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2019-2020 Undergraduate Bulletin [Archived Bulletin]
Courses
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ECON 3720 - International Economic Development
Goals: To gain understanding of the problems and issues of economic development and to examine and appraise the major prevailing approaches to those problems.
Content: Developing as well as high-income market economy perspectives; concepts of growth and development; major contemporary approaches; diversity among the Third World countries; dualism; cultural factors; population, labor, migration and education; poverty and inequality; strategies for investment and structural transformations; international trade, investment and development; planning, control, and macroeconomic policies.
Prerequisites: ECON 1310, ECON 1320, and QMBE 1310 (or equivalent statistics course), with grades of C- or better, or consent of the instructor.
Credits: 4
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ECON 3730 - International Trade and Finance
Goals: To acquaint students with the evolving patterns of trade and investments in the global economic environment and with the major issues confronting national and international institutions of trade and finance.
Content: Topics covered include theories of foreign trade with perfect and imperfect competition. Trade policy issues, protectionism, and U.S. trade policies and its institutional settings. The effects of growth and factor mobility on trade, balance of payments, foreign exchange markets, foreign exchange regimes, foreign exchange determination, and economic policy in open economy.
Prerequisites: ECON 1310, ECON 1320, and QMBE 1310 (or equivalent statistics course), with grades of C- or better, or consent of the instructor.
Credits: 4
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ECON 3740 - Economics of Public Finance
Goals: To study the theoretical and empirical issues surrounding governmental decisions. Students will analyze and debate public finance topics and examine the implications of policy options for society.
Content: This course focuses on governmental revenues, expenditures, debt-financing and related policy decisions. Effects of the budget and policy on income distribution, stabilization, efficiency and economic growth are also considered.
Prerequisites: ECON 1310 and ECON 1320 (grades of C- or better) or consent of the instructor
Credits: 4
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ECON 3750 - Behavioral and Experimental Economics
Goals: To broaden the students’ understanding of economic theory by incorporating knowledge from other social sciences and by expanding traditional economic models to better understand and predict human behavior.
Content: Evidence suggests that human beings often do not behave according to the strict rational-actor assumptions inherent in traditional economic theory. This new and growing field of economics seeks to improve our ability to predict and understand phenomena including altruism, trust, reciprocity, and loss-aversion. The course will incorporate economics experiments and game theory methods to examine human behavior. These concepts will be applied to a wide range of contexts, from consumer or investor behavior to health care, dating, and procrastination.
Taught: Alternate years
Prerequisites: ECON 1310, ECON 1320, and QMBE 1310 (or equivalent statistics course), with grades of C- or better, or consent of the instructor.
Credits: 4
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ECON 3770 - Environmental Economics
Goals: To introduce students to the study of environmental issues and resource use, applying economic perspectives and tools.
Content: This course examines various environmental issues (e.g., pollution, climate change, energy sources) from an economic perspective. Topics include market failures, challenges of economic development, resource management and allocation, and public policy options. Particular attention is paid to cost-benefit analysis, as it is applied to environmental problems.
Prerequisites: ECON 1310, ECON 1320, and QMBE 1310 (or equivalent statistics course), with grades of C- or better, or consent of the instructor.
Credits: 4
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ECON 3860 - Junior Seminar in Economics
Goals: To prepare students for the Senior Seminar in Economics, where they will complete an independent research project with theoretical and empirical components.
Content: This course will guide the students through the development of an independent research proposal, including literature review, hypothesis construction and model development. Students will create a written proposal and deliver presentations.
Prerequisite: ECON 3110 or ECON 3120 (grades of C- or better) or consent of the instructor.
Credits: 2
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ECON 3960 - Internship with Seminar
Goals: To provide an opportunity to apply students’ skills and knowledge in a working/learning context. To complement internships by providing discussion groups for sharing and crosschecking students’ experiences.
Content: Students must hold an internship and will also meet once a week as a group to articulate and assess their experiences.
Prerequisite: Junior or senior standing, or consent of the instructor. Primarily intended for economics and management majors, but other majors with administrative internships are welcome.
Credits: 2
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ECON 5820 - Econometrics
Goals: To enable students to understand and use economic indicators, time series, and regression analysis in model building and forecasting.
Content: Estimating model parameters, hypothesis testing, and interpreting economic data.
Prerequisites: ECON 1310, ECON 1320, QMBE 1310 or MATH 1200, and MATH 1170 or ECON 1500, with grades of C- or better, or consent of the instructor.
Credits: 4
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ECON 5860 - Senior Seminar Economics
Goals: To develop and test economic models through in-depth, independent research in theoretical and applied economics.
Content: Research methodology and recent analytical and theoretical approaches to questions on topics such as the environment, health care, industrial organization, international economics, labor, money and banking, regional and urban economics, and welfare economics. Students choose a research topic, review the literature, construct a theoretical model, and collect and analyze data for final presentations.
Prerequisites: ECON 3110, ECON 3120, and ECON 5820 (grade of C- or better required for all courses), or consent of the instructor.
Credits: 4
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EDU 1150 - Schools and Society (with Lab)
Goals: To understand the profession of teaching from historical, philosophical, sociological, and practical viewpoints. To understand the development of our public school systems and the role schools can play in a pluralistic society such as the U.S.
