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2019-2020 Graduate Bulletin [Archived Bulletin]
Courses
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ANTH 1160 - Introduction to Anthropology
Goals: To introduce the approaches and perspectives of the anthropological study of human beings. To survey the ways human cultures shape and are shaped by historical, environmental, biological and social forces. To introduce the importance of context in social research.
Content: Introduces key concepts, basic content, approaches and key questions of sociocultural anthropology, archaeology, biological anthropology and linguistic anthropology. Provide students with a working knowledge of categories of key anthropological vocabulary, research orientations and practices. Consistent with the anthropology department’s commitment to high impact, experiential learning, this class includes regular field exercises requiring students to apply class content outside of the classroom.
Taught: Annually, both semesters
Credits: 4
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BIOC 3820 - Biochemistry I
Goals: Living organisms can be described as open thermodynamic systems in which exergonic and endergonic events are coupled in the process of growth and reproduction. We will examine aspects of cellular metabolism with particular attention to the integration and regulation of cellular systems. Modern biochemical techniques will be introduced in laboratory exercises.
Content: Molecular basis of cellular function, protein structure/function relationships, enzyme function and kinetics, reaction mechanisms, energetics and catabolism, biosynthesis of cellular macromolecules.
Taught: Fall term.
Prerequisites: BIOL 3060 and CHEM 3460, or permission of instructor. BIOL 3050 is strongly recommended.
Corequisite: BIOC 3820 Biochemistry I LAB
Credits: 4
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BIOL 1510 - Integrated Concepts in Biology I
Goals: This course is the first course in a sequence of two. It provides an introduction to biology’s core concepts from molecules through cells including information, evolution, cells, emergent properties, and homeostasis. This flipped course emphasizing collaborative learning and problem solving. The weekly laboratory focuses on core competencies of the process of science, the interdisciplinary nature of modern biology, data interpretation, quantitative skills, communication in multiple formats, and experience with large databases.
Content: Introduction to biology’s core concepts from molecules through cells including information, evolution, cells, emergent properties, and homeostasis. Many course examples emphasize human biology. This course is using a new approach to teaching introductory biology that is based on the first principles of learning: students learn best when they construct their own knowledge, when their learning builds upon previous knowledge, and when knowledge is relevant to students’ lives.
Taught: Fall term
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 1520 - Integrated Concepts in Biology II
Goals: This course is an introduction to biological concepts and principles at and above the level of the organism. It is the 2nd half of a year-long introduction to biology. The weekly laboratory emphasizes core competencies of the process of science, the interdisciplinary nature of modern biology, data interpretation, quantitative skills, communication in multiple formats, and experience with large databases.
This course is using a new approach to teaching introductory biology that is based on the first principles of learning: students learn best when they construct their own knowledge, when their learning builds upon previous knowledge, and when knowledge is relevant to students’ lives.
Content: Broad topic areas in this course include evolution, information transmission, the cell as the fundamental unit of life, homeostasis, and emergent properties, and they will be explored from the organismal to ecological system levels.
Taught: Spring term
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 3050 - Principles of Genetics
Goals: To acquire an understanding of the basic principles of transmission genetics, molecular genetics and population genetics. Students will be able to explain these principles and discuss projects and problems in which these principles are relevant. To gain experience in the practice of science by posing scientific questions, designing experiments or observations to answer these questions and presenting the results of these studies in a public forum. To increase skills in the following areas: Oral and written communication, use of the computer as a scientific tool, functioning as a member of a goal directed team.
Content: Mendelian genetics, genetic mapping, cytogenetics and chromosome abnormalities, genetic engineering methods and applications, genomics, gene regulation and developmental genetics, the genetics of cancer, population genetics and microevolution.
Taught: Fall term
Prerequisites: CHEM 1130 or CHEM 1500 (grade of C- or better) or concurrent registration; BIOL 1820 (grade of C- or better), or consent of the instructor
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 3400 - Comparative Vertebrate Evolution and Anatomy
Goals: To investigate the form and function of anatomical features of a variety of animals, using the comparative method to assess the relative importance of evolutionary history and differing environments on morphology. Dissection with be emphasized.
Content: The evolution and integration of morphology, with emphasis on the roles of homology, ontogeny and adaptation to diverse environments as influences on form and function
Taught: Alternate years, spring term.
Prerequisite: BIOL 1800 and 1820, or permission of instructor.
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 3500 - Plant Adaptation and Diversity
Goals: To learn the concepts of classification; to learn representative species of the seed plants, with emphasis on those found in this area; to examine examples of ways in which plants show responses to selection that are integrated across molecular, physiological, morphological, and ecological levels.
Content: Fundamentals of systematics and classification; characteristics and human uses of representative plant families; case studies of plant adaptations to different environments (such as bogs and deserts); field identification of woody and herbaceous plants common in Minnesota.
Taught: Alternate years, spring term
Prerequisites: BIOL 1800 and 1820
Credits: 4
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BIOL 3650 - Invertebrate Biology
Goals: To examine the form, function, reproduction, ecology, and phylogeny of invertebrate animals. To recognize characteristics unique to particular taxa, and homologies that reveal relatedness among taxa.
