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2011-2012 Undergraduate Bulletin [Archived Bulletin]
>Courses
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COMM 3360 - Interpersonal Communication
Goals: To study one-on-one and relational communication; to provide opportunities to examine individual communication interaction patterns.
Content: Overview and analysis of theories of interpersonal communication. Topics include communication and self-image, self-disclosure relationship communication, conflict and communication, communication and relationship development, and analysis of conversation. Attention is given to ways of studying interpersonal communication interaction and practical application.
Taught: Annually.
Prerequisite: COMM 1100 strongly recommended.
Credits: 4 credits
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COMM 3370 - Family Communication
Goals: To introduce students to a wide variety of theories that attempt to describe, explain, and analyze the different kinds of issues and interpersonal dynamics in the field of family communication; to become familiar with the ways that research is conducted in family communication and to gain an understanding of the results of that research.
Content: Theories of family communication. Interpretative, quantitative, and critical approaches to doing research in the field of family communication. Spousal, sibling, and parent/child communication patterns. Cultural differences in family functioning and family communication. Conflict management in families. Changes in family dynamics over the lifespan of a family. Single parent families, stepfamilies, blended families, and gay and lesbian families. Communication patterns in families with adopted children and biracial children. Families dealing with crisis.
Taught: Alternate years.
Prerequisite: None.
Credits: 4 credits
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COMM 3380 - Small Group Communication
Goals: To examine communication interaction in the small task-oriented group. To gain an understanding of how group dynamics are influenced by communication, and how group dynamics in turn affect communication patterns. To gain an understanding of task issues as well as interpersonal relationships in groups, and how communication affects both; to provide opportunities to examine individual communication interaction patterns.
Content: Theory of small-group communication. Examination of the phases of small-group interaction, development of norms, roles, group cohesiveness, productivity, and leadership. Analysis of the impact of power, status, conflict, and conformity on small-group discussion. Pragmatic skills related to group presentations and methods and enhancing group discussion.
Taught: Annually.
Prerequisite: COMM 1100 or junior/senior standing.
Credits: 4 credits
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COMM 3390 - Organizational Communication
Goals: To introduce the role of communication in organizational settings, with particular emphasis upon examining organizational dynamics as communication processes; to introduce classic and contemporary organizational communication theoretical approaches; to gain skills in applying theoretical concepts to the investigation of communication issues in actual organizations; to examine processes of organizational communication, including culture, socialization, leadership, technological processes, and diversity management processes.
Content: Organizational communication theories, approaches, perspectives, functions, and structures; organizational culture; communication processes in organizations; methods for conducting research in organizational settings.
Taught: Annually.
Prerequisite: COMM 1100 or consent of instructor.
Credits: 4 credits
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COMM 3420 - Media in Global Perspective
Goals: To help students gain a theoretical and practical perspective on global mass media systems, both as national and international purveyors of information and culture; to examine and critically analyze the factors influencing media operations and content.
Content: Examination of social, cultural, political, technical, regulatory, economic, and linguistic factors that influence media systems around the world; analysis of national laws, ethics, and norms in relation to media systems; examination of the interconnectedness of world media systems, including patterns of import and export of media products; analysis of the relationship between media and culture.
Taught: Annually.
Prerequisites: COMM 1100 or COMM 1320, and COMM 3320, or permission of instructor or the director of the international journalism certificate program. International journalism certificate candidates should consult the director regarding foreign language requirements.
Credits: 4 credits
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COMM 3460 - Intercultural Communication
Goals: To study the nature of communication as it is affected by cultural and co-cultural variables; to become familiar with philosophies and approaches to the study of communication and diversity; to experience dynamics of intercultural communication; to examine the relationship between culture and perception, thought, language, and behavior; to examine how culture influences and plays a role in public and private communication interactions (e.g., interpersonal relationships, communication in small-group and organizational settings, argumentation, mass communication).
Content: Philosophies and theories of intercultural communication; application of concepts and issues to actual experiences; discussion of the influence of culture on all aspects of communication; emphasis is on understanding the relationship of culture to communicative practices and meaning systems.
Taught: Annually.
Prerequisite: COMM 1100 strongly recommended.
Credits: 4 credits
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COMM 3480 - Media and Global Environmental Conflicts
Goals: This course examines the role news and popular media (e.g. advertising, micro-marketing, social networking such as web 2.0) play in setting agenda and constructing meanings of various issues in global environmental discourse. The students will learn to expand understanding in how language and image shape human perception about the natural world; to critically examine the structures and implications of environmental representation; to analyze the ways in which environmental issues are framed by different media; and to understand the complex relationship between economic development that fosters consumer culture and the environment.
Content: The course is presented in the forms of both theoretical analysis and practical media writing. The coursework involves general reading and discussion on different stages of world development, social change, environmental impacts, and the global politics of sustainable development with a central focus on how mass media make meanings of these issues.
Note: Student evaluation is based on class participation, discussion, examinations, essays and the student’s weblog production.
Taught: Annually.
Prerequisite: COMM 1100 or COMM 1320.
Credits: 4 credits
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COMM 3560 - Communication in Conflict Situations
Goals: To learn about the dynamics of communication interaction in conflict situations; to explore approaches to dealing with conflict, including examining the strengths and weaknesses associated with communication styles, tactics, strategies, uses and expressions of power, the impact of “face,” the impact of culture, and framing; to become familiar with and examine the role of third-party intervention; to develop greater awareness of the consequences associated with one’s own communicative choices in conflict situations.
Content: The role that communication plays in conflict situations, the general principles of communication in conflict, including the way communities develop and share symbolic world views that may come into conflict with those held by different communities. Examination of approaches to dealing with conflicts, such as problem resolution approaches, mediation, and negotiation strategies. Students will apply the theoretical perspectives to individual interpersonal conflict situations as well as to contemporary societal conflicts.
Taught: Alternate years.
Prerequisite: None.