Content: Important events and personalities that have shaped the public school system in the United States; theories of education; the major professional and political issues facing teachers, students, and parents, especially as related to standards and testing; school-based classroom observation and teacher assistance.
Taught: Fall and spring terms
Corequisite: Concurrent registration in EDU 1250 - Educational Psychology if pursuing teaching license
Note: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
The lab consists of a 20-hour required clinical in a local school. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to coordinate enrollment in a 1-credit Independent Study to earn the course equivalent.
Credits: 4
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EDU 1250 - Educational Psychology
Goals: To develop a working knowledge of various principles and theories based in the discipline of psychology, for example, theories of cognitive, social, and emotional development and the practical application of these principles and theories to the teaching/learning process.
Content: Survey theories of learning, motivation, and intelligence; theories of cognitive, social, and emotional development; and, influences of social and cultural background on development and learning. Learn about assessment and evaluation and the theoretical bases for instructional models. Conduct a case study analysis of a K-12 student.
Taught: Fall and spring terms
Corequisite: Concurrent registration in EDU 1150 - Schools and Society if pursuing a teaching license
Credits: 4
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EDU 3500 - Diversity and Education (with Lab)
Goals: Understand the impact of diversity in the classroom: race, culture and ethnicity, class, gender, disability, language, and sexual orientation. Explore nature, causes, and effects of prejudice. Experience instructional methods that enhance the school success of all children. Approved by the Minnesota Department of Education as satisfying the Education 521 Human Relations requirement.
Content: Students will examine how students’ culture, religion, race, gender, class and abilities, as well as their interactions with teachers and peers, play important roles in shaping their achievement, adjustment and identity in schools; study how our personal identities and cultural histories of race, class, gender, ability, and sexuality affect our teaching philosophies, and explore how our personal values and beliefs shape our teaching practices; investigate the popular myths and histories we have learned in our own schooling, families, and social experiences and survey how the forms of truth and fiction portrayed by popular sources such as school textbooks and media shape our values and beliefs; identify the implications of inclusive and non-inclusive education, specifically looking at ways to create a positive classroom climate that enhances the academic and social experiences of all students.
Taught: Fall and spring terms
Prerequisites: EDU 1150 and EDU 1250
Note: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
The lab consists of a 20-hour required clinical in a local school. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to coordinate enrollment in a 1-credit Independent Study to earn the course equivalent.
Credits: 4
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EDU 3660 - Crucial Issues in Education
Goals: To research and critically examine a particular set of issues connected with the profession of education.
Content: Topics will vary from year to year. Recent topics have included education and the media, immigrant and refugee students in U.S. schools, the achievement gap, educational policy.
Taught: Winter term
Credits: 4
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ENG 1100 - English for International Students
Goals: As preparation for FYW 1120, the course will help international students develop the writing skills necessary for college-level course work.
Content: Focus on writing and rewriting with an emphasis on the particular needs of non-native speakers of English.
Taught: Annually
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
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
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
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
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 may 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
Credits: 4
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ENG 1270 - African-American Literatures
Goals: To survey African-American literary tradition as influenced by oral and written forms of expression. To heighten the student’s awareness of the particularity of African-American cultural expression as well as its connections with mainstream American writing.
Content: Selections of texts may vary from semester to semester. Typically, the course will survey prose, poetry, and drama from the 18th to the 20th centuries. Selected works by such authors as Phillis Wheatley, David Walker, Frederick Douglass, Frances Harper, Paul Laurence Dunbar, Booker T. Washington, W.E.B. Du Bois, James Weldon Johnson, Claude McKay, Langston Hughes, Zora Neale Hurston, Jean Toomer, Sterling Brown, Richard Wright, James Baldwin, Toni Morrison, Lorraine Hansberry, and Alice Childress.
Taught: Annually
Credits: 4
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ENG 1800 - Introduction to Professional Writing and Rhetoric
Goals: To survey common genres and audiences of professional writing in their organizational, cultural, and ethical contexts. To introduce fundamental principles of rhetorical theory and how they can be applied to the analysis and production of professional communication.
Content: Genres and emphasis may vary from semester to semester. Possible genres include: proposals, reports, infographics, memos, apologies, user and feasibility testing, and job application materials. Students will focus on the rhetorical, ethical, technological, legal, and pragmatic elements of producing professional writing for diverse audiences and purposes.
Taught: Fall and spring
Prerequisite: Sophomore standing and FYW 1120 or its equivalent
Note: ENG 1800 is required in the English major with a concentration in professional writing and in the professional writing minor. ENG 1800 replaces one of the two required survey (12XX) courses for the professional writing concentration and serves as the required survey course for the professional writing minor. ENG 1800 may count as one of the two required survey courses (12XX) in the English major and the English major with a concentration in creative writing, but it may not be taken as the required survey course in the English or creative writing minors.
Credits: 4
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ENG 1900 - Introduction to Literature and Criticism
Goals: To introduce readers to a critical relationship with literary form that is the foundation of the discipline of English. The course investigates literature and writing as a site of cultural production and consumption, leading to a self-reflexive development of critical thinking through the close reading of texts in different genres. Students acquire critical terminology and practice interpretive strategies.
Content: Close reading of and writing about selected works from various cultures, genres, and periods.
