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2022-2023 Graduate Bulletin [Archived Bulletin]
Courses
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SPED 7106 - Social Cognition
Recognizing differences in learning and perception is essential to teaching individuals on the autism spectrum. Individuals with ASD have unique social cognitive processing styles and needs that impact their participation in school and the community. In addition, they face unique challenges with executive functions such as organization, planning/prioritizing, and social self-monitoring. In this course, participants will gain advanced knowledge of social cognitive and executive function differences for individuals with ASD, learn about formal and informal assessment tools, and learn how to design and implement instructional programs that promote social participation and interpersonal interactions. The strategies explored in the course specifically target promoting skills in: social understanding, self-monitoring/self-advocacy, problem solving, cognitive flexibility, and effective organization, planning, and time management skills.
Course assignments and resources access information from a variety of sources such as peer reviewed journal publications, text selections, web-based resources, direct student-application opportunities, and small group interaction to engage in relevant professional development and reflection, to increase knowledge and skill as a special educator, and inform your instructional practices with students and families. This course is a required course for the ASD licensure and an elective course for those seeking the ASD certificate.
Credits: 2
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SPED 7201 - Transition and Professional Planning
This course is designed to give participants an overview of special education in meeting the needs of students with mild-moderate disabilities across a wide range of classification areas. Participants will be provided with initial learning on the history of services for students with disabilities, IDEA and its impact, pre-referral interventions, assessment, IEP guidelines and LRE considerations, school wide behavioral support interventions, teaching interventions to support students in both general and special education classrooms, collaboration and transition techniques to be used with professionals and families, and an array of publications and resources that support knowledge and application in teaching students with disabilities.
Credits: 2
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SPED 7202 - Social Communication and Positive Behavior Supports
This course will build a deeper understanding of students with mild to moderate Autism Spectrum Disorders and related/co-occurring conditions. Participants will learn about assessment (from screening to evaluation to service), functional behavioral assessment, implementation of evidence based strategies, social cognition, self regulation and designing a safe and productive environment for learners. There will be multiple opportunities for applying the information through the use of observational experiences and shared case studies. In building a strong base of knowledge of the disability, students will be able to provide quality intervention to a range of individuals who learn and behave differently.
Credits: 2
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SPED 7204 - Academic and Instructional Strategies for Learners with Mild to Moderate Disabilities
This course is designed to provide an in-depth understanding of students with learning disabilities and other health disabilities, specifically those with ADHD. The history, legal aspects, assessment, eligibility, individual education plans, remediation and interventions for students with academic and attention difficulties will be explored. Students will gain an understanding of the impact of information processing deficits on children and youth in relation to learning along with techniques for collecting and interpreting academic progress monitoring data and the use of assistive technology devices.
Credits: 2
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SPED 7205 - Behavior Intervention and Mental Health
Students will be introduced to theory, issues and practices applicable to the education of students with EBD. Students completing the course will have a working knowledge of assessment, trends, and best practice approaches for students with EBD. Students will be able to define EBD according to local, state, and Federal (IDEA) definitions, have an understanding of the factors affecting students and the outcomes for children and youth with EBD. Students will be able to identify “best practices” for academic and behavioral approaches with children with EBD. Students will complete a review of an assessment and complete a functional behavioral assessment. Students will discuss current issues facing students and families, collaborating with outside agencies, supporting families, and collaborating with other educators and school staff.
Credits: 2
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SPED 7930 - Special Education Evaluation and Assessment
This course is designed to provide students with the basic statistical, theoretical, ethical, and practical foundations of special education evaluation and assessment. Students will be introduced to the processes, methods, tools common to their district and assigned schools. Students will focus on the application, scoring and interpretation of evaluations as well as the documentation, communication and team process involved with them. The class will also introduce the rigor of standardized administration procedures. They will be observing and participating in special education decision-making and program planning for students with special education needs. Special consideration will be paid to the nuances and implications of evaluation and assessment with respect for students and families from culturally or linguistically diverse backgrounds.
Credits: 4
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SPED 7940 - Special Education Legal Requirements and Ethical Considerations
This course details the Federal and State laws, and corresponding policies and procedures governing the education of persons with disabilities. Legal, historical, and philosophical foundations and current issues of the special education system will be addressed. Specifically, ethical issues of accurate identification, over-identification of students with cultural or linguistic differences, early intervention, using evidence-based interventions, and documentation of due process rights will be taught and assessed.