Credits: 4 credits
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COMM 3630 - Strategic Communication
Goals: To develop insight into the role of strategic communication in advocating ideas, establishing identification, and influencing policy and people; to learn how to analyze the components of strategic communication and persuasive campaigns in a variety of fields; to apply rhetorical and persuasion theory in creating, analyzing, and critically examining strategic messages.
Content: The diverse purposes of strategic communication and the influence of communication environments on strategic communicative choices. Discussion of attitude and behavioral change as influenced by symbolic processes. Critical analysis of persuasive messages and campaigns. How to undertake research and planning in developing communication approaches to a variety of situations.
Taught: Annually.
Prerequisite: COMM 1100 or COMM 1650, or consent of instructor.
Credits: 4 credits
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COMM 3635 - Essentials of Public Relations
Goals: This course will familiarize students with the basic concepts and principles of public relations and prepare them to develop and deliver effective and ethical public communications on behalf of both for- and non-profit organizations.
Content: The role, function, and historical evolution of public relations in post-industrial society; professional and legal responsibilities of those who work in public relations; public relations activities across contexts (private and public, and in for- and non-profit organizations); concepts of public relations; audience analysis; development of market surveys; production and presentation of an integrated public relations campaign; use of new media (internet) in public relations campaigns.
Taught: Annually.
Prerequisites: COMM 1650; COMM 3320, 3360, or 3390 recommended.
Credits: 4 credits
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COMM 3639 - Persuasive Cases and Campaigns
Goals: In this course we use a rhetorical perspective to investigate the relevance of campaigns and messaging in civil, democratic societies. The course familiarizes students with the practice of campaigning and building cases by groups, institutions, and corporations. Students will explore the properties of public campaigns, and they will practice varied critical approaches used by communication theorists studying campaigns. Students will be challenged to critically consume public relations messages, and they will be asked to practice the skills associated with excellent public campaigning.
Content: This course explores theoretical understandings of how media figures, individuals, politicians, government organizations, nonprofits, corporations, and other organizations communicate with public audiences. Students will investigate how messages are tailored to fit campaigns, political ideologies, corporate frameworks, and institutional goals. The class will examine the history of public relations, the ethical questions associated with campaigns and messages, and critical issues in public campaigning. Students will encounter various theoretical approaches from the rhetorical, critical and excellence models. Students will analyze historical cases and discuss the role of public relations in civil society.
Taught: Annually.
Prerequisites: COMM 3635 or Comm 3650 or permission of instructor.
Credits: 4 credits
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COMM 3650 - Political Communication
Goals: To examine and criticize the political rhetoric of individuals and groups as well as the research and theory that illuminates that rhetoric; to learn about communication strategies used to attempt to win votes, establish, maintain, or re-establish the legitimacy of elected and appointed officials, build or destroy support for political policies and actions, and realize political and/or social change.
Content: Readings and discussion of historical and contemporary rhetoric that has sought to influence political decision making and governance. Study and application of theoretical perspectives on rhetorical criticism. Study and application of other theoretical approaches to the analysis of political communication.
Taught: Alternate years.
Prerequisite: COMM 1650 is recommended.
Credits: 4 credits
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COMM 3670 - Gender, Communication, and Knowledge
Goals: To increase awareness of the relationship of communication and gender; the portrayal of gender in public discourse; the influence of gender socialization in developing communicative behaviors and interpretive frames; and the implications of societal response to communication as it relates to gender.
Content: Examination of research into gender differences and communication; examination of public messages as they influence perceptions of women and men; analysis of historical processes as they have influenced current perceptions of gender.
Taught: Annually.
Prerequisite: COMM 1100 or WSTD 1010 strongly recommended.
Credits: 4 credits
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COMM 3960 - Field Experience Seminar
Goals: To support and strengthen the academic component of internships and field experiences.
Content: A focus on the workplace experience in the context of the liberal arts and communication research findings.
Taught: Periodically.
Prerequisite: Consent of instructor. All planning and paperwork for internship placement must be completed in the fall term preceding the spring internship. See departmental guidelines.
Credits: 4 credits
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COMM 5400 - Managing the Performing Arts
Crosslisted
Listed under Theatre Arts as THTR 5400.
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COMM 5650 - Western Rhetorical Theory
Goals: To study the history of Western thought as applied to understanding and explaining communication processes; to understand the ways in which contemporary thought has been influenced and shaped by previous perspectives and assumptions about the role of communication in society; to critically examine contemporary standards for evaluating communication in light of this history.
Content: The roots and evolution of theories of public communication; perspectives on public discourse from the sophists of ancient Greece to contemporary theorists. Emphasis is given to understanding the evolution of thought in relationship to contemporary ideas about the role of communication in society.
Taught: Annually.
Prerequisite: None, but junior/senior standing is recommended.
Credits: 4 credits
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COMM 5900 - Senior Research Seminar
Goals: To synthesize prior learning in the communication studies discipline through a senior capstone experience; to explore significant issues in communication studies through intensive research and discussion.
Content: Individual students will engage in and present the results of major independent research projects that apply the knowledge and skills they have gained in the discipline. The seminar affords an opportunity for students to pursue individual interests in communication studies in depth.
Taught: Annually.
Prerequisites: COMM 1100, COMM 3300, senior standing, and consent of instructor. Course is restricted to senior majors only.
Credits: 4 credits
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CSCI 1250 - Introduction to Computer Science
Goals: To enable students to write moderate-sized programs for a variety of applications.
Content: An introduction to computer science is designed for those students who would like to learn a modern programming language. The emphasis of this course is to introduce students to the fundamentals of programming and not just to a particular language.
This course is taught using C++.
Prerequisite: High school algebra.
Credits: 4 courses
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CSCI 1500 - Introduction to Databases
Goals: To understand the basics of designing, implementing, and using a database management system; to understand the difference among the three basic types of database systems: relational, hierarchical and network; to learn to use a commercially available database management system. In past years, this course has been taught using Microsoft Access.