Content: Principles of phylogenetic analyses; characteristics of major invertebrate taxa; investigation of the ecological relevance of invertebrates through reading and discussion of primary literature. Laboratories will include behavioral and physiological experiments, field trips to study invertebrates in their natural habitats, and surveys of invertebrate phyla.
Taught: Alternate years, spring term
Prerequisites: BIOL 1800 and 1820
Credits: 4
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BIOL 3770 - Population Genetics and Evolution
Goals: To understand the basis of microevolution through population genetics; to demonstrate the uses of molecular genetic data in evolutionary biology; to explore the mechanisms of evolutionary change; and to show how these mechanisms have led to the evolutionary history seen in the fossil record.
Content: The nature of biological variation, genetic structure of populations, Hardy-Weinberg equilibrium, quantitative genetics, principles of evolutionary phylogenetics, evolutionary processes, and the evolutionary history of major taxa.
Prerequisite: BIOL 3050
Credits: 4
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BIOL 3830 - Applied Biotechnology
Goals: This course is a survey of the underlying molecular approaches upon which biotechnological innovations are based.
Content: Topics covered include general strategies for gene cloning, gene transfer, genetic modification of organisms, and large scale production of protein products. The course will examine examples of biotechnological applications in biomedical, pharmaceutical, industrial, forensic and agricultural industries, and will review the history of public discourse and policy development regarding the regulation of biotechnology in the U.S. and around the world.
Prerequisites: CHEM 1140 or 1500, BIOL 3050, and BIOL 3060
Credits: 4
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BIOL 5540 - Aquatic Biology
Goals: To understand the differences and similarities among the various freshwater aquatic ecosystems (lakes, streams, wetlands), and to understand the ecological principles and interactions that govern the distribution and abundance of aquatic organisms. To develop computer skills and writing skills.
Content: Lake origins; glacial history of Minnesota; water chemistry; aquatic ecosystem structure; food web interactions; survey of important aquatic organisms; linkages among terrestrial and aquatic ecosystems; human impacts on aquatic environments (e.g., eutrophication, acidification). Laboratories will include field studies of aquatic environments, case studies, and controlled laboratory experiments.
Taught: Alternate years, fall term
Prerequisites: BIOL 1800 and 1820
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5550 - Microbiology
Goals: Introduction to the biology of microorganisms and the aseptic techniques used to grow and maintain microbial cultures. Practice molecular biology procedures and apply them to the study of microbial function and metabolism. Read and discuss current research in microbiology and related fields.
Content: Microorganisms: their structure, classification and physiological characteristics. Study of the basic principles of bacterial biochemistry and metabolism, genetics and pathogenicity. Introduction to common methods used to control microbial growth, including antibiotics and their mode of action. Overview of viruses, fungi and their role in common diseases. Study the relevance of microorganisms in industrial and environmental processes.
Taught: Alternate years, spring term
Prerequisites: BIOL 3050 and BIOL 3060, or consent of the instructor
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5590 - Ecology
Goals: To demonstrate empirical and theoretical understanding of the relationships between organisms and their biological and physical environment; to examine the distribution and abundance of organisms; to apply quantitative analysis to field-collected ecological data.
Content: Energy flow, ecosystem organization, community structure, organismal interactions, population dynamics, physiological ecology and biome structure.
Taught: Fall term
Prerequisites: BIOL 1800 and 1820
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5600 - Developmental Biology
Goals: To survey developmental processes in a variety of protists, plants and animals. To design and perform experiments that address topics chosen by students, using developmental systems. To practice writing skills.
Content: The genetic basis of development, sexual reproduction, morphogenesis and embryonic development in animals, plant development, pattern formation, regeneration, metamorphosis, and aspects of cancer and aging.
Taught: Alternate years, spring term
Prerequisite: BIOL 3050 and 3060
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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BIOL 5650 - Animal Behavior
Goals: To investigate how and why animals have developed their particular solutions to problems of life such as finding food, shelter and mates, avoiding predators and disease, and producing offspring; to develop skills in observation, experimental design and analysis; to enhance oral and written communication skills; and to develop an appreciation for the alien nature of animal experiences.
Content: Evolutionary theory, behavioral genetics and behavioral ecology will be used to develop methods for exploring the immediate causes, development, adaptive value and evolutionary history of behavioral traits. We will discuss and critique various ethological models and current controversies in the field. Laboratory sessions will stress appropriate experimental design and statistical analysis. Students will gain further skills in experimental design and analysis while conducting independent research in the field or in the laboratory on a topic of their choice.
Taught: Alternate years, spring term
Prerequisites: BIOL 1800 and 1820 or permission of the instructor; BIOL 3050 and 3060 strongly recommended
Credits: 4
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BIOL 5760 - Immunology
Goals: To learn about immune system development, function, and disorders; to become familiar with the theory and application of current methods in immunological research; to gain experience in reading primary scientific literature.
Content: History and theories of immunology with an emphasis on the experiments that defined the major advances in the field; innate and adaptive immunity; humoral and cellular immune responses; antibody gene, protein structure and function; autoimmunity, cancer, HIV, and transplantation.