Credits: 4
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SPED 7950 - Special Education Foundations, Family and Professional Collaboration
The course focuses on developing and implementing professional partnerships within special and general education settings. Students will focus on the underlying theories and practical skills for collaborating effectively with students, families, teachers, related service providers, paraprofessionals, and others critical to the special education process. The goal of these collaborative efforts is to improve student outcomes by building on the strengths, perspectives, and needs of others in planning and implementing individualized education programs as a team. Students will practice working with people of different cultural and linguistic backgrounds, and professional perspectives throughout the course.
Credits: 4
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URED 7724 - Culturally-Relevant Pedagogy
Hear authentic voices and make cross-cultural connections with leaders of many cultures.
Expand your multicultural knowledge and add to your repertoire of cross-cultural strategies to connect with students in classrooms of today. Explore and create organizers for including new cultural knowledge and integrating higher order thinking skills, problem solving strategies, motivation, and multiple intelligences into planning for instruction.
Credits: 2
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URED 7725 - Linking Communities to Classrooms: Contextualizing Student Learning
Learning can be meaningful, engaging, and permanent when made contextual.
Develop a knowledge base regarding historical, socio-economic and political factors impacting urban schools. Build upon the rich and diverse out-of-school experiences of urban learners through readings, lesson plan development, reflection, and interaction with families and communities. Leave with instructional strategies and resources for your school site.
Credits: 2
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URED 7731 - Interpersonal Dynamics: Racism
An intensive conversation on the dynamics of racism and how it affects adults and learners personally.
The study circle dialogues are interactive and instructive through reflective engagement, readings and videos. The quality and integrity of the dialogues depend upon commitments to honest, open and respectful speech; to remain in conversation; and to mutual development and transformation. It requires physical, emotional and intellectual presence. This course will enhance your knowledge base and equip you for social action.
Credits: 2
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WRIT 8000 - MFA Core
The MFA journey begins with a core seminar course, “Writers and Readers, Creators Both.” The course is a reading-intensive examination of the relationship between reading and writing. Students expand their knowledge of the craft of writing and the use of literary texts as guides for their own work. They also learn the value of giving and receiving constructive feedback, and increase their understanding of the creative process and of the relationship between writer and reader.
Credits: 4
Note: MFA required
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WRIT 8010 - Composition Theory and Pedagogy
This course introduces students to the theory and practice of teaching writing at the college level. Students will examine a range of composition philosophies and pedagogies, including expressive, rhetorical, collaborative, cultural, and critical approaches. Through extensive reading and peer-reviewed demonstrations, students will learn and practice a process-based approach to teaching critical thinking, reading, and writing skills in the writing classroom. Students will learn strategies for designing courses and assignments, facilitating discussions and peer reviews, integrating technology and research methods, and responding to writing through tutorials and written evaluations. Readings and presentations by practitioners will also introduce students to the philosophies and practices of Writing Across the Curriculum, the Writing Center, and second-language and basic writing instruction.
Credits: 4
Note: MFA pre-professional
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WRIT 8063 - The Creative Process
“There are three rules for writing the novel. Unfortunately, no one knows what they are.” — W. Somerset Maugham
After all the courses, the critiques, and The Capstone, Hamline’s MFA graduates move into their spheres of influence to participate as creators. A working relationship with the creative process is a vital part of that transition, as well as a foundation for the work students do as creators within their graduate program. This course is structured as an investigation and an experiment. Each student will identify the elements of “right practice” for a productive individual approach to generating, developing, and bringing new ideas to fruition. We’ll study the testimonies of writers, artists, musicians, mathematicians, scientists, psychologists, philosophers and other creative minds for patterns and collective wisdom. We’ll consider theories and models for the workings of the creative process across disciplines. Most importantly, each student will observe their own creative process through a series of exercises and experiments. Course requirements include an attitude of curiosity and a willingness to experiment, substantial reading and discussion, completion of a detailed process journal, and a critical essay which both makes a creative contribution to the conversation and reflects the theories, models, and experiments undertaken during the semester.
Credits: 4
Note: MFA elective
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WRIT 8110 - Groundings in the Craft: Elements of Poetry
In this course, students study important elements of poetry: metaphor, simile, voice, forms and structures for poems, free verse structures, and the image.
Credits: 4
Note: MFA required
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WRIT 8115 - Poetry Workshop
The workshop will focus on intensive writing and revision, reading and responding to each other’s work, and a small amount of required reading (e.g., literary examples and craft essays). Students will submit drafts of poems to their instructor and fellow students for review. Workshop participants will prepare and share critical responses to each other’s writing in a supportive, rigorous, and constructive workshop environment with the emphasis on craft. The goal of the workshop is to strengthen our knowledge of craft through the examination of our own work as the primary texts. To that end, we will identify each piece of writing’s accomplishments as well as those elements of craft that are not yet working and might benefit from further revision. Students will continue to develop an individual writing practice in preparation for thesis.