Content: Theoretical foundations of databases, query languages such as SQL, hands-on experience implementing a relational database.
Taught: Alternate years.
Credits: 4 credits
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CSCI 3150 - Data Structures
Goals: The student will start from a basic knowledge of programming acquired in CSCI 1250 and further that knowledge by a study of recursion, pointers, and common programming structures needed for implementation of larger and more complex programs.
Content: Linked lists, stacks, queues, sets, trees, graphs.
Prerequisite: CSCI 1250.
Credits: 4 credits
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CSCI 3500 - Survey of Computational Science
Goals: An introduction to quantitative modeling in the context of the disciplines that support the computational science minor.
Content: Topics are chosen to prepare students to use computational methods. For example: mathematical modeling, optimization (discrete and dynamic), numerical methods, data mining, statistics (error analysis and stochastic modeling).
Taught: Annually.
Prerequisites: MATH 1180 and CSCI 1250.
Credits: 4 credits
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CSCI 5850 - Numerical Analysis
Crosslisted
See MATH 5850.
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EAST 5960 - Research in East Asian Studies
Goals: To provide experience for advanced East Asian studies majors in research and writing using primary source materials as much as possible–government documents, manuscripts, literature, or interviews.
Content: This course promotes student interest in either developing a new area or deepening current knowledge.
Prerequisite: Consent of instructor. This course is also open to non-East Asian studies majors.
Credits: 4 credits
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ECON 1310 - Microeconomic Analysis
Goals: To introduce students to theory relating to the economic decisions made by individual consumers and firms in a market economy and to examine the role of government in domestic and international markets.
Content: The topic of this course, deals in depth with choices, especially consumer behavior and the spending decisions, the production decisions of the business firm and how prices and wages are determined in the output and input markets. In addition, this course analyzes consumer and business behavior under various competitive and imperfect conditions, as well as the implications of these for society. We will also study the ramifications of various government policies, predicting the effects of those policies, both positive and negative, on market participants using events and situations in the world.
Credits: 4 credits
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ECON 1320 - Macroeconomic Analysis
Goals: To acquaint students with the structural framework and principles involved in the determination of the level of aggregate economic activity: national income, output, employment, money supply and demand, price levels and open economy macroeconomics.
Content: Analysis of problems of unemployment, inflation, economic growth, trade, money and credit, balance of payments and government policy.
Credits: 4 credits
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ECON 1330 - Statistics
Goals: To acquaint students with major parametric and nonparametric statistical techniques.
Content: Data organization, simple probability, and sampling distributions; estimation and hypothesis testing; regression and correlation; time series; selected non parametric tests.
Prerequisites: None, though a basic understanding of algebra is expected. Credit will not be given for both ECON 1330 and PSY 1340 or ECON 1330 and MATH 1200.
Credits: 4 credits
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ECON 1340 - Quantitative Analysis and Data Management
Goals: To introduce frequently used data analysis techniques, to develop the quantitative skills necessary to use them, and to apply the methods in business decision-making settings.
Content: The course will cover decision-making frameworks as well as data capture, analysis and presentation techniques. Topics such as budgeting, forecasting and regression will be explored using Excel and other relevant software or analytical tools.
Prerequisites: ECON 1330; or PSY 1340; or MATH 1200.
Credits: 4 credits
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ECON 3110 - Intermediate Microeconomics
Goals: To deepen students’ understanding of microeconomic theory, building on the foundation they received in Microeconomic Analysis. Students will learn how to express, analyze, and interpret models of individual behavior using graphical, algebraic and calculus-based methods.
Content:This course will examine theories of consumer and producer behavior in a variety of economic contexts. Optimization techniques, graphical analysis, and game theory methodology will be used to explore allocation decisions made inside households, firms or governmental units.
Prerequisites: ECON 1310, ECON 1320, ECON 1330 or PSY 1340 or MATH 1200, and MATH 1170 or MATH 1162, or consent of the instructor.
Credits: 4 credits
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ECON 3120 - Intermediate Macroeconomics
Goals: To understand and apply methods used in economics to analyze the gross domestic product, inflation, money supply and demand , employment levels, exchange rates and economic growth.
Content: The course explores theories that explain the behavior of GDP and related variables. Keynesian, monetarist, and other models are studied.
Taught: Annually
Prerequisites: ECON 1310, ECON 1320, ECON 1330 or PSY 1340 or MATH 1200, and MATH 1170 or MATH 1162, or consent of the instructor.
Credits: 4 credits
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ECON 3700 - Managerial Economics
Goals: To introduce students to applications of microeconomic theory and methodology and develop mathematical problem solving skills as they apply to business firm behavior.
Content: Microeconomic applications: demand analysis, production and cost analysis, pricing, risk analysis, forecasting, linear programming, constrained and unconstrained optimization techniques.
Prerequisites: ECON 1310, ECON 1320, ECON 1330 or PSY 1340 or MATH 1200, and MATH 1170 or MATH 1162, and junior or senior standing or consent of the instructor.
Credits: 4 credits
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ECON 3710 - Labor Economics
Goals: To provide students a well-balanced presentation of models of labor economics, applications, policies, and major analytic areas within labor economics. This course will also address labor market issues with race and gender perspectives.
Content: Labor market analysis, labor unions and collective bargaining, government and the labor market, theories of labor market discrimination, wage differentials, poverty and income inequalities, and race and gender issues of the labor market.
Prerequisites: ECON 1310, ECON 1320, ECON 1330 or PSY 1340 or MATH 1200, or consent of the instructor.
Credits: 4 credits
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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, ECON 1330 or PSY 1430 or MATH 1200, and ECON 1340 or MATH 1170 or MATH 1162, or consent of the instructor.
Credits: 4 credits
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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, ECON 1330 or PSY 1430 or MATH 1200, and ECON 1340 or MATH 1170 or MATH 1162, or consent of the instructor.