Taught: Annually
Prerequisite: FYW 1120 or its equivalent, or concurrent registration
Credits: 4
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ENG 3020 - Literary and Cultural Theory
Goals: To introduce students to theoretical approaches to texts and to the practical applications of literary theory. Students should take this gateway course in the sophomore year in conjunction with declaring a major/minor. This course builds on the learning experiences introduced in FYW 1120, the surveys, and ENG 1900: Introduction to Literature and Criticism and prepares students for success in 3000-level writing and literature courses and the senior seminar. Required for many 3000-level courses.
Content: Reading and discussing representative 20th and 21st-century critical approaches to the study and understanding of written texts and producing analytical essays that apply critical methods to selected texts.
Taught: Annually.
Prerequisites: One survey course (ENG 1210, 1220, 1230, 1240, 1250, or 1270) completed. While in rare cases ENG 3020 may be taken concurrently with ENG 1900, it is strongly recommended that ENG 1900 be completed first. Not recommended for first-year students. Non-majors and non-minors need the permission of the instructor.
Credits: 4
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ENG 3100 - Introduction to African-American Studies
Crosslisted
(Also listed as PHIL 3100)
Goals: To develop an understanding of several key issues in African American Studies emphasizing close textual reading and analysis. Additionally, students participate in academic service learning to synthesize textual and experiential learning.
Content: The course materials will focus on critical readings about construction of race as a concept; intersections of race, class and gender; afrocentrism; pan-africanism; diasporic connections; nationalism; religious dimension; literary theory and popular culture.
Prerequisite: Sophomore standing or instructor permission.
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 its equivalent; ENG 3020 recommended
Credits: 4
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ENG 3320 - Fundamentals of Journalism
Goals: To develop skills in writing for mass media.
Content: Techniques and practice of news, feature, and interpretive reporting combined with reading and discussion of principles and ethics of journalism.
Taught: Annually
Prerequisite: FYW 1120 or its equivalent
Credits: 4
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ENG 3330 - Special Topics in Journalism
Goals: To explore special topics in news reporting and writing.
Content: Build on basic writing techniques and formats with concentration on interviewing, fact gathering, editing, and design. Exposure to print, broadcast, or online media. Topics vary. Check section title and description.
Taught: Annually
Prerequisite: FYW 1120 or its equivalent; ENG 3320 recommended
NOTE: A student may register for this course more than once for different topics.
Credits: 4
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ENG 3340 - Organizational Writing
Goals: To develop strategies for writing in organizations.
Content: Focus on inter- and intra-organizational correspondence, proposals, and reports, with emphasis on the principles and techniques for writing in for profit and non-profit organizations—business, government, and industry.
Taught: Annually
Prerequisite: FYW 1120 or its equivalent; senior status recommended
Credits: 4
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ENG 3370 - Topics in Professional Writing
Goals: An intensive study in a particular area of professional writing.
Content: Based on the principles and practices of professional writing and rhetoric, this course requires that students write for multiple, complex audiences and purposes. Topics vary. Check section title and description. Examples include “technical writing,” “usability and user advocacy,” “games writing,” “writing for social justice,” and “community writing.”
Taught: Annually
Prerequisite: None, however, ENG 1800 is recommended.
Note: A student may register for this course more than once for different topics.
Credits: 4
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ENG 3450 - Studies in Literatures Across Cultures
Goals: A critical study of a specific topic in world literature.
Content: Intensive analysis of texts in their cultural contexts. Topics vary from year to year. Recent examples: passages to India, the empire writes back, Harlem renaissance, pan-African oratory, 20th-century Irish literature.
Taught: Annually
Prerequisite: ENG 1900; ENG 3020 strongly recommended
Note: A student may register for this course more than once for different topics.
Credits: 4
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ENG 3510 - Studies in a Single Author
Goals: A critical study of a specific author.
Content: Intensive analysis of texts in their cultural contexts. Topics vary from year to year. Examples include Toni Morrison, James Baldwin, Edmund Spenser, John Milton.
Taught: Annually
Prerequisite: ENG 1900; ENG 3020 strongly recommended
Note: A student may register for this course more than once for different topics.
Credits: 4
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ENG 3530 - Studies in British Literatures
Goals: A critical study of a specific topic in British literature.
Content: Intensive analysis of texts in their cultural contexts. Topics vary from year to year. Recent examples: medieval lowlife, Arthurian legends, Renaissance drama, Romantic poetry, Victorian novel, modernism, contemporary novel.
Taught: Annually
Prerequisites: ENG 1900 and ENG 3020 (may be taken concurrently)
Note: A student may register for this course more than once for different topics.
Credits: 4
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ENG 3540 - Studies in American Literatures
Goals: A critical study of a specific topic or period in American literature.
Content: Intensive analysis of texts in their cultural contexts. Topics vary from year to year. Recent examples: American Literature of Landscape and Nature; Walt Whitman and Modern American Poetry; Beats, Bop, and the Status Quo; Comedy and Postmodernism; Women’s Bildungsroman and Kunstlerroman; Science and Literature; Reading Whiteness; Reading Masculinities; Dramas of Race.
Taught: Annually
Prerequisites: ENG 1900 and ENG 3020 (may be taken concurrently)
Note: A student may register for this course more than once for different topics.