Prerequisites: WRIT 8000 and 8110 (may be taken concurrently with WRIT 8115)
Credits: 4
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WRIT 8120 - Groundings in the Craft: Elements of Creative Nonfiction
This foundation class explores the fundamental craft skills and broad structural subgenres of creative nonfiction.
Credits: 4
Note: MFA required
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WRIT 8125 - Creative Nonfiction Workshop
The workshop will focus on intensive writing and revision, reading and responding to each other’s work, and a small amount of required reading (e.g., literary examples and craft essays). Students will submit drafts of individual pieces or chapters to their instructor and fellow students for review. Workshop participants will prepare and share critical responses to each other’s writing in a supportive, rigorous, and constructive workshop environment with the emphasis on craft. The goal of the workshop is to strengthen our knowledge of craft through the examination of our own work as the primary texts. To that end, we will identify each piece of writing’s accomplishments as well as those elements of craft that are not yet working and might benefit from further revision. Students will continue to develop an individual writing practice in preparation for thesis.
Prerequisites: WRIT 8000 and 8120 (may be taken concurrently with WRIT 8125)
Credits: 4
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WRIT 8130 - Groundings in the Craft: Elements of Fiction
The focus is on the fundamentals of writing fiction: character development, scene, plot, narrative voice, structure, setting, and dialogue.
Credits: 4
Note: MFA required
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WRIT 8135 - Fiction Workshop
The workshop will focus on intensive writing and revision, reading and responding to each other’s work, and a small amount of required reading (e.g., literary examples and craft essays). Students will submit drafts of short stories or novel chapters to their instructor and fellow students for review. Workshop participants will prepare and share critical responses to each other’s writing in a supportive, rigorous, and constructive workshop environment with the emphasis on craft. The goal of the workshop is to strengthen our knowledge of craft through the examination of our own work as the primary texts. To that end, we will identify each piece of writing’s accomplishments as well as those elements of craft that are not yet working and might benefit from further revision. Students will continue to develop an individual writing practice in preparation for thesis.
Prerequisites: WRIT 8000 and 8130 (may be taken concurrently with WRIT 8135)
Credits: 4
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WRIT 8206 - The Literary Memoir
Discovering a pattern or shape hidden under the surface of past events is the great joy of both writing and reading creative nonfiction. Bringing these patterns to the surface is often the key to transforming human experience through an artistic vision. It uses structure, voice, form, and language to make literature from the constraints and complexities of personal experience. In so doing, literary memoir shares some of the strategies and ambitions of literary fiction and the personal essay. “All narrative is metaphor,” wrote Mary Oliver, and that double vision will be integral to our approach in this class. We’ll read examples of the literary memoir that represent excellence, innovation, and practical strategies in this evolving form. We’ll examine and experiment with the process of confronting personal material with the intensity required by the art of memoir. This course will require students to focus on craft; as a result, the content of individual memoirs will not be our focus. Instead, we will look at strategies each writer can use to convey their particular material. Course requirements include substantial reading, weekly exercises, critical commentaries, and a major creative piece.
Prerequisites: WRIT 8000 and WRIT 8120 (may be taken concurrently with WRIT 8206)
Credits: 4
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WRIT 8350 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Plot
In this session, students study the fundamentals of the craft of plot in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors, discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8351 - Creative & Critical Writing: Level 1
In this semester-long intensive seminar, students are introduced to the craft and process of writing for children and/or young adults. They can choose to focus on the picture book, the novel (middle-grade,young adult, graphic, or verse), comics, poetry, nonfiction, or a combination. Each month students do the following: (1) they do extensive creative writing and revision in response to detailed feedback from faculty advisors; (2) they complete brief annotated bibliographies based on assigned reading; and (3)they write short critical essays based on issues of craft or topics of interest that arose from their own creative work or from assigned reading.
Credits: 8
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WRIT 8352 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Character
In this session, students study the fundamentals of the craft of character in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8353 - Creative & Critical Writing: Level 2
In this semester-long intensive seminar, students are taken deeper into the craft and process of writing for children and/or young adults. They can choose to focus on the picture book, the novel (middle-grade, young adult, graphic, or verse), comics, poetry, nonfiction, or a combination. Each month students do the following: (1) they do extensive creative writing and revision in response to detailed feedback from faculty advisors; (2) they complete brief annotated bibliographies based on assigned reading; and (3) they write short critical essays based on issues of craft or topics of interest that arose from their own creative work or from assigned reading.