Credits: 4 credits
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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, ECON 1320, ECON 1330 or PSY 1340 or MATH 1200, and ECON 1340 or MATH 1170 or MATH 1162, or consent of the instructor.
Credits: 4 credits
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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: 4 credits
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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, ECON 1330, ECON 3110 or ECON 3120, and MATH 1170 or MATH 1162, or consent of the instructor.
Credits: 4 credits
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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, or consent of the instructor.
Credits: 4 credits
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EDU 5XXX - Secondary Special Methods
Special Methods courses focus on teaching methods specific to the major or minor. In some disciplines the Special Methods course(s) may be offered in the content major or minor or at another ACTC college; students are urged to consult the secondary coordinator or department chair for details.
Goals: To design and implement effective methods for teaching a particular content area in the secondary schools.
Content: Topics typically include the role of games, laboratory activities, textbooks, audiovisual materials, lectures and other strategies in teaching in the specified subject area; teaching with a focus on values; testing and evaluation.
Taught: Consult education advisor for scheduling information.
Prerequisites: EDU 3150, EDU 3250, EDU 5620, EDU 5690, junior standing, and admission to teacher education. Enrollment during the semester immediately prior to student teaching is recommended.
Credits: credits vary
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EDU 3150 - Schools and Society
Goals: To understand the profession of teaching from a historical, philosophical, sociological, and practical viewpoint. To develop a personal philosophy of education. To understand the development of our public school system and the role schools can play in a pluralistic society such as ours. To develop the initial research, planning, and presentation skills essential to effective teaching.
Content: Important events and personalities that have shaped the public school system in the United States known as Universal Public Education; the basic skills of researching, planning, and presenting lessons; 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.
Prerequisite: Sophomore standing preferred; first-year students may enroll spring term with instructor’s permission. Concurrent enrollment in EDU 3250 is required if pursuing an education license.
Clinical Requirement: 30 hours; students must also register for a 0-credit course lab. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to enroll in a 1-credit Independent Study.
Credits: 4 credits
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EDU 3250 - Educational Psychology
Goals: To develop a working knowledge of various principles and theories based in the discipline of psychology and the practical application of these formulations to the teaching/learning process.
Content: Theories of learning; motivation and intelligence; theories of cognitive, social, and emotional development; influences of social and cultural background on development and learning; assessment and evaluation; theoretical basis for instructional models; theoretical basis of strategies for managing the learning environment.
Taught: Fall and spring terms.
Corequisite: EDU 3150 is required if pursuing an education license.
Clinical Requirement: Will use service learning experiences and/or clinical from EDU 3150 to complete assignments in this course.
Credits: 4 credits
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EDU 3350 - Teaching Art in the Elementary School (K-6)
Goals: To select and implement developmentally appropriate materials and activities for the teaching of art in the elementary classroom.
Content: Basic concepts, skills, and knowledge to teach art at each grade level; group activities and/or classroom involvement with elementary school children.
Taught: Spring term.
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education. Same term registration in EDU 3360, EDU 3370, and EDU 3380 is recommended.
Credits: 1 credit
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EDU 3360 - Teaching Music in the Elementary School (K-6)
Goals: To select and implement developmentally appropriate materials and activities for the teaching of music in the elementary classroom.
Content: Basic concepts, skills, and knowledge to teach music at each grade level; group activities and/or classroom involvement with elementary school children.
Taught: Spring term.
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education. Same term registration in EDU 3350, EDU 3370, and EDU 3380 is recommended.
Credits: 1 credit
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EDU 3370 - Teaching Health in the Elementary School (K-6)
Goals: To select and implement developmentally appropriate materials and activities for the teaching of health in the elementary classroom.
Content: Basic concepts, skills, and knowledge to teach health at each grade level; group activities and/or classroom involvement with elementary school children.
Taught: Spring term.
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education. Same term registration in EDU 3350, EDU 3360, and EDU 3380 is recommended.
Credits: 1 credit
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EDU 3380 - Teaching Physical Education in the Elementary School (K-6)
Goals: To select and implement developmentally appropriate materials and activities for the teaching of physical education in the elementary classroom.
Content: Basic concepts, skills, and knowledge to teach physical education at each grade level; group activities and/or classroom involvement with elementary school children.
Taught: Spring term.
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education. Same term registration in EDU 3350, EDU 3360, and EDU 3370 is recommended.
Credits: 1 credit
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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, and educational policy.
Taught: Winter term
Credits: 4 credits
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EDU 5400 - Teaching Social Studies in the Elementary School (K-6)
Goals: To develop an understanding of the social studies and the purposes they serve, especially citizenship education. To learn about materials development and teaching techniques used in facilitating learning of social studies skills and content by elementary and middle students. Issues in social studies such as its role in the school curriculum, standards and testing, curriculum development, and content controversies will be explored.
Content: Philosophy of social studies education; methods of teaching; major concepts of the social science disciplines; planning for teaching; research and study skills; professional and community resources; incorporation of national, state, and local standards; citizenship education in global perspective; a middle school focus is included; 15 hours of school-based teaching activities.
Taught: Fall term
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education.
Credits: 4 credits
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EDU 5450 - Teaching Literacy in the Elementary School (K-6)
Goals: To gain knowledge and skills necessary to foster literacy development (listening, speaking, reading, writing, thinking) in young children through a child-centered, whole language program.
Content: Definition of literacy; identification of appropriate goals, materials, methods, evaluation techniques for promoting literacy; professional resources; children’s literature. Students will spend 30 hours in elementary classrooms, including micro-teaching.
Taught: Spring term
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education.
Credits: 6 credits
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EDU 5510 - Teaching Mathematics in the Elementary School (K-6)
Goals: To learn the philosophy, content, and pedagogy of elementary and middle level mathematics. To understand an appropriate scope and sequence of knowledge and skills for each level. To employ a standards-based, problem-solving approach to teaching and learning in elementary and middle level mathematics.