Credits: 4
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ENG 3570 - Women and Literature
Goals: To understand women writers’ representations in literature by closely examining their work in historical and cultural contexts through the theory and practice of feminist criticism.
Content: Focus varies. Recent examples: writers of color, wandering women, black women writers.
Taught: Annually
Prerequisite: ENG 1900 or WSTD 1010 or GLOB 1910
Note: A student may register for this class more than once for different topics.
Credits: 4
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ENG 3710 - Critical Digital Media Theory
Goals: To have students intervene in current scholarly debates on how digital media has transformed, or should transform, our conceptions of politics, communication, art, law, and life.
Content: Whatever 21st century technologies – or human reactions to them – are most scandalous or interesting when the class meets, which are studied via current scholarship in the digital humanities, drawing primarily from the traditions of rhetoric, media, and cultural theory.
Taught: Once per year
Prerequisite: FYW 1120 or its equivalent
Credits: 4
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ENG 3720 - Teaching Writing: Theory and Practice
Goals: To learn a range of theories of how writing works and how it is best learned, to apply these theories to develop informed writing processes and teaching practices, and to hone advanced skills in expository and argumentative writing and research.
Content: Theories of composition and writing pedagogy.
Taught: Annually in spring semester
Prerequisite: FYW 1120 or its equivalent
Credits: 4
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ENG 5960 - Senior Seminar
Goals: This course provides the capstone experience in the major. The goal of this course is to practice and polish previously learned skills and experiences to produce a textual analysis of article length and quality. This essay marks the student’s entrance into the profession as a participant in an on-going and dynamic conversation about specific works and the discipline as a whole.
Content: Varies from year to year. Recent examples: Twice-Told Tales; Salman Rushdie and Transnationalism; There is No Place Like Home: Literature of Exile; Slavery, Women and the Literary Imagination; Narratives of National Trauma; Propaganda and the Literature of Commitment; 20th Century Drama; Hard-Boiled Fiction; Hawthorne and “a Mob of Scribbling Women”; Renaissance Self-Fashioning; American Melancholy: Readings of Race, Sexuality and Performance Culture; Speculative Fiction and Now.
Taught: Fall and spring
Prerequisites: ENG 3020, at least one 3000-level literature course, and instructor permission. Grade of C- or better required for said courses.
Credits: 4
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ENTR 1100 - Opportunity Recognition
Goals: To study the historical and global perspective of innovation and entrepreneurship; to begin to understand the entrepreneurial mindset; to learn techniques to uncover opportunities; and to approach shaping potential solutions to opportunities from an innovation perspective.
Content: This course will introduce design thinking and tackle the practices of entrepreneurship and mindset. Students will read one of the classic texts in entrepreneurship, analyze four cases and research four companies. Two Seminar Series will feature guest speakers and roundtable discussions.
Credits: 4
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ENTR 3100 - Opportunity Exploration
Goals: To learn the techniques used to develop a business model based upon the Opportunity Recognition model.
Content: In this course, students will look at strategy, marketing, modeling, teams, and financial statement development. Business models are necessary for both new ventures and existing company product and service launches. Students will read one of the classic texts in entrepreneurship, analyze four cases and research four companies. Two Seminar Series will feature guest speakers and roundtable discussions.
Prerequisite: ENTR 1100
Credits: 4
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ENTR 3150 - Opportunity Realization
Goals: To learn the techniques used to position a new venture or product/service offering within the framework of pre-launch, launch, and growth phases.
Content: This course will explore techniques for launching and growing a new venture, look at exit mechanisms, spend some time on protections (Intellectual Property), and address the set up of new venture operating systems such as accounting and CRM. Students will read one of the classic texts in entrepreneurship, analyze four cases and research four companies. Two Seminar Series will feature guest speakers and roundtable discussions.
Prerequisites: ENTR 1100 and 3100
Credits: 4
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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 7753 - Testing and Evaluation of English Language Learners
Examine the complex issues of assessment, testing, and evaluation of ELLs, 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 ELLs. 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 8100 - Linguistics for Language Teachers
(Previously ESL 7519)
This is a broad, applied introduction to the study of language including morphology (word forms), syntax (sentence structure), semantics (meaning), and phonetics/phonology (pronunciation), as well as the social and cognitive dimensions of language. Study the application of linguistic skills to language instruction and the use of technology in teaching, in addition to an introduction to graduate-level research and Internet skills in a two-hour in-class library orientation.
Target audience: K-Adult ESL and bilingual/bicultural teachers.
Credits: 4
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ESL 8110 - Language and Society
(Previously ESL 7502)
Focus on the varieties of language and how they reflect social patterns. Explore the importance of language in all our interactions.
Examine the social nature of language, and how language reflects social situations. Study the issues of language and social class, ethnic group, and gender, as well as topics in language and nationality, language and geography, and the social nature of writing. Learn to pay particular attention to the social-linguistic situations of second language learners (i.e., those who are not native speakers of a socially dominant language or dialect) as well as the sociolinguistics of language in the classroom.
Target audience: language arts, modern language, and ESL teachers; educators; K-adult; administrators.
Credits: 4
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ESL 8120 - Pedagogical Grammar and Discourse
(Previously ESL 7650)
An overview of English grammar designed for teachers of ESL grades K-12. Develop an understanding of the basics of English grammar both descriptively and pedagogically, particularly in areas that cause difficulties for learners of English as a Second Language. Improve your skills at error analysis and your ability to effectively incorporate grammar instruction into your classroom in a way that is meaningful and interesting to your learners.