Prerequisites: BIOL 3050 and 3060
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 1130 - General Chemistry I
Goals: To introduce and develop the fundamental principles of analytical, biological, inorganic, organic and physical chemistry. To provide instruction in fundamental laboratory techniques and to encourage the development of interpretive and problem-solving skills.
Content: Scientific measurement, stoichiometry, energy changes, physical behavior of gases, electronic structure of atoms, periodicity, bonding models including valence bond, molecular orbital and hybridization, molecular geometry, intermolecular forces, properties of solutions, liquids and solids, nomenclature, and chemistry of familiar elements. Gravimetric, volumetric and calorimetric measurements; graphical data analysis.
Taught: Annually
Prerequisite: Higher algebra; high school chemistry is highly recommended
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 1140 - General Chemistry II
Goals: To further develop the fundamental principles of analytical, biological, inorganic, physical and organic chemistry. Emphasis on the development of problem-solving techniques. The laboratory focuses on inorganic qualitative analysis.
Content: Spontaneity and rates of chemical reactions; equilibrium involving gases, acids, bases and salts; acid-base theories; titration theory and practice, electrochemistry, nuclear chemistry, biochemistry, the chemical and physical properties of metals, non-metals and coordination compounds.
Taught: Annually.
Prerequisite: CHEM 1130 (grade C- or better).
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 3240 - Analytical Chemistry
Goals: To introduce and develop the theoretical concepts and laboratory practices of quantitative chemical analysis.
Content: Theory and practice in classical analytical methods and instrumentation; emphasis on ionic equilibria and electrochemistry and their relevance to chemical analysis; application of various software and statistics to analytical problems.
Taught: Annually, spring
Prerequisite: CHEM 1140 or CHEM 1500 (grade of C- or better)
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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CHEM 3450 - Organic Chemistry I
Goals: To develop a broad understanding of practical and theoretical concepts of organic chemistry. Molecular orbital theory and valence bond resonance theory are invoked to describe and explain the reaction of organic molecules. Thermodynamic considerations of 3-dimensional molecular shape are discussed. Instrumental techniques for the assignment of molecular structure are a focus. Modern mechanistic theory of organic chemical reactions is developed in detail.
Content: Introduction to nomenclature, acid/base chemistry in context of organic chemistry, stereochemistry, and an overview of reaction types including substitution, addition, elimination and rearrangement. Some spectroscopy (IR, MS) is also covered.
Taught: Annually, fall
Prerequisite: CHEM 1140 or CHEM 1500 (grades C- or better) or instructor permission
Credits: 4
Note: NOTE: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
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COMM 1100 - Introduction to Communication Studies
Goals: To introduce students to the field of communication studies by providing an overview of approaches to studying communication in a variety of contexts.
Content: An examination of the research and theory related to the dynamics of human communication. The process of attributing and sharing meaning, the effects of nonverbal behavior on interpretation and meaning attribution, the factors influencing interpersonal, small group, organizational, intercultural, and media in the digital age.
Taught: Annually
Prerequisites: None
Credits: 4
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COMM 1110 - Public Speaking
Goals: To help students gain real-life skills in speaking in public, gain confidence, and enhance their ability to deliver oral presentations; to help students achieve the ability to undertake the research process, reason, and effectively identify what needs to be said in a given situation as well as the best way to say it; to practice the skills of critical listening, critical analysis of arguments, and effective advocacy that can enable students to become more engaged in effective and ethical public discourse.
Content: Theories of communication in public settings; factors influencing message creation, construction, and interpretation; utilizing research and evidence in creating effective arguments; adaptation to the communication situation and audience; addressing the diversity of values and viewpoints held by audience members; ethical issues in public communication; factors influencing effective delivery; stage fright.
Taught: Annually.
Prerequisites: None.
Credits: 4
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COMM 1320 - Introduction to Critical Media Studies
Goals: To introduce students to conceptual frameworks of critical media studies; to create savvy media consumers by teaching them to understand forces behind media institutions that influence the ways they create messages; to learn to construct and express oral arguments pertaining to media issues more effectively and more academically.
Content: New media and old media, media theory, communications infrastructure, media ownership, media impact, media policy and law, media ethics.
Taught: Annually.
Prerequisites: None.
Credits: 4
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COMM 3320 - Media in the Digital Age
Goals: To develop a capacity for strategic thinking and understanding of the creation, dissemination, consumption, and impact of mass media messages in the digital age.
Content: Analysis of theoretical approaches to studying and understanding traditional and convergent mass media messages in the digital age. The course examines historical development, current trends in media and communication technology as well as legal and ethical issues that affect individuals, society, democracy and a global community.
Taught: Annually
Prerequisite: COMM 1100 or 1320.
Credits: 4
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DMPS 8510 - Foundations of Cross-Sector Leadership
This course includes a doctoral level introduction to the major concepts, scholarship, thinkers, and practitioners in the fields of leadership across the public, nonprofit, and private sectors. Emphasis will be upon providing students with a broad knowledge of the literature and developing analytical ability to understand, manipulate, and critically evaluate this literature and its concepts.