Content: The historical development of mathematics within elementary and middle level curriculum. A standard scope and sequence of content based on the development of an operating definition of math for elementary and middle schools that includes the latest NCTM standards. Integrating curriculum, child-centered and holistic teaching strategies, assessment tools and models, appropriate technology in teaching and learning elementary and middle level mathematics.
Taught: Fall term.
Prerequisites: EDU 3150, EDU 3250, EDU 5690, MATH 1130, and admission to teacher education.
Credits: 4 credits
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EDU 5520 - Teaching Science in the Elementary School (K-6)
Goals: To design and lead instruction for elementary students that meets national and state standards for content and pedagogy in science. To manage an elementary science classroom in ways that minimize risks and maximize the thinking and learning of all students.
Content: The nature of science, science process skills, misconceptions in science and conceptual change, the learning cycle approach to lesson design, assessment, management of investigations, revising labs into inquiry investigations, national and state standards, resources to support science instruction, and professional development in science education.
Taught: Fall term.
Prerequisites: EDU 3150, EDU 3250, EDU 5690, junior standing, and admission to teacher education.
Credits: 4 credits
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EDU 5600 - Hamline Overseas Student Teaching (HOST) Practicum
12 credits. Hamline Overseas Student Teaching/EducatorsAbroad Student Teaching Partnership.
Accepted students will complete a minimum of 8 weeks student teaching in a local-area K-12 school and 10 weeks student teaching in an approved school overseas (minimum of 18 weeks total). The total time (in weeks) will vary by licensure area(s) sought. Students will work closely with their student teaching seminar professor and supervisor to complete assignments, self-assessments, and other student teaching requirements. Note: Teacher Education Department staff will register eligible students for student teaching credits; students cannot self-register.
Contact the department chair to learn about the application process and eligibility requirements. Taught: offered only as a combination of fall-winter term or winter/spring term; some exceptions may be allowed for fall-spring combination. Note: summer student teaching placements are not available.
Taught: Offered only as a combination of fall/winter or winter/spring terms.
Students must concurrently enroll in EDU 5900. Students must complete state-side student teaching and other requirements before receiving approval to student teach overseas.
Contact the department chair or view the teacher education department’s website
for more details: www.hamline.edu/education/index.html.
Credits: 12 credits; available to HOST participants only.
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EDU 5620 - Education and Cultural Diversity
Goals: To understand the educational implications of cultural diversity; race/ethnicity, class, gender, language, or disability. To design means of creating a positive classroom climate that enhances self-esteem of all students. To understand the contributions of various racial, cultural, and economic groups. To understand the nature, causes, and effects of prejudice. To explore classroom implications of inclusive education. Approved by the Minnesota Department of Education as satisfying the Education 521 human relations requirement.
Content: Principles for building self-esteem in students; communication skills for creating a positive classroom climate; the nature, cause, and effects of prejudice, institutional racism, and sexism; contributions to society by persons of color and other historically underrepresented groups; methods for designing multicultural curriculum units.
Taught: Fall and spring terms
Prerequisites: EDU 3150 and EDU 3250. EDU 5690 is strongly recommended.
Clinical Requirement: 30 hours. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to enroll in a 1-credit Independent Study.
Credits: 4 credits
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EDU 5640 - Families, Schools, and Communities
Goals: To develop an awareness of the influences sociocultural and economic conditions have on students’ lives. To understand the impact of school-family-community relations on the education and well-being of children and youth. To develop skill in communicating with parents and communities. To understand the importance of bridging school and home experiences.
Content: Family structure and diversity; influences of social and economic status on school experiences; issues of health and well-being of children and adolescents; family background influences on child/adolescent development; communicating with families and communities; family and communities as resources for curriculum building; the influence of violence; use of tobacco, alcohol, drugs, and other chemicals on school experience and performance.
Prerequisites: EDU 3150 and EDU 3250.
Credits: 2 credits
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EDU 5690 - Theory to Practice (5-8)
Goals: This is an introductory methods class in which students will apply theories of learning, instruction, early adolescent development, motivation, and assessment to classroom situations typical for students in grades 5-8.
Content: With specific attention to students in grades 5-8, analysis of teaching and learning instructional theory; structuring and managing the learning environment; strategies for assessing learning; designing developmentally appropriate learning opportunities to incorporate different approaches to learning, learning styles, and multiple intelligences; and strategies for culturally responsive instruction.
Taught: Fall and spring terms
Prerequisites: EDU 3150, EDU 3250, junior standing, and admission to teacher education.
Clinical Requirement: 15 hours. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to enroll in a 1-credit Independent Study.
Credits: 2 credits
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EDU 5710 - Teaching Literacy in the Middle and Secondary Schools (5-12)
Goals: Facilitate acquisition of knowledge and the development of skills essential in assessing and teaching literacy skills in 5-12 classrooms.
Content: This course is designed to teach potential middle and secondary school teachers how to connect reading strategies to content information; assist struggling readers; and provide information on instructional techniques, integrated learning models, and young adult literature that connects with a range of content areas. This course has been approved and designed to meet the Minnesota Department of Education Literacy standards for middle and secondary teachers.
Taught: Fall and winter terms
Prerequisites: EDU 3150, EDU 3250, EDU 5690, junior standing, and admission to teacher education. EDU 5620 recommended.
Credits: 4 credits
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EDU 5720 - Exceptionality
Goals: To develop understanding of types of exceptionality and the significance of legal aspects, diagnosis, labeling, enrichment, placement, assessment, facilities, parental involvement, and professional and paraprofessional support in educational practice.
Content: Surveys areas of exceptionality such as learning disabilities, physical and mental disabilities, emotional and behavior disorders, and giftedness. Considers impact on classroom learning. Addresses theories of exceptionality, history of educational policy for exceptional children, and educational practices for responding to exceptional students’ needs.
Taught: Fall and spring terms
Prerequisites: EDU 3150 and EDU 3250. EDU 5620 recommended.
Clinical Requirement: 10 hours. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to enroll in a 1-credit Independent Study.