NOTE: Should be taken after or concurrently with a linguistics course.
Credits: 4
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ESL 8130 - Exploring Learner Language and Second Language Acquisition
(Previously ESL 7660)
How do students learn a second language? Examine the factors that affect how languages are learned—age, environment, academic background, motivation, and developmental processes. Emphasis will be placed on understanding the language learning process and being able to communicate this process to administrators, teachers, and parents. Current research issues will also be addressed, with opportunities for teachers to apply theory to practice.
NOTE: Should be taken after or concurrently with a linguistics course.
Credits: 4
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ESL 8150 - Advanced Linguistic Analysis
(Previously ESL 8020)
Using naturally occurring linguistic data from the first languages that ESL practitioners encounter in Minnesota (e.g. Spanish, Hmong and Somali), this course will provide ESL practitioners with a solid understanding of topics in syntax, semantics and pragmatics. The emphasis will be on recognizing pattern and structure (including linguistic universals) and relating this knowledge to the language learning needs of ESL students.
Credits: 3
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ESL 8160 - Phonetics and Phonology
(Previously ESL 8010)
Help English language learners attain intelligible pronunciation. This course addresses areas of phonetics and phonology that ESL professionals need to know in order to assess and respond to learner needs. Issues of age, motivation, and context as they relate to pronunciation are discussed. Ideas for integrating pronunciation instruction into various curricula are included as well. The needs of both children and adults are addressed.
Credits: 2
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ESTD 1100 - Introduction to Environmental Studies
Goals: To introduce students to the study of interactions between humans and the environment from an interdisciplinary perspective; to expose students to multiple viewpoints on environmental issues; to acquaint students with internship opportunities in environmental studies.
Taught: Fall semester and spring semester.
Credits: 4
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ESTD 1500 - Planetary Home Care Manual
Crosslisted
(Also listed as ANTH 1500)
Goals: This course surveys the socio-cultural, economic, political relationships that bind the lives of those at the global “center” with those at the periphery–offering historical and contemporary contexts for understanding the profound disparities in wealth, health, life expectancy, population density, and access to opportunity evident in our world. From this point of linking across space, we consider what it will take to care for the earth as home as we move together into the future.
Content: Socio-cultural and historical contexts are introduced and investigated through an emphasis on primary sources, theoretical essays and course lectures, supplemented with two ethnographic case studies. Throughout the course students will be challenged to understand the context of the contemporary world system and their place in it. Drawing broadly on contemporary literature from geography, economics, political science, rural sociology, and anthropology, this course will focus on issues such as: post-coloniality, the global division of labor, global production, cultures of consumption, global poverty, Cold War developmentalism, intellectual property issues, post-modernism, and social responses to globalization. We will focus significantly on global grocery chains and commons projects.
Credits: 4
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ESTD 1850 - Campus Sustainability
Goals: Students focus on problem-based, community-engaged action research projects around sustainability topics, such as: campus waste and nutrient flows and energy and transportation systems, and the development of outdoor classroom spaces, programming, and research (for example at the stormwater pond at the Pierce Butler and Snelling intersection, and at the Hamline Learning Lawn).
Content: Conducting research is a major function of many colleges and universities. By researching sustainability issues, higher education institutions can continue to help the world understand sustainability challenges and develop new technologies, strategies, and approaches to address those challenges. As individuals and groups, we can use sustainability research to learn what’s happening in the world around us, and to assess how our interventions are working. College campuses provide wonderful real-world classrooms for actively exploring how to measure and improve the sustainability of the various processes that support our everyday lives. Students that actively participate in making their campuses more sustainable are well prepared to continue that work in their careers and communities after graduation. In this course, students learn how to frame, develop, and explore environmental questions, conducting on-campus group research projects and field-trip based field study.
Taught: Spring
Note: This course may be repeated and can also be taken as ESTD 3850 for 4 credits. ESTD 1850 meets every other week, while ESTD 3850 meets every week. Students may earn up to 8 credits across ESTD 1850 and 3850.
Credits: 2
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ESTD 3330 - Feeding a Crowd
Goals: To explore theories and methods of studying society-environment dynamics and to become comfortable using these theories and methods in community-engaged contexts, via the topic of the contemporary food movement. We investigate processes of collaborative adaptive co-management of commonly shared environmental resources and benefits, like land and water, and document these processes drawing on social practice art methods and platforms.
Content: We use the public practice of sharing meals between local youth and elders engaged in food movement work, and focus on civil rights and environmental justice themes in this work, along with the representation of these practices and themes in public discourse, social media, and shared spectacles. Each year, we focus on two community case studies, documenting these case studies along with community partners through the Eating Together podcast and platforms of the community’s choice, and studying reparative practices in urban agriculture and community nourishment.
Taught: Spring term
Credits: 4
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ESTD 3850 - Campus Sustainability
Goals: Students focus on problem-based, community-engaged action research projects around sustainability topics, such as: campus waste and nutrient flows and energy and transportation systems, and the development of outdoor classroom spaces, programming, and research (for example at the stormwater pond at the Pierce Butler and Snelling intersection, and at the Hamline Learning Lawn).