Taught: Fall
Credits: 4
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DMPS 8520 - Qualitative Research Methods
An examination of critical thinking and qualitative research methods through literature in the field and development of a qualitative research design for a problem of the students’ choosing.
Taught: Spring
Credits: 4
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DMPS 8530 - Quantitative Research Methods
Statistics, regressions, data analytics, and other quantitative tools. Students will develop a quantitative research design for a problem of their choosing.
Taught: Fall
Credits: 4
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DMPS 8540 - Public Policy and Advocacy
This course will examine the theoretical and philosophical approaches used to examine the public policy process. The course will examine the assumptions and limitations of the major perspectives through which public policy and advocacy are viewed. Emerging theoretical frameworks and concepts will also be explored. Through readings, case studies, individual research and group discussions, students will obtain a deeper understanding of the policy process and how policy advocacy and analysis can be used to address significant issues.
Taught: Spring
Credits: 4
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DMPS 8550 - Critical Issues in Change Leadership
This course will combine theory and practice in looking at current complex problems and the role of the public, nonprofit and private sectors in addressing these issues. Through readings, case studies, presentations and research, students will apply their knowledge to developing possible solutions as well as analyzing the type of leadership needed to implement the proposals
Taught: Spring
Credits: 4
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DMPS 8991 - Dissertation I
Students will work with faculty to develop their proposal outline. Students can write a single dissertation or three related papers that are of publishable quality.
Credits: 4
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DMPS 8992 - Dissertation II
Independent work with committee chair on first two chapters of dissertation: 1) Introduction and Literature review for dissertation or 2) Background and Literature review for papers.
Credits: 2
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DMPS 8993 - Dissertation III
Independent work with committee chair on chapter 3 (Methodology) of dissertation or completion of first paper.
Credits: 2
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DMPS 8994 - Dissertation IV
Independent work with committee chair on chapter 4 (data gathering) for dissertation or completion of second paper.
Credits: 2
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DMPS 8995 - Dissertation V
Independent work with committee chair on chapter 5 (analysis and conclusions) for dissertation or completion of third paper.
Credits: 2
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ECON 1310 - Microeconomic Analysis
Goals: To introduce students to theory relating to the economic decisions made by individual consumers and firms in a market economy and to examine the role of government in domestic and international markets.
Content: The topic of this course, deals in depth with choices, especially consumer behavior and the spending decisions, the production decisions of the business firm and how prices and wages are determined in the output and input markets. In addition, this course analyzes consumer and business behavior under various competitive and imperfect conditions, as well as the implications of these for society. We will also study the ramifications of various government policies, predicting the effects of those policies, both positive and negative, on market participants using events and situations in the world.
Credits: 4
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ECON 1320 - Macroeconomic Analysis
Goals: To acquaint students with the structural framework and principles involved in the determination of the level of aggregate economic activity: national income, output, employment, money supply and demand, price levels and open economy macroeconomics.
Content: Analysis of problems of unemployment, inflation, economic growth, trade, money and credit, balance of payments and government policy.
Credits: 4
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EDUC 7140 - Foundations of Bullying Prevention
This course will provide a research base for understanding various types of bullying, the characteristics of those engaged in bullying, and essential intervention elements to successfully address bullying behavior. It will also provide practical strategies for creating system wide change concerning bullying and bystander behavior.
Credits: 4
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EDUC 7141 - Bystander Behavior and Bullying Prevention
This course provides a critical component of system-wide culture change around bullying. Identifying, engaging, and empowering the bystander are key elements to addressing bullying behavior. This course will create a knowledge base about bystander behavior and provide practical strategies to engage bystanders in positive action.
Credits: 2
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EDUC 7142 - LGBT and Gender-Based Bullying
The vast majority of bullying in schools stems from either perceived sexual orientation, gender expression, or both. This course will focus on fostering an environment where all students feel welcomed and safe. It will also provide strategies for creating a gender-expansive classroom as well as a framework for teaching and embracing family diversity. This course will provide skills to respond to anti-gay and gender-related comments often associated with bullying.
Credits: 2
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EDUC 7143 - Cyber Bullying
This course will examine various types of cyber bullying that occur at different age levels. It will provide a knowledge base to successfully address and manage cyber bullying in schools and classrooms as well as provide the tools to work with parents and the community to combat bullying that occurs with social networking.
Credits: 2
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EDUC 7145 - Final Synthesis Bullying Prevention Certificate
The final seminar will use the knowledge and skills gained from the courses in the Bullying Prevention Certificate to develop a 2-3 hour professional development experience for a specific audience. Students will also provide a written synthesis of the experience with overall goals and learner outcomes.
Credits: 1
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EDUC 7201 - Fundamentals Part 1: Counseling the College Bound Student
This introductory course is designed to provide students with an overview of the College Admission Counseling program. Topics to be covered include the need for post-secondary education in today’s world, types of post-secondary education options and training, K-12 college awareness, counseling special populations, identification of key players in college counseling and their roles and responsibilities, ethics and best practices, creating a college going culture, organizing a college and career counseling office/center.
Target audience: Junior high, middle, and high school counselors; career-center specialists; teachers of career classes; individuals interested in developing an independent college counseling practice.