Credits: 2 credits
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EDU 5730 - Teaching Social Studies in the Middle and High Schools (5-12)
Goals: To develop an understanding of the social studies and the purposes they serve, especially citizenship education. To learn about materials development and teaching techniques used in facilitating learning of social studies skills and content by middle and secondary students. Issues in social studies such as its role in the school curriculum, standards and testing, curriculum development, and content controversies will be explored.
Content: Philosophy of social studies education; methods of teaching; major concepts of the social science disciplines; planning for teaching; research and study skills; professional and community resources; incorporation of national, state and local standards; citizenship education within a global context; a middle school focus is included.
Taught: Fall term
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education. EDU 5750 recommended.
Credits: 4 credits
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EDU 5740 - Teaching Science in the Middle and High Schools (5-12)
Goals: To design and lead instruction for secondary students that meets national and state standards for content and pedagogy in science. To manage a secondary science classroom in ways that minimize risks and maximize the thinking and learning of all students.
Content: The nature of science, science process skills, misconceptions in science and conceptual change, the learning cycle approach to lesson design, assessment, revising labs into inquiry investigations, management of investigations, national and state standards, resources to support science instruction, and professional development in science education.
Taught: Spring term
Prerequisites: EDU 3150, EDU 3250, EDU 5690, junior standing, and admission to teacher education.
Credits: 4 credits
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EDU 5750 - Teaching in Secondary Schools
Goals: This is an advanced-level methods class in which students will apply theories of learning, instruction, adolescent development, motivation, and assessment to classroom situations typical for secondary students.
Content: With specific attention to students in secondary schools, analysis of teaching and learning instructional theory; structuring and managing the learning environment; strategies for assessing learning; designing developmentally appropriate learning opportunities to incorporate different approaches to learning, learning styles, and multiple intelligences; strategies for culturally responsive instruction; and uses of technology to facilitate and enhance learning.
Taught: Fall and spring terms
Prerequisites: EDU 3150, EDU 3250, EDU 5690, junior standing, and admission to teacher education.
Clinical Requirement: 20 hours
Credits: 4 credits
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EDU 5780 - Teaching Mathematics in the Middle and High Schools (5-12)
Goals: To gain knowledge and competency necessary to implement effective teaching strategies that support student investigation, discussion, and reasoning about challenging mathematical problems at the secondary level.
Content: Addresses processes of inquiry and problem solving in mathematics; models of effective mathematics teaching; experiences planning and delivering of curriculum and assessment which are aligned with national and state standards; selection and use of appropriate instructional tools including texts, manipulatives, and technology for teaching secondary mathematics; support for students with diverse learning needs.
Taught: Spring term
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education. EDU 5620 and EDU 5750 recommended. Also recommend EDU 5780 be taken the semester prior to student teaching.
Credits: 4 credits
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EDU 5840 - Double License in Elementary and/or Secondary School Teaching
Goals: To enable interested students to become licensed in two levels. The student teacher completes 10 weeks in one licensure area and 8 weeks in a second licensure area for 18 weeks total.
Content: Laboratory application of all previous methods and supporting coursework. Observation, part-time, then full-time teaching are required at both levels.
Taught: Offered only as a combination of fall/winter terms or winter/spring terms.
Prerequisite: Completion of all work in elementary and/or secondary licensure programs, completion of teaching major, and approval to student teach.
Concurrent registration in EDU 5900: Student Teaching Seminar required.
Credits: 4 credits winter term; 16 credits fall or spring term. Total of 20 credits.
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EDU 5850 - Elementary Student Teaching (K-6)
Goals: To demonstrate teaching competencies that enable the student to plan, implement, and evaluate effective lessons in a classroom setting; use of guidance techniques conducive to learning; diagnosis and evaluation; classroom organization; critical reflection, monitoring, and adjustment of professional practice; preparation for a career in elementary education.
Content: The 12-week student teaching experience designed to meet the individual needs of each student, and a two-week portfolio preparation period follows student teaching.
Taught: Fall and spring
Prerequisite: Completion of all work in elementary licensure program, completion of teaching major, and approval to student teach.
Concurrent registration in EDU 5900: Student Teaching Seminar required.
Credits: 14 credits
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EDU 5881 - World Language Methods (K-12)
Goals: This methodology course will familiarize students with the basic teaching responsibilities and classroom management, as well as provide an introduction to the theoretical and practical issues relevant to foreign language learning. Through an understanding of past and current language acquisition and learning theory, students will be able to present arguments for the assumptions of teaching methods, as well as describe their contributions.
Content: Students will continually analyze their assumptions about teaching effectiveness through journal writing, personal experience in the classroom, and critical reading of current classroom research. Students will also be given a solid foundation in practical teaching techniques, evaluation of long-term course objectives and curriculum based on learner needs, and the successful implementation of the K-12 Minnesota Graduation Standards.
Prerequisites: EDU 3150, EDU 3250, EDU 5690, and admission to teacher education. EDU 5620 is recommended. Enrollment in the semester immediately prior to student teaching is recommended.
Credits: 4 credits
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EDU 5900 - Student Teaching Seminar
Content: To be completed concurrently with student teaching. Features both small group and large group meetings. Focus on portfolios, self-assessment of and reflection on student teaching performance, completion of capstone program requirements and state licensure requirements, and collaboration with university supervisors.
Taught: Fall and spring
Prerequisite: Completion of all work in elementary and/or secondary licensure programs with the appropriate content-area and education GPAs and letter grades; completion of all outstanding Incomplete grades; completion of teaching major; and approval to student teach by the student’s major faculty and the teacher education faculty.
Credits: 2 credits
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EDU 5930 - Secondary Student Teaching (9-12)
Goals: To apply, modify, and demonstrate effective teaching techniques through actual teaching experience in the public schools. To develop skills of critical reflection, monitoring, and adjustment of professional practice. To develop a professional understanding of the role of a teacher and a personal model of teaching.