This course also helps prepare students to work in the Sustainability Resource Center and/or to connect internship activities with academic approaches to knowledge and community engagement, sharing different ways to explore environments and share the resulting observations with communities who would be interested. If you are planning an internship or community-engaged research project, or if you’d like to think about how to build your resume and academic record by connecting your interests and your internship activities, consider how to connect your interests to the course projects in ways that will be helpful for you!
Content: Conducting research is a major function of many colleges and universities. By researching sustainability issues, higher education institutions can continue to help the world understand sustainability challenges and develop new technologies, strategies, and approaches to address those challenges. As individuals and groups, we can use sustainability research to learn what’s happening in the world around us, and to assess how our interventions are working. College campuses provide wonderful real-world classrooms for actively exploring how to measure and improve the sustainability of the various processes that support our everyday lives. Students that actively participate in making their campuses more sustainable are well prepared to continue that work in their careers and communities after graduation. In this course, students learn how to frame, develop, and explore environmental questions, conducting on-campus group research projects and field-trip based field study.
Taught: Spring
Prerequisite: ESTD 1100 or ESTD 1500
Note: This course may be repeated and can also be taken as ESTD 1850 for 2 credits. Students may earn up to 8 credits across ESTD 1850 and 3850.
Credits: 4
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ESTD 3950 - Junior Seminar for Practicing Studying Environments
Goals: To study environments from interdisciplinary perspectives; to explore environmental topics through a mix of lectures, individual and group projects, and class discussion.
Content: Highlighting approaches from the interdisciplinary tracks in Environmental Studies, this seminar will provide students with individual and group experience analyzing environmental issues through practice using multiple methodologies and ways of understanding environments. Students in the junior seminar will discuss selected interdisciplinary topics in environmental studies in preparation for the development of senior research topics. Students collaborate with each other to analyze readings on environmental topics of local and global significance, develop a project proposal, write a literature review, present a seminar, carry out a group project on campus, and submit a proposal for further work. Students are strongly encouraged to build connections between this course and their internship.
Taught: Annually
Prerequisites: ESTD 1100 and ESTD 1850 or 3850, or instructor permission
Credits: 4
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ESTD 5950 - Senior Seminar: Problem Solving in Environmental Studies
Goals: To cultivate the competencies needed to address environmental problems. These competencies include working in groups, discussion and presentation skills, writing skills, understanding multiple viewpoints, and analyzing and presenting conflicting information.
Taught: Annually, fall semester.
Prerequisites: ESTD 1100, ESTD 1500, BIOL 1130, and one course in general statistics
Credits: 4
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EXSC 3010 - Motor Control and Learning
Goals: To provide students with an introduction and foundational understanding of motor behavior and control of human movement.
Content: Specifically, this course focuses on the concepts and principles of coordination, the control of movement, and the development of skilled motor action. Topics include fundamental movement activities; movement control processes; acquisition, retention, and transfer of skill; and the role of constraints in motor activity. These topics are essential for understanding motor development, rehabilitation, and human performance.
Taught: Spring
Prerequisite: None
Credits: 4
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EXSC 3210 - Human Anatomy and Physiology I (with Lab)
(Formerly BIOL 3200)
Goals: Human Anatomy and Physiology I is part of two-course series. This course series satisfies the requirement in Anatomy and Physiology for most professional schools. Students taking this course will appreciate the complexity of human body, examine the principles and mechanisms underlying human body function from organ systems down to the molecular level, and further develop their critical thinking and written and oral communication skills. During laboratory exercises, students will conduct hands-on experiments investigating the principles of human body function in response to various conditions.
Content: Anatomy and Physiology I will complement Anatomy and Physiology II and will cover the general organization of the human body, tissues, and the anatomy and physiology of the skeletal and muscular systems, skin, and nervous system.
This course does not count toward the Biology major.
Taught: Fall
Prerequisites: BIOL 1510 and 1520 (grades of C- or better)
Note: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
Credits: 4
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EXSC 3220 - Human Anatomy and Physiology II (with Lab)
(Formerly BIOL 3250)
Goals: Human Anatomy and Physiology II is a part of two-course series. This course series satisfies the requirement in Anatomy and Physiology for most professional schools. Students are allowed to count only one of two courses of this series toward their Biology major. Students taking this course will appreciate the complexity of human body, examine the principles and mechanisms underlying human body function from organ system down to the molecular level, and further develop their critical thinking and written and oral communication skills. During laboratory exercises, students will conduct hands-on experiments investigating the principles of human body function in response to various conditions.
Content: Anatomy and Physiology II will complement Anatomy and Physiology I and will cover the anatomy and physiology of the respiratory, digestive, urinary, circulatory, endocrine, and reproductive systems, and early development.
This course does not count toward the Biology major.
Taught: Spring
Prerequisites: BIOL 1510 and 1520 (grades of C- or better)
Note: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
Credits: 4
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EXSC 3400 - Biomechanics and Kinesiology (with Lab)
Goals: To introduce students to applied concepts and principles of biomechanics. Emphasis will be placed on biomechanical analysis of human movement from sports science and rehabilitation perspectives.
Content: Research of a system, linear and angular kinematics, linear and angular kinetics, work, power, energy, stability, projectile motion, mechanics of the body, mechanisms of injury, and movement analysis.