Credits: 4
Note: This course is required for completion of the College Admissions Counseling Certificate.
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EDUC 7202 - Fundamentals Part 2: College Admission Process
The college admission process is complex. This course is designed to provide counselors information to prepare and assist their own students/clients in applying to post-secondary institutions. When students/clients understand career options, they are able to narrow college options. In this course students will understand the various post-secondary options, learn the admission criteria for the various options, and gain knowledge on how to choose a college, identify the elements of a college application, and have the tools to create a college admission program.
Target audience: Junior high, middle and high school counselors; career center specialists and teachers of career classes; individuals interested in developing an independent college-counseling practice.
Credits: 4
Note: This course is required for completion of the College Admissions Counseling Certificate.
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EDUC 7203 - Fundamentals Part 3: Career Development and Assessment
Students will examine the theories and components of career development, career assessment instruments that help students identify their interests, skills, values and abilities, and standardized college entrance exams taken by college bound students as they move towards college admissions. Focus on understanding the strengths and shortcomings of the instruments and learn to select instruments that meet the needs of our students. Help students and clients get to know themselves better so they are prepared to make good decisions about their postsecondary education and ultimately, their careers.
Target audience: Junior high, middle, and high school counselors; career-center specialists and teachers of career classes; individuals interested in developing an independent college counseling practice.
Credits: 4
Note: This course is required for completion of the College Admissions Counseling Certificate.
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EDUC 7206 - Practicum in College Counseling
The practicum portion of the certificate program will guide students to exercise course application with an appropriate student/client age group. Students will complete 65 hours of supervised fieldwork in a local counseling venue. Fieldwork must consist of individual counseling and/or a pre-approved project. Students will also complete the 12-week online portion of the course in which practicum experiences are shared with colleagues and reviewed by the instructor. The volunteer hours may be combined with a research project, but at least 45 hours must be completed on-site. This course will also help you acquire the knowledge and resources to advise students, families, and re-entry adults seeking financial support for a range of post-secondary pursuits.
Prerequisites: EDUC 7201, 7202, and 7203
Credits: 4
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EDUC 7601 - Introduction to Adult Education
This course familiarizes teachers with the field of adult education and its major components. This course explores the theoretical underpinnings of adult learning and how these take shape In today’s adult education classrooms. The course includes an emphasis on the skills needed for adults to transition to deeper engagement within their communities, high school completion, and increasing achievement in careers and post-secondary settings. Sections of the course concentrate on many of the essential components of adult basic learning, including effective communication, numeracy, and literacy.
Credits: 4
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ENG 1210 - British Literatures to 1789
Goals: To survey British literature to 1789 in its cultural and intellectual contexts.
Content: Selected works by such authors as Geoffrey Chaucer, Margery Kempe, Edmund Spenser, William Shakespeare, John Donne, John Milton, Andrew Marvell, and Jonathan Swift.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration
Credits: 4
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ENG 1220 - British Literatures after 1789
Goals: To survey British literature after 1789 in its cultural and intellectual contexts.
Content: Selected works by authors such as Mary Wollstonecraft, William Wordsworth, Jane Austen, Robert Browning, Oscar Wilde, Virginia Woolf, and Tom Stoppard.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 1230 - American Literatures to 1860
Goals: To survey American literature to 1860 in its cultural and intellectual contexts.
Content: Literary forms such as sermon, oral narrative, autobiography, journals, essays, poetry, and fiction. Possible authors and texts: Native American poetry and tales, Cabeza de Vaca, Mary Rowlandson, Sor Juana, Benjamin Franklin, William Apess, Ralph Waldo Emerson, Nathaniel Hawthorne, Edgar Allan Poe, Frederick Douglass, Emily Dickinson, and Walt Whitman.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 1240 - American Literatures after 1860
Goals: To survey American literature from about 1860 to the present in its cultural and intellectual contexts.
Content: Literary forms such as the novel, poetry, and drama that develop themes such as the rise of the city, changing social and personal values, industrialism, and individual alienation. Possible authors: Mark Twain, Kate Chopin, Langston Hughes, William Faulkner, Adrienne Rich, Gwendolyn Brooks, and Maxine Hong Kingston.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 1250 - World Literatures
Goals: To survey literatures of the world in their cultural and intellectual contexts.
Content: Selections and emphasis will vary from semester to semester. Students will gain understanding of literary forms such as the novel, drama, poetry, and essay in different cultural contexts. Typical topics for discussion may include the cross-cultural comparison of forms, colonial and postcolonial experiences, and the effects of globalization.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4
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ENG 3190 - Introduction to Linguistics
Goals: To examine the scientific study of language and language analysis.
Content: Analysis of language in terms of phonetics and phonology (sounds), morphology (word formation), semantics (the meaning system), syntax (sentences and their structure), and language change. Discussion of the relationship between language and neurology, psychology, society, and culture.
Taught: Alternate years
Prerequisite: FYW 1120 or equivalent college writing course
Credits: 4
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ESL 6610 - ESL Learner Mainstream Classroom
Study the theory and techniques related to sheltered instruction. Ensure that all students (especially ELLs) can access grade level content and state standards. Included in the courses is an introduction to second language acquisition and learning as well as the eight components of SIOP (R) (Sheltered Instruction Observation Protocol).