Content: The 12-week student teaching experience designed to meet the individual needs of each student, and a two-week portfolio preparation period follows student teaching.
Prerequisite: This course is restricted to secondary science students pursuing a 9-12 license only. Completion of all work in secondary licensure program, completion of teaching major, and approval to student teach.
Note: Concurrent registration in EDU 5900: Student Teaching Seminar is required.
Credits: 14 credits
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EDU 5940 - Double License in Elementary or Secondary and K-12 Student Teaching
Goals: To enable interested students to become licensed in both the elementary or secondary classroom and one of three K-12 specialized licensure areas. To develop skills of critical reflection, monitoring, and adjustment of professional practice. The student teacher first completes 16 weeks at the elementary or secondary level (10 weeks in regular classoom, then 6 weeks in a specialized field) after which the student must complete 8 weeks at the appropriate other level in K-12 specialty. (24 weeks total)
Content: Laboratory application of all previous methods and supporting coursework. Observation, part-time, then full-time teaching are required at each of three levels–elementary or secondary classroom, specialized elementary, and specialized secondary.
Taught: Offered only as a combination of fall/winter terms or winter/spring terms.
Prerequisite: Completion of all work in elementary or secondary licensure program, completion of teaching major, and approval to student teach.
Note: Concurrent registration in EDU 5900: Student Teaching Seminar required.
Credits: 4 credits winter term; 18 credits fall or spring term. Total of 22 credits.
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EDU 5950 - Secondary Student Teaching (5-12)
Goals: To apply, modify, and demonstrate effective teaching techniques through actual teaching experience in the public schools. To develop skills of critical reflection, monitoring, and adjustment of professional practice. To develop a professional understanding of the role of a teacher and a personal model of teaching.
Content: The 12-week student teaching experience designed to meet the individual needs of each student, and a two-week portfolio preparation period follows student teaching.
Prerequisite: Completion of all work in secondary licensure program, completion of teaching major, and approval to student teach.
Note: Concurrent registration in EDU 5900: Student Teaching Seminar is required.
Credits: 14 credits
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EDU 5960 - Student Teaching (K-12)
Goals: To develop and practice competencies for teaching in the elementary and secondary classroom. To demonstrate ability to plan, implement, and evaluate learning in the school environment. To develop skills of critical reflection, monitoring, and adjustment of professional practice. To observe and understand administrative and instructional policies and procedures (for music, ESL, theatre/dance, world languages, and physical education majors only).
Content: Laboratory application of all previous methods and supporting coursework. Observation, part-time and then full-time responsibility for teaching. At least two weeks of full-time teaching are required at each level; total of 16 weeks required, eight weeks elementary and eight weeks secondary.
Prerequisite: Completion of all work in K-12 licensure program, completion of teaching major, and approval to student teach.
Note: Concurrent registration in EDU 5900: Student Teaching Seminar required.
Credits: 18 credits
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ENG 1100 - English for International Students
Goals: As preparation for ENG 1110 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 credits
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ENG 1110 - Writing and Reading Texts
Goals: To develop critical writing, reading, and thinking skills needed in academic courses in order to achieve greater effectiveness and analysis in writing. To understand the dynamic relationship between language and culture and to begin to explore how one is shaped by language and shapes the world through language.
Content: Critically reading a variety of literary, nonliterary, and visual texts and developing research skills for providing cultural, social, political, and historical contexts. Frequent writing and rewriting in a variety of genres, at least one of which includes research strategies and incorporation of sources. Focus on the elements of successful written communication, including invention, purpose, audience, organization, grammar, and conventions.
Taught: Annually.
Prerequisites: None. Required of all first-year students. Open to others with permission of the department. ENG 1110 does not apply to the English major but instead counts toward a student’s breadth of study.
Credits: 4 credits
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ENG 1210 - British Literatures to 1789
Goals: To survey British literature to 1789 in its cultural and intellectual contexts.
Content: Selected works by such authors as Geoffrey Chaucer, Margery Kempe, Edmund Spenser, William Shakespeare, John Donne, John Milton, Andrew Marvell, and Jonathan Swift.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4 credits
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ENG 1220 - British Literatures after 1789
Goals: To survey British literature after 1789 in its cultural and intellectual contexts.
Content: Selected works by authors such as Mary Wollstonecraft, William Wordsworth, Jane Austen, Robert Browning, Oscar Wilde, Virginia Woolf, and Tom Stoppard.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4 credits
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ENG 1230 - American Literatures to 1860
Goals: To survey American literature to 1860 in its cultural and intellectual contexts.
Content: Literary forms such as sermon, oral narrative, autobiography, journals, essays, poetry, and fiction. Possible authors and texts: Native American poetry and tales, Cabeza de Vaca, Mary Rowlandson, Sor Juana, Benjamin Franklin, William Apess, Ralph Waldo Emerson, Nathaniel Hawthorne, Edgar Allan Poe, Frederick Douglass, Emily Dickinson, and Walt Whitman.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4 credits
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ENG 1240 - American Literatures after 1860
Goals: To survey American literature from about 1860 to the present in its cultural and intellectual contexts.
Content: Literary forms such as the novel, poetry, and drama that develop themes such as the rise of the city, changing social and personal values, industrialism, and individual alienation. Possible authors: Mark Twain, Kate Chopin, Langston Hughes, William Faulkner, Adrienne Rich, Gwendolyn Brooks, and Maxine Hong Kingston.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4 credits
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ENG 1250 - World Literatures
Goals: To survey literatures of the world in their cultural and intellectual contexts.
Content: Selections and emphasis will vary from semester to semester. Students will gain understanding of literary forms such as the novel, drama, poetry, and essay in different cultural contexts. Typical topics for discussion may include the cross-cultural comparison of forms, colonial and postcolonial experiences, and the effects of globalization.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4 credits
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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.
Prerequisite: ENG 1110 or its equivalent, or concurrent registration.
