the testimonies of writers, artists, musicians, mathematicians, scientists, psychologists, philosophers and other creative minds for patterns and collective wisdom. We’ll consider theories and models for the workings of the creative process across disciplines. Most importantly, each student will observe their own creative process through a series of exercises and experiments. Course requirements include an attitude of curiosity and a willingness to experiment, substantial reading and discussion, completion of a detailed process journal, and a critical essay which both makes a creative contribution to the conversation and reflects the theories, models, and experiments undertaken during the semester.
Credits: 4
Note: MFA elective
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WRIT 8110 - Groundings in the Craft: Elements of Poetry
In this course, students study important elements of poetry: metaphor, simile, voice, forms and structures for poems, free verse structures, and the image.
Credits: 4
Note: MFA required
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WRIT 8115 - Poetry Workshop
The workshop will focus on intensive writing and revision, reading and responding to each other’s work, and a small amount of required reading (e.g., literary examples and craft essays). Students will submit drafts of poems to their instructor and fellow students for review. Workshop participants will prepare and share critical responses to each other’s writing in a supportive, rigorous, and constructive workshop environment with the emphasis on craft. The goal of the workshop is to strengthen our knowledge of craft through the examination of our own work as the primary texts. To that end, we will identify each piece of writing’s accomplishments as well as those elements of craft that are not yet working and might benefit from further revision. Students will continue to develop an individual writing practice in preparation for thesis.
Prerequisites: WRIT 8000 and 8110 (may be taken concurrently with WRIT 8115)
Credits: 4
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WRIT 8120 - Groundings in the Craft: Elements of Creative Nonfiction
This foundation class explores the fundamental craft skills and broad structural subgenres of creative nonfiction.
Credits: 4
Note: MFA required
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WRIT 8125 - Creative Nonfiction Workshop
The workshop will focus on intensive writing and revision, reading and responding to each other’s work, and a small amount of required reading (e.g., literary examples and craft essays). Students will submit drafts of individual pieces or chapters to their instructor and fellow students for review. Workshop participants will prepare and share critical responses to each other’s writing in a supportive, rigorous, and constructive workshop environment with the emphasis on craft. The goal of the workshop is to strengthen our knowledge of craft through the examination of our own work as the primary texts. To that end, we will identify each piece of writing’s accomplishments as well as those elements of craft that are not yet working and might benefit from further revision. Students will continue to develop an individual writing practice in preparation for thesis.
Prerequisites: WRIT 8000 and 8120 (may be taken concurrently with WRIT 8125)
Credits: 4
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WRIT 8130 - Groundings in the Craft: Elements of Fiction
The focus is on the fundamentals of writing fiction: character development, scene, plot, narrative voice, structure, setting, and dialogue.
Credits: 4
Note: MFA required
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WRIT 8135 - Fiction Workshop
The workshop will focus on intensive writing and revision, reading and responding to each other’s work, and a small amount of required reading (e.g., literary examples and craft essays). Students will submit drafts of short stories or novel chapters to their instructor and fellow students for review. Workshop participants will prepare and share critical responses to each other’s writing in a supportive, rigorous, and constructive workshop environment with the emphasis on craft. The goal of the workshop is to strengthen our knowledge of craft through the examination of our own work as the primary texts. To that end, we will identify each piece of writing’s accomplishments as well as those elements of craft that are not yet working and might benefit from further revision. Students will continue to develop an individual writing practice in preparation for thesis.
Prerequisites: WRIT 8000 and 8130 (may be taken concurrently with WRIT 8135)
Credits: 4
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WRIT 8206 - The Literary Memoir
Discovering a pattern or shape hidden under the surface of past events is the great joy of both writing and reading creative nonfiction. Bringing these patterns to the surface is often the key to transforming human experience through an artistic vision. It uses structure, voice, form, and language to make literature from the constraints and complexities of personal experience. In so doing, literary memoir shares some of the strategies and ambitions of literary fiction and the personal essay. “All narrative is metaphor,” wrote Mary Oliver, and that double vision will be integral to our approach in this class. We’ll read examples of the literary memoir that represent excellence, innovation, and practical strategies in this evolving form. We’ll examine and experiment with the process of confronting personal material with the intensity required by the art of memoir. This course will require students to focus on craft; as a result, the content of individual memoirs will not be our focus. Instead, we will look at strategies each writer can use to convey their particular material. Course requirements include substantial reading, weekly exercises, critical commentaries, and a major creative piece.
Prerequisites: WRIT 8000 and WRIT 8120 (may be taken concurrently with WRIT 8206)
Credits: 4
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WRIT 8210 - Currents in Poetry: Riding the Waves as Editor and Writer (Water~Stone Review)
What urgency moves a poem out of the pile and onto the page for publication? Contemporary poetry boasts multiple aesthetics and thousands of poems making the rounds of literary magazines. How do editors choose what to publish? How do writers navigate the currents of contemporary poetry, making a place in it yet remaining open to diverse influences and in turn influencing it? As members of the Water-Stone Review poetry editorial board, you will work from the perspectives of editor and writer to engage with the ‘thrill of the big littles.’ The ‘big little’ magazine or literary journal traditionally has determined the parameters of American poetry, both establishing standards and featuring edgy new arrivals; that process, one editor suggests, “keeps writers writing and their work flowing … . ” How will thinking—and seeing—as an editor influence your work? You will read, discuss, and select poetry submissions to Water-Stone Review, explore other literary journals, study essays on poetic craft, complete short writing exercises, and prepare poems for submission to journals of your choice. Students will revise and workshop at least one selection of their own work in this course as they prepare their journal submissions.