Credits: 1
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ESL 6611 - Technology Enhanced Language Learning
Develop an understanding of how current technologies can enhance the ESL/EFL language curriculum. Learn how to effectively integrate educational technology tools into the language classroom using interactive websites, blogs, wikis, audio/video, mobile apps, cloud and software applications with a focus on good pedagogy. Analyze current research and best practices in the field, view sample practical applications of educational technology, share your ideas and reflections with colleagues, and create lesson plans and projects integrating technologies into your own classroom curriculum.
Credits: 2
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ESL 7100 - Advocating for English Language Learners
Are you advocating for students, programs, and professional status? Learn to enlist support from administrators, parents, community, lawmakers, and the media. Through a series of readings, guest speakers, discussions, and assignments, learn how to speak and write about issues with authority, how to identify and organize potential supporters, and how to take practical steps toward changing policies and attitudes that affect ESL students, programs, and teachers.
Target audience: teachers of ESL/bilingual K-Adult; others who advocate for ESL/bilingual students in a school setting.
Credits: 2
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ESL 7620 - TEFL Certificate Course
Live your dream, teach overseas!
Experience another culture while living and working overseas after earning a Teaching English as a Foreign Language (TEFL) certificate. Gain hands-on experience, spending over 40 hours teaching, observing, and giving feedback in a classroom with English language learners. Our nationally recognized program was established in 1991 and over 1,200 Hamline graduates have taught in more than 40 countries worldwide. Join them!
Note: Application is required for participation in this program. Please visit www.hamline.edu/tefl for course details and an online application.
Credits: 8
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ESL 7634 - Introduction to the Adult English Language Learner: Developing Oral Skills
This course covers the nature of oral communication. Gain an awareness of the form, meaning and use of spoken English and how to present language to learners most effectively. Learn about the principles of teaching listening and speaking, use of authentic materials, and the assessment of oral proficiency and listening comprehension. Develop a basic understanding of the sound system of English: phonetics, stress, rhythm and intonation. Learn strategies for teaching pronunciation. Emphasis is put on developing classroom practices that maximize student participation.
Target audience: ESL teachers of adult learners.
Credits: 2
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ESL 7636 - Course Design for Adult ESL Classes
Adult learners come to educational programs for a variety of reasons: some need basic skills or English for the workplace; some are seeking a GED/high school equivalency; others plan to study in a community college or university. In this course, participants explore the principles of needs assessment and course design and learn tools to develop courses tailored to students’ language and learning needs. They create curricula and materials for use in their own programs that prepare adults for the demands of the 21st century.
Target audience: ABE teachers and adult ESL teachers
Credits: 2
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ESL 7700 - Teacher Leadership in TESOL
The goals of this course are to foster the dispositions, as well as provide MA in TESOL candidates with the knowledge and skills needed in order to serve as leaders in the field of TESOL.
Components of Leadership in TESOL: providing professional development to colleagues, observing and coaching colleagues, serving as a resource teacher, and working with administration on strategic planning for EL services and support.
Taught: Summer
Prerequisite: Completion of ESL licensure
Credits: 2
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ESL 7753 - Testing & Evaluation of English Language Learners
Examine the complex issues of assessment, testing, and evaluation of ESL students, in both ESL and mainstream classrooms. Develop an understanding of the policies, procedures and instruments used in assessing English language proficiency and the academic competency of ESL students. Learn how to use appropriate assessment to improve student performance and how to advocate for students in testing situations.
Target audience: educators K-12.
Credits: 2
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ESL 7770 - Critical Praxis in TESOL
The goals of this course are to foster the dispositions, as well as provide teacher candidates with the knowledge and skills needed in order to critically engage in the field of TESOL.
Components of this course include advocacy, policy, linguistically and culturally sustaining pedagogies, trauma-informed practices, critical issues in the field, immigration, and dual exceptionality.
Taught: Fall
Credits: 4
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ESL 7776 - ESL Methods Part II
Goals: To allow teacher candidates to practice and to demonstrate competence with effective assessment and teaching methodology within K-12 ESL classrooms. Second in a two-course sequence.
Content: Planning curriculum that incorporates national, state and local standards; implementing a variety of instructional strategies to address the needs of diverse learners; using and implementing formative and summative assessments. This course includes 30 hours of clinical experience outside of scheduled class time - dates, times, and school sites to be determined.
Prerequisite: For K-12 ESL licensure candidates - GED 7878 with a grade of B- or better
Credits: 4
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ESL 7788 - 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 responsiveness 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.
Taught: All terms
Credits: 2
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ESL 8100 - Linguistics for Language Teachers
(Formerly ESL 7519)
This course provides a broad, applied introduction to the study of language including morphology (word forms), syntax (sentence structure), semantics (meaning), phonetics and phonology (the sounds of language). The application of linguistic analysis skills to language instruction is addressed.