Taught: Annually
Prerequisite: EXSC 3210 (formerly BIOL 3200), grade of C- or better
Note: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
Credits: 4
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EXSC 3510 - Exercise Physiology (with Lab)
Goals: This course acquaints students with fundamental concepts and theories of the physiological responses to exercise.
Content: Topics covered include oxygen consumption, exercise metabolism, cardiorespiratory adaptations, thermoregulation, hormonal responses, exercise nutrition, body composition, and adaptive responses to modes of both endurance and strength training.
Taught: Annually
Prerequisite: EXSC 3210 (formerly BIOL 3200), grade of C- or better
Note: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
Credits: 4
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EXSC 5510 - Advanced Exercise Physiology: Clinical Applications (with Lab)
Goals: This course expands upon the concepts learned in EXSC 3510, and applies them to clinical populations.
Content: Students will gain an understanding of the physiological mechanisms that underlie many of the chronic diseases that contribute to the leading causes of mortality in the US, how testing is performed for markers of many conditions, and how exercise is essential to their prevention and treatment.
Taught: Annually
Prerequisite: EXSC 3510 (grade of C- or better) or instructor permission
Note: Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course.
Credits: 4
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EXSC 5950 - Senior Capstone
Goals: To synthesize the concepts and approaches from the field of Exercise Science that have been learned through prior coursework and the internship or research experience; to prepare for the next steps in the academic or career path; and to formally present one’s internship or research experience through a poster as well as an oral presentation.
Content: The first half of the course focuses on professional development and preparing to apply to graduate school or for jobs in the field. This includes resume, statement of purpose and interview preparation. The second half focuses on synthesizing what has been learned in coursework at Hamline with what the student has experienced and learned in the field during the internship or research experience. Students present their work during a poster presentation, and in an oral presentation.
Taught: Fall
Prerequisites: Senior standing. The internship or research experience should either be completed prior to enrolling in this course, or significantly underway.
Credits: 4
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EXSC 5961 - Exercise Science Seminar I
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and exercise science.
Content: The seminar program includes presentations by outside speakers, Hamline faculty, and students.
Taught: Each semester
Prerequisites: BIOL 1510 and 1520 (grades of C- or better)
Note: Required for exercise science majors.
Credits: 1
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EXSC 5962 - Exercise Science Seminar II
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and exercise science.
Content: The seminar program includes presentations by outside speakers, Hamline faculty, and students.
Taught: Each semester
Prerequisite: EXSC 5961 (grade of C- or better)
Note: Required for exercise science majors.
Credits: 1
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EXSC 5963 - Exercise Science Seminar III
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and exercise science.
Content: The seminar program includes presentations by outside speakers, Hamline faculty, and students.
Taught: Each semester
Prerequisite: EXSC 5962 (grade of C- or better)
Note: Required for exercise science majors.
Credits: 1
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EXSC 5964 - Exercise Science Seminar Presentation
Goals: The seminar program aims at introducing students to cutting edge research in the fields of biology and exercise science.
Content: All Exercise Science majors must present the results of a research project as part of the degree requirements for the major. Seniors in their last semester of the Exercise Science Major should register for this course and present a research seminar to the department.
Taught: Each semester; to be taken in final semester, senior year
Prerequisite: EXSC 5963 (grade of C- or better)
Note: Required for exercise science majors.
Credits: 1
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FIN 1010 - Starting Your Financial Life & Applied Investing
Goals: Money is power – in more ways than you may think! Money gives you control of your life. It gives you options. It enables you to do the things you really want to do. Your college years will fly by. Then, ready or not, here comes a career – launching you into your financial future.
Starting Your Financial Life & Applied Investing is designed to get you started on the path to financial freedom. The goal is to let you hit the ground running when you finish school.
Content: The course covers what everyone should know about financial planning. Topics include spending on both big items and small, debt/credit management, earnings, budgeting, savings, and retirement planning. In addition, you’ll get practice investing with real money. The class will be managing approximately $200,000 of the Hamline University’s endowment funds as you learn and apply both classic investment strategies of 1) stock picking and 2) asset allocation with mutual funds and ETFs.
Taught: Fall and spring semesters
Prerequisite: None. The class is open to anyone. Do not worry if the world of investing is new to you; you will learn as you go and get guidance along the way.
Credits: 4
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FIN 3100 - Foundations of Finance
Goals: To understand fundamentals of financial management and to analyze quantitative and judgmental aspects of financial situations.
Content: Business organization, ratio analysis, forecasting, breakeven analysis, working capital management, capital budgeting, valuation, leverage, and financial markets are examined.
Prerequisites: ACCT 1320, ECON 1310, and QMBE 1320 or co-registration (grade of C- or better for all courses), or consent of the instructor.
Credits: 4
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FIN 3700 - Financial Markets and Institutions
Goals: This course introduces knowledge and skills required to be successful in the financial services industry.
Content: While examining the financial system of the United States and other countries it introduces students to financial institutions, securities markets, the role of money in the economy, and the monetary system. Financial markets fund much of the expenditures of governments, individuals, and corporations, and financial institutions are the conduit through which funds flow from savers to those with funding needs. The course emphasizes real-world applications on how financial markets and institutions affect the investment decisions of financial managers.