Prerequisite: WRIT 8110 or permission of the instructor
Credits: 4
Note: MFA pre-professional
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WRIT 8220 - Creative Nonfiction Today: Navigating the Craft as Editor and Writer (Water~Stone Review)
Why is one creative nonfiction magazine submission forgettable, another indelible? What’s right, and wrong, with nonfiction journal submissions? What gives your essays and memoirs the za-za-zoom that leads editors to love your work, pass on the others? What’s the difference between workshop critique and editorial interrogation? How does contemporary editorial taste intersect with agreed-upon elements of literary quality, and which editors prefer which sorts of nonfiction form? Where does nonfiction live in the indie magazine scene now, and where might your work fit? Through lively and immersive work on the CNF editorial board of Water~Stone Review, you will analyze and select from manuscripts submitted to the journal, study journals publishing nonfiction today as well as craft essays illuminating the contemporary conversation about the genre, and prepare your own CNF for submission to magazines of your choice. Students will revise and workshop at least one selection of their own work in this course as they prepare their journal submissions.
Prerequisite: WRIT 8120 or permission of the instructor
Credits: 4
Note: MFA pre-professional
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WRIT 8230 - The Successful Story: Fiction Through the Lens of Editor and Writer (Water~Stone Review)
What moves a story beyond first cut? What does it take for a story to beat out hundreds of others on the path to publication? What’s the quality of fiction being submitted to national literary journals? Where does our own work fit into the wide range of publishing possibilities? How does editorial work change your fiction forever? In this dynamic, hands-on class, students will take on the role of fiction editorial board for the next issue of Water~Stone Review. Working as a team of editors and writers, we will ask the same questions of our own work that we ask of others: What does it take to succeed? Is quality simply a matter of taste? Is publication purely subjective? Class work will include submission screening, short writing exercises, and the study of national literary journals with an eye toward future placement of our own fiction.
Prerequisite: WRIT 8130 or permission of the instructor
Credits: 4
Note: MFA pre-professional
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WRIT 8350 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Plot
In this session, students study the fundamentals of the craft of plot in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors, discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8351 - Creative & Critical Writing: Level 1
In this semester-long intensive seminar, students are introduced to the craft and process of writing for children and/or young adults. They can choose to focus on the picture book, the novel (middle-grade,young adult, graphic, or verse), comics, poetry, nonfiction, or a combination. Each month students do the following: (1) they do extensive creative writing and revision in response to detailed feedback from faculty advisors; (2) they complete brief annotated bibliographies based on assigned reading; and (3)they write short critical essays based on issues of craft or topics of interest that arose from their own creative work or from assigned reading.
Credits: 8
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WRIT 8352 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Character
In this session, students study the fundamentals of the craft of character in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8353 - Creative & Critical Writing: Level 2
In this semester-long intensive seminar, students are taken deeper into the craft and process of writing for children and/or young adults. They can choose to focus on the picture book, the novel (middle-grade, young adult, graphic, or verse), comics, poetry, nonfiction, or a combination. Each month students do the following: (1) they do extensive creative writing and revision in response to detailed feedback from faculty advisors; (2) they complete brief annotated bibliographies based on assigned reading; and (3) they write short critical essays based on issues of craft or topics of interest that arose from their own creative work or from assigned reading.
Credits: 8
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WRIT 8354 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Point of View
In this session, students study the fundamentals of the craft of point of voice and voice in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8355 - Creative & Critical Writing: Level 3, Extended Critical Essay
In this semester-long intensive seminar, students research and develop a topic relevant to their creative work into a 15-20 page critical essay. They continue to explore the craft and process of writing as they work on the continuation of creative projects or experiment with new work. They also develop a lecture based on their critical thesis to be given during the ensuing residency.
Credits: 8
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WRIT 8356 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Setting/Worldbuilding
In this session, students study the fundamentals of the craft of setting/worldbuilding in picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8357 - Creative & Critical Writing: Level 4, Creative Thesis
In this semester-long intensive seminar, students complete a book-length creative project or a series of picture books that illustrates mastery of the craft in their chosen genre(s) and demonstrates their ability to establish an independent artistic process. They also prepare a public reading based on their creative thesis to be given during their final residency.
Credits: 8
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WRIT 8358 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Theme/Vision
In this session, students study the fundamentals of the craft of theme/vision in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8400 - Form and Vision in Poetry
Topics vary. Some recent examples are: Obsession, Grand Acquisitions, and American Lyric. Please see individual section descriptions for more information.
Prerequisite: WRIT 8000 (may be taken concurrently with WRIT 8400)
Credits: 4
Note: MFA topics
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