Credits: 4
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ESL 8105 - English Teaching Practices
This course presents teaching methodologies suitable for a variety of teaching contexts that are based on language acquisition research and best practices in reflective teaching. Principles of planning activities and lessons using authentic materials, guiding language acquisition through interactive activities, and assessing learning are included. Teaching to promote success with 21st century skills is emphasized. Candidates apply these practices in their teaching contexts through action research, exploratory practice, or supervised teaching.
Credits: 4
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ESL 8107 - Course Design and Assessment
In this course, candidates acquire tools for developing courses tailored to the language and learning needs of their students. The course also covers language assessment theory and practice. Candidates learn how to conduct valid and reliable formal and informal assessments, and develop authentic assessment tools for academic and workplace settings.
Credits: 4
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ESL 8110 - Language and Society
(Formerly ESL 7502)
This course focuses on the varieties of language and how they reflect social patterns, and explores the importance of language in all our interactions. Candidates examine the social nature of language, and how language reflects social situations. Candidates study the issues of language and social class, ethnic group, and gender, as well as topics in language and nationality, language and geography, and the social nature of writing. The course pays particular attention to the social-linguistic situations of second language learners (i.e., those who are not native speakers of a socially dominant language or dialect) as well as the sociolinguistics of language in the classroom.
Credits: 4
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ESL 8120 - Pedagogical Grammar and Discourse
(Formerly ESL 7650)
In this course candidates explore both sentence and discourse levels of English grammar by applying various analytic approaches, including systemic functional grammar. They complete projects involving text analysis and they explore grammar pedagogy. The aim of the course is to give candidates the tools to analyze language their students encounter in order to integrate grammar instruction appropriately.
Credits: 4
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ESL 8130 - Exploring Learner Language and Second Language Acquisition
(Formerly ESL 7660)
This course addresses the knowledge base of first and second language acquisition, including theories of language learning and the factors of individual learning. Learner language and instructor-student interaction are examined as are error correction techniques. Candidates learn to identify the range of research carried out in SLA through reading research and writing critical evaluations of research on their topics of interest.
Credits: 4
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ESL 8135 - Research Seminar
In this half-day seminar, candidates learn about capstone thesis and project options, explore possible topics for their capstone, and review library research skills. This course should be taken in the term prior to taking ESL 8140 - Introduction to Research in TESOL.
Students that are unable to join the seminar on campus will be able to join virtually.
NOTE: Students should complete ESL 8100 - Linguistics for Language Teachers, ESL 8110 - Language and Society, and ESL 8130 - Exploring Learner Language and Second Language Acquisition prior to taking this course.
Credits: 0
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ESL 8140 - Introduction to Research in TESOL
This course examines the ideological and theoretical underpinnings of research in second language pedagogy and learning. In conjunction with reviewing quantitative and qualitative research methods, students formulate the research question for their capstone projects, design the methodology, and write the literature review.
RESEARCH PREPARATION: Candidates choose a topic, develop a research question, write chapter 2, literature review.
Prerequisite: ESL 8135 - Research Seminar
Credits: 2
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ESL 8160 - Phonetics and Phonology
This course addresses areas of phonetics and phonology that English teaching professionals need to know in order to assess and respond to learner needs. Issues of intelligibility, age, motivation, advocacy and context as they relate to pronunciation are discussed. Ideas for integrating pronunciation instruction into various curricula are included as well.
Prerequisite: ESL 8140
Credits: 2
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GED 7050 - Student Teaching Seminar
This is the required weekly seminar that accompanies the student teaching experience. Refer to the course description for the student teaching experience.
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 (SEPTBs); have received formal approval by the education faculty to student teach; have met all program requirements; and have demonstrated the dispositions, knowledge, and skills to enter the teaching profession. Concurrent registration in the appropriate student teaching section is also required (course number is based on your licensure area).
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.
Credits: 2
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GED 7815 - Schools and Society
This course will explore the profession of teaching from historical, philosophical and sociological viewpoints. Students will develop a personal philosophy of education and conduct research on current topics in the field. This course includes three days of school tours.
Credits: 4
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GED 7825 - Educational Psychology
This course surveys theories of learning, motivation and intelligence; theories of cognitive, social, and emotional development; and, influences of social and cultural background on development and learning. Students will learn about assessment and evaluation and the theoretical bases for instructional models. This course includes a five hour case study.
Credits: 4
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GED 7835 - Teaching Art in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of art in the elementary classroom. Overview of basic concepts and skills in art; group activities and/or classroom involvement with elementary school children. 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: 1
Note: Same semester enrollment in GED 7835, GED 7836, GED 7837, and GED 7838 is recommended. Courses are offered consecutively.
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GED 7836 - Teaching Music in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of music in the elementary classroom. Overview of basic concepts and skills in music; group activities and/or classroom involvement with elementary school children. 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: 1
Note: Same semester enrollment in GED 7835, GED 7836, GED 7837, and GED 7838 is recommended. Courses are offered consecutively.
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GED 7837 - Teaching Health in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of health in the elementary classroom. Overview of basic concepts and skills in health; group activities and/or classroom involvement with elementary school children. 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: 1
Note: Same semester enrollment in GED 7835, GED 7836, GED 7837, and GED 7838 is recommended. Courses are offered consecutively.