Prerequisites: ECON 1320 and FIN 3100 (grade of C- or better for all courses), or consent of the instructor.
Credits: 4
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FIN 3710 - Financial Analysis
Goals: To demonstrate the use of the theory of financial management as an integral part of making complex business decisions and to prepare students to present and defend their reasoning in a clear and concise manner.
Content: Fixed asset management, capital structure management, and financial analysis and planning through case analysis.
Prerequisites: ECON 1320 and FIN 3100 (grade of C- or better for all courses), or consent of the instructor.
Credits: 4
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FIN 3720 - Investment Management
Goals: To learn and apply basic concepts of investment management using risk/return analysis and empirical evidence to examine the efficient markets hypothesis, portfolio diversification strategies, securities valuation, and investment decision-making in changing global markets.
Prerequisite: ECON 1320 and FIN 3100 (grade of C- or better for all courses), or consent of the instructor.
Credits: 4
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FIN 3730 - Corporate Finance
Goals: To understand and analyze corporate policies and the decision-making that drives financial decisions. Relevant for careers in finance, as well as consulting and strategic planning.
Content: Capital structure and payout policy, short-term and long-term financial planning, risk management, options and other derivatives, mergers and acquisitions, behavioral finance and international corporate finance.
Taught: Annually
Prerequisites: FIN 3100 (grade of C- or better)
Credits: 4
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FIN 3740 - Risk Management
Goals: Students will quantify the effects of different risk variables within the decision making process and understand their importance to a company.
Content: Operational, cultural, currency, legislative, human and project risk will be analyzed in an attempt to educate the student on the variety and inconsistency of change in today’s world. The course takes a text and case study approach to managing the different risks that are prevalent in today’s business environment.
Prerequisites: ECON 1320 and FIN 3100 (grades of C- or better), or consent of the instructor.
Credits: 4
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FREN 1110 - Beginning French I
Goals: To teach students how to speak, read and write by focusing on the fundamental structures of French grammar and vocabulary.
Content: The course seeks to give students a broader awareness on French and Francophone cultures and a greater understanding vis-à-vis “world-culture” or “world-literature” through videos clips, short stories and fables on a variety of topics that are drawn from the francophone world of literature.
Taught: Annually
Credits: 4
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FREN 1120 - Beginning French II
Goals: In this course you will learn how to speak, read and write by focusing on the fundamental structures of French grammar and vocabulary.
Content: Emphasis is placed on a broader awareness of French and Francophone cultures and a greater understanding vis-à-vis “world-culture” or “world-literature”. Usage of videos clips, textual readings of French Classical Fables and other francophone short stories or textual excerpts drawn from different periods and genres will enhance students’ knowledge of the francophone world and cultures.
Taught: Annually
Recommended prerequisite: FREN 1110 or equivalent.
Credits: 4
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FYW 1110 - Critical Reading and Composition
Goals: Develop critical reading skills for analyzing the cultural, social, political, and historical contexts of texts to understand how one is shaped by language and shapes the world through language. Use writing to explore varied perspectives and complexities in texts, issues, and writing tasks.
Content: Critically reading a variety of multimodal texts and situating them within their larger contexts and one another. Brainstorming, composing, and revising in a variety of genres, with particular attention to entering conversations with rhetorical awareness.
Taught: Fall and spring
Credits: 4
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FYW 1120 - Composition and Research
Goals: Develop skills appropriate for researching and writing in academic and public contexts. Use research to explore varied perspectives on complex issues. Write to articulate a focused idea supported by evidence and with attention to audience expectations and genre conventions.
Content: Researching and reading a variety of multimodal texts to identify their cultural, social, political, and historical contexts. Engaging the writing process from brainstorming to revising. Focusing on elements of effective communication, including purpose, organization, tone, and style.
Taught: Fall and spring
Prerequisite: FYW 1110 or exempt status
Credits: 4
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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 Department 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 7801 - Introduction to Advanced Teacher Thinking
This session welcomes students to Hamline’s School of Education (HSE). Students will be introduced to HSE’s Conceptual Framework which forms the foundation on which the Teacher Licensure Program is grounded. The session will examine the attitudes and dispositions necessary to be an effective and professional educator as well as the value HSE places on reflection, collaboration, social justice, and equity.
Note: This lab course is required, bears no academic credit, and is graded on a Pass/No Pass basis.
Credits: 0
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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. 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
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 7871 - Teaching Literacy in the Middle and Secondary School 5-12
Address the needs of middle- and secondary-level students as they make the transition from emergent to fluent readers. Gain an expanded definition of literacy that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students’ appreciation for skills of literacy in the learning process. This is a graduate level course with graduate level expectations.
Prerequisite: EDU 3260/GED 7867 - Theory to Practice (grade of B- or higher) or concurrent enrollment; Undergraduate students must be admitted to the Teacher Education Program.
Credits: 4
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GED 7872 - Exceptionality
This course has a 5-hour field placement.
Survey areas of exceptionality such as learning disabilities, physical and mental disabilities, emotional and behavior disorders, and giftedness, and consider their impact on classroom learning. Address educational practices for responding to exceptional students’ needs. This is a graduate level course with graduate level expectations.
Target Audience: All licensure candidates
Taught: All terms
Prerequisite: Admission to the Teacher Education Program
Credits: 2
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