Credits: 8
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WRIT 8354 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Point of View
In this session, students study the fundamentals of the craft of point of voice and voice in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8355 - Creative & Critical Writing: Level 3, Extended Critical Essay
In this semester-long intensive seminar, students research and develop a topic relevant to their creative work into a 15-20 page critical essay. They continue to explore the craft and process of writing as they work on the continuation of creative projects or experiment with new work. They also develop a lecture based on their critical thesis to be given during the ensuing residency.
Credits: 8
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WRIT 8356 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Setting/Worldbuilding
In this session, students study the fundamentals of the craft of setting/worldbuilding in picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8357 - Creative & Critical Writing: Level 4, Creative Thesis
In this semester-long intensive seminar, students complete a book-length creative project or a series of picture books that illustrates mastery of the craft in their chosen genre(s) and demonstrates their ability to establish an independent artistic process. They also prepare a public reading based on their creative thesis to be given during their final residency.
Credits: 8
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WRIT 8358 - Groundings in the Craft, Literature, and Business of Writing for Children and Young Adults: Theme/Vision
In this session, students study the fundamentals of the craft of theme/vision in the picture book, fiction, and nonfiction. They also attend daily lectures/presentations and mini-courses focusing on other issues of craft, on forms of writing, and on the history of children’s and YA literature. Students participate in daily two-hour workshops led by faculty advisors and discuss common books selected by the faculty and read before the residency. In addition, they explore the processes of submitting their work for publication to an agent or editor, working with an editor, promoting their creative work, living life and making a living as a writer. Third semester students give a lecture based on the material in their extended critical essays; fourth semester students give a public reading from their creative thesis projects.
Credits: 4
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WRIT 8400 - Form and Vision in Poetry
Topics vary. Some recent examples are: Obsession, Grand Acquisitions, and American Lyric. Please see individual section descriptions for more information.
Prerequisite: WRIT 8000 (may be taken concurrently with WRIT 8400)
Credits: 4
Note: MFA topics
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WRIT 8401 - The Novel
This is an advanced level fiction course for students who want to explore the novel form and generate work for their own novels. It is understood that the novel is a long, circuitous journey. Within the structure of this class, students will generate early material as well as develop an individual relationship with their work. Emphasis will be on the novel’s possibility and potential as students develop their fictional dream. Early work will not be critiqued but will be shared informally with peers as time allows. As part of our exploration, we will read novels with a range of narrative strategies. Readings on craft will also be included. Students should expect to write at least ten new pages per week, participate in class exercises and discussion, write brief responses to assigned readings, and complete a final project.
Prerequisite: WRIT 8130
Credits: 4
Note: MFA topics
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WRIT 8402 - Lyric Essay
While the term “lyric essay” has become recently fashionable, the emergence of essays and prose poems that explore subject matter through imaginative intensity and focused compression–including great freedom of movement and of transition–goes back to the nineteenth century. This class will give students the opportunity to study models of the form from authors such as Charles Lamb, Charles Baudelaire, Max Jacob, Virginia Woolf, Mary Ruefle, Akutagawa Ryunosuke, and others. One critical essay on the lyric essay form will be required of each student, along with two creative manuscript submissions.
Credits: 4
Note: MFA topics
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WRIT 8491 - Thesis I
MFA Capstone, Part One
The MFA Capstone is a two-part process, Thesis I and Thesis II; each is one semester long. Thesis I requires a completed draft of the envisioned work. Typical projects include a collection of poetry, short stories, or essays; a novella; a memoir; a novel. Poetry projects may be 48-64 pages in length. Prose projects may be 80-100 pages in length. During this phase, students work on generation and revision of material, focusing on content, craft, and process. At the end of Thesis I, the student and primary advisor meet to identify the strengths and weaknesses of the work and to discuss revisions.
Special registration is required for Thesis. Please contact your advisor or the program office.
Credits: 4
Note: If necessary, Thesis I or Thesis II can be extended to two semesters, although the student must register again.
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WRIT 8492 - Thesis II
MFA Capstone, Part Two
The MFA Capstone is a two-part process, Thesis I and Thesis II; each is one semester long. In Thesis II, students refine the draft into a substantive work of acceptable literary quality that shows mastery of the craft. The primary advisor and an outside reader read and critique the final draft. Students also are required to write an artist’s statement in which they discuss their process and goals in writing the thesis and explore the subjects and themes contained therein.
Special registration is required for Thesis. Please contact your advisor or the program office.
Prerequisite: WRIT 8491
Credits: 4
Note: If necessary, Thesis I or Thesis II can be extended to two semesters, although the student must register again.
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