Credits: 4 credits
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ENG 3010 - Textual Studies 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: Strongly recommended that one survey course (1210, 1220, 1230, 1240, 1250, 1270) be completed or taken concurrently.
Credits: 4 credits
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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 ENG 1110, the surveys, and ENG 3010: Textual Studies 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-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 3010, it is strongly encouraged for student success that ENG 3010 be completed first. Not recommended for first-year students. Nonmajors and nonminors need the permission of the instructor.
Credits: 4 credits
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ENG 3100 - Introduction to African-American Studies
Crosslisted
Also listed as ENG 3100 or PHIL 3100.
Goals: To develop an understanding of several key issues in African American Studies emphasizing close textural reading and analysis. Additionally, students participate in academic service learning to synthesize textual and experimental 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 consent of instructor.
Credits: 4 credits
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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.
Prerequisites: ENG 1110 or equivalent; ENG 3020 recommended.
Credits: 4 credits
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ENG 3300 - Creative Writing
Goals: To introduce students to writing poetry and short stories. (May include brief introductions to other genres.)
Content: Writing assignments designed to develop specific skills and techniques (dialogue, characterization, setting, point of view, metaphor, line breaks, persona, repetition, imagery, use of metric form, and free verse) and reading from contemporary authors.
Taught: Annually.
Prerequisites: ENG 1110 or equivalent; ENG 3010 and/or ENG 3020 recommended.
Credits: 4 credits
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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: ENG 1110 or equivalent.
Credits: 4 credits
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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: ENG 1110 or equivalent. ENG 3320 is recommended.
A student may register for this course more than once for different topics.
Credits: 4 credits
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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.
Prerequisites: ENG 1110 or equivalent. Senior status recommended.
Credits: 4 credits
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ENG 3370 - Topics in Professional Writing
Goals: An intensive study in a particular area of professional writing.
Content: Based upon the principles and practices of professional writing and communication, this course requires that students write for multiple, complex audiences and purposes. Topics vary. Check section title and description. Examples include “research and report writing,” “writing for new media” and “professional and technical writing.”
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent. A student may register for this course more than once for different topics.
Credits: 4 credits
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ENG 3380 - Advanced Creative Writing
Goals: To develop further the writing of fiction, poetry, or other prose projects. Each class will focus on one of these three forms.
Content: Frequent writing and rewriting to exercise imagination, creativity, craft, and reading and editing skills.
Taught: Annually.
Prerequisites: ENG 1110 or equivalent and ENG 3300. A student may register for this course more than once for different topics.
Credits: 4 credits
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ENG 3390 - Advanced Writing: Exposition and Argumentation
Goals: To study and acquire power in textual production through reflective reading and writing across genres, discourses, audiences, and purposes.
Content: Studies of writing that maintain (or subvert) the status quo, addressing particularly the influences of culture, gender, class, race, disability, and other categories that define identity and community. Course focus is on expository and argumentative writing—broadly defined—and may be organized around a single category. Recent examples include environment and place, public policy, and disability studies.
Taught: Annually.
Prerequisite: ENG 1110 or its equivalent. A student may register for this course more than once for different topics.
Credits: 4 credits
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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.
Prerequisites: ENG 3010. ENG 3020 strongly recommended. A student may register for this course more than once for different topics.
Credits: 4 credits
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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.
Prerequisites: ENG 3010. ENG 3020 strongly recommended. A student may register for this course more than once for different topics.
Credits: 4 credits
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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 3010. ENG 3020 (may be taken concurrently). A student may register for this course more than once for different topics.
Credits: 4 credits
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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.
Taught: Annually.
Prerequisites: ENG 3010. ENG 3020 (may be taken concurrently). A student may register for this course more than once for different topics.
Credits: 4 credits
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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 3010 or WSTD 1010. A student may register for this class more than once for different topics.
Credits: 4 credits
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ENG 5700 - Teaching English in the Middle and High Schools (5-12)
Goals: To instruct prospective teachers in the theoretical foundations of current teaching methods and practices.
Content: Methods of teaching reading and composition. Planning the English curriculum within the community setting. The inclusion of adolescent literature, non-Western literature, and popular culture in the curriculum.
Taught: Available annually at either Hamline or another ACTC school.
Prerequisites: EDU 3150 and 3250; an English major or minor.
Credits: 4 credits
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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 an analysis of literary texts 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.
Taught: Three senior seminars are offered each year.
Prerequisites: ENG 3020 and at least one 3000-level literature course and consent of instructor.
Credits: 4 credits
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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 credits
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ESTD 5950 - 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, BIOL 1130, and one course in general statistics
Credits: 4 credits
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FIN 1010 - Workshop in Applied Investing
Goals: To provide opportunity to students to value public companies and receive hands-on experience in the securities industry, all within the context of a non-threatening learning environment. This workshop acts as a portfolio manager deciding how and where to invest a small portion (initially about $35,000) of the university’s actual securities. The course’s mission is to: a) develop an understanding of the stock market, including an appreciation of its innate risk and the development of tools to mitigate risk, b) learn how to apply the financial concepts taught in academic management courses to the real world, c) practice analyzing (valuing) a company from an investor’s perspective, and d) consider social/ethical responsibilities and values of a company in deciding to invest in other companies.
Content: This workshop acts as a portfolio manager deciding how and where to invest a small portion of the university’s endowed funds. The course’s mission is to: a) develop an understanding of the stock market, including an appreciation of its innate risk and the development of tools to mitigate risk, b) learn how to apply the financial concepts taught in academic management courses to the real world, c) practice analyzing (valuing) a company from an investor’s perspective, and d) consider social/ethical responsibilities and values of a company in deciding to invest in other companies.
Credits: 2 credits, offered only Pass/No Pass
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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 1310; ECON 1310; ECON 1330 or PSY 1430 or MATH 1200; or consent of the instructor.
Credits: 4 credits
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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, or consent of the instructor.
Credits: 4 credits
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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, or consent of the instructor.
Credits: 4 credits
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