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GED 7838 - Teaching Physical Education in the Elementary School K-6
Select and implement developmentally appropriate materials and activities for the teaching of physical education in the elementary classroom. Overview of basic concepts and skills in physical education; group activities and/or classroom involvement with elementary school children. 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: 1
Note: Same semester enrollment in GED 7835, GED 7836, GED 7837, and GED 7838 is recommended. Courses are offered consecutively.
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GED 7840 - Teaching Social Studies in the Elementary School K-6
Practice teaching methods specific to the teaching of social studies. Develop an understanding of social studies and the purposes they serve. Exploration of issues in curriculum development. Survey methods of teaching; planning for teaching; study and research skills in social studies; professional and community resources for the social studies teacher; and current trends in social studies. 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 7846 - Teaching Literacy in the Elementary School K-6, Part I
This two part course focuses on literacy practices for the elementary reader and writer in a 21st century environment. Part one focuses on knowledge of literacy practices. Part two focuses on systems used in the school and classroom to create literate environments that foster reading and writing. Participants will observe, analyze, engage, and co-teach in the elementary classroom. Thirty focused clinical experience hours are required between the two courses. This is a graduate level course with graduate level expectations.
Thirty hours of focused clinical experience are required; students register for the clinical experience as GED 7846L (lab).
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.
Corequisites: This course must be taken concurrently with GED 7846L (lab) and in the same term with GED 7847 - Teaching Literacy in the Elementary School, Part II.
Credits: 4
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GED 7846L - Lab: Teaching Literacy in the Elementary School K-6
Goals: To develop and incorporate the professional noticing skills of attending to children’s literacy thinking, interpreting developmentally where children are at, and deciding how to respond instructionally.
This lab is taught in three formats, depending on students’ individual situations:
Section 1: A 30-hour clinical experience under the facilitated guidance of the course instructor working directly with a small group of students in a school setting. Debriefing, analyzing, and planning with peers for the next lesson occurs immediately after on-site. Course assignments such as lesson planning and a case study on observations of students’ progress are incorporated into the clinical experience.
Section 2: A 30-hour partially guided clinical experience facilitated by the course instructor in an Extended Day school setting working directly with a small group of students for one and a half hours twice per week. Debriefing, analyzing, and planning with peers for the next lesson occurs within this time on-site. Course assignments such as lesson planning and a case study on observations of students’ progress are incorporated into the clinical experience.
Section 3: A 30-hour clinical experience arranged in your own school building. Initial Licensure Language Immersion teachers must complete 20 hours in an English-speaking classroom (MN state requirement). 10 hours are in your own classroom adapting literacy lessons. Course assignments such as lesson planning and a case study on observations of students’ progress are incorporated into the clinical experience. Additional License and Non-Language Immersion teachers must consult with the instructor regarding their teaching position to determine the placement options within their building.
Corequisite: This Lab must be taken concurrently with GED 7846 - Teaching Literacy in the Elementary School K-6, Part I.
Credits: 2
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GED 7851 - Teaching Science in the Elementary School
Develop understandings and pedagogical competencies necessary to implement effective science curriculum in the elementary classroom. Implement methods that promote student investigation, discussion, and assessment models that meet the diverse learning needs of elementary students. This is a graduate level class 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 7852L - Lab: Teaching Math in the Elementary School
Goals: To develop and incorporate the professional noticing skills of attending to children’s mathematical thinking, interpreting developmentally where children are at mathematically, and deciding how to respond instructionally.
This lab is taught in three formats, depending on students’ individual situations:
Section 1: A 30-hour clinical experience under the facilitated guidance of the course instructor working directly with a small group of students in a school setting. Debriefing, analyzing, and planning with peers for the next lesson occurs immediately after on-site. Course assignments such as lesson planning and a case study on observations of students’ progress are incorporated into the clinical experience.
Section 2: A 30-hour partially guided clinical experience facilitated by the course instructor in an Extended Day school setting working directly with a small group of students for one and a half hours twice per week. Debriefing, analyzing, and planning with peers for the next lesson occurs within this time on-site. Course assignments such as lesson planning and a case study on observations of students’ progress are incorporated into the clinical experience.
Section 3: A 30-hour clinical experience arranged in your own school building. Initial Licensure Language Immersion teachers must complete 20 hours in an English-speaking classroom (State requirement). 10 hours are in your own classroom adapting math lessons. Course assignments such as lesson planning and a case study on observations of your students’ progress are incorporated into the clinical experience. Addition License and Non-Language Immersion teachers must consult with the instructor regarding their teaching position to determine the placement options within your building can be.
Corequisite: This Lab must be taken concurrently with GED 7852 - Teaching Math in the Elementary School.
Credits: 2
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GED 7857 - Teaching Communication Arts/Literature, Dance/Theatre Arts Part I
Goals: To introduce students to the history, theory, pedagogy, and management of teaching Communication Arts/Literature and Dance/Theatre Arts at the middle and secondary levels. First in a two-course sequence.
Content: The nature of the Communication Arts/Literature and Dance/Theatre; research on teaching and learning in these areas; 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 Communication Arts/Literature and Dance/Theatre 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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