• School of Education

  • Courses

    EDU 1150 - Schools and Society

    Goals: To understand the profession of teaching from historical, philosophical, sociological, and practical viewpoints. To understand the development of our public school systems and the role schools can play in a pluralistic society such as the U.S.

    Content: Important events and personalities that have shaped the public school system in the United States; theories of education; the major professional and political issues facing teachers, students, and parents, especially as related to standards and testing; school-based classroom observation and teacher assistance.

    Taught: Fall and Spring terms

    Co-requisite: EDU 1150: LAB: Schools and Society

    Notes: Students enroll in a 0-credit course lab during which students complete a 20-hour required clinical in a local school. Students who transfer in the equivalent of the course content without clinical experiences should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalent

    Concurrent registration in EDU 1250: Educational Psychology if pursuing teaching license.

    Credits: 4

    EDU 1150 - LAB: Schools and Society

    Goals: A 0-credit course lab during which students complete a 20-hour required clinical in a local school. Students who have transferred in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalency.

    Taught: Fall and spring terms

    Co-requisite: EDU 1150: Schools and Society

    Concurrent registration in EDU 1250: Educational Psychology if pursuing teaching license.

    Credits: 0

    EDU 3260 - Theory to Practice

    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.

    Content: 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. Includes a 20-hour guided clinical experience with middle school students.

    Taught: Fall and spring terms

    Prerequisites: (EDU 1150 or EDU 3150) AND (EDU 1250 or EDU 3250)

    Note: Students who have transferred in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalency.

    Credits: 4

    EDU 3355 - Teaching Art and Music in the Elementary School (K-6)

    Goals: Select and implement developmentally appropriate materials and activities for the teaching of art and music in the elementary classroom.

    Content: Overview of basic concepts and skills in art and music education; group activities and/or classroom involvement with elementary school students.

    Taught: Fall and Spring terms

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or 5690)

    Note: Concurrent registration in EDU 3375: Teaching Health and Physical Education in the Elementary School (K-6) is strongly recommended.

    Credits: 2

    EDU 3375 - Teaching Health and Physical Education in the Elementary School (K-6)

    Goals: Select and implement developmentally appropriate materials and activities for the teaching of health and physical education in the elementary classroom.

    Content: Overview of basic concepts and skills in health and physical education; group activities and/or classroom involvement with elementary school students.

    Taught: Fall and Spring terms

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or 5690)

    Note: Concurrent registration in EDU 3355: Teaching Art and Music in the Elementary School (K-6) is strongly recommended.

    Credits: 2

    EDU 3500 - Diversity and Education

    Goals: To understand the educational implications of cultural diversity: class, disability, gender, language, race/ethnicity, and sexual orientation. To design means of creating a positive classroom climate that enhances learning of all students. To understand the contributions to society by persons of color and other historically underrepresented groups. 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; 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 1150 or 3150) AND (EDU 1250 or 3250)
    Co-requisite: EDU 3500: LAB: Diversity and Education.

    Notes: Clinical Requirement: EDU 3500: LAB: Diversity and Education during which students complete a 20-hour required clinical in a local school.

    Students who transfer in the equivalent of the course content without clinical experiences should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalency.

    Credits: 4

    EDU 3500 - LAB: Diversity and Education

    Goals: A 0-credit lab during which students will complete a 20-hour required clinical in a local school. Students who have transferred in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalency.

    Taught: Fall and spring terms

    Prerequisites: (EDU 1150 or EDU 3150) AND (EDU 1250 or EDU 3250) Co-requisite: EDU 3500: Diversity and Education

    Credits: 0

    EDU 3620 - 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: Winter term only

    Co-requisite: EDU 3620: LAB: Exceptionality Prerequisites: Admission to Undergraduate Teacher Education program; (EDU 3260 or 5690)

    Note: Clinical Requirement: EDU 3620: LAB: Exceptionality during which students complete a 10-hour clinical experience in a local school.

    Students who have transferred in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalency.

    Credits: 2

    EDU 3620 - LAB: Exceptionality

    Goals: A 0-credit lab during which students complete a 10-hour clinical experience in a local school. Students who have transferred in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn the course equivalency.

    Taught: Winter term only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or

    EDU 5690) Co-requisite: EDU 3620: Exceptionality

    Credits: 0 credits

    EDU 3660 - Crucial Issues in Education

    Goals: To research and critically examine a particular set of issues connected with the profession of education.

    Content: Topics will vary from year to year. Recent topics have included education and the media, immigrant and refugee students in U.S. schools, the achievement gap, educational policy.

    Taught: Winter term

    Credits: 4 credits

    EDU 5400 - Teaching Social Studies in Elementary Schools (K-6)

    Goals: To develop an understanding of the social studies and the purposes they serve - especially citizenship education. To explore issues in the role of social studies in school curriculum, curriculum development, standards and testing, and content controversies. To learn about materials development, teaching techniques, and community resources used in facilitating learning of social studies skills and content.

    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. 15 hours of school-based teaching activities are built into course time.

    Taught: Spring term only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620)

    Credits: 4

    EDU 5450 - Teaching Literacy in Elementary Schools (K-6)

    Goals: To develop the ability to create an environment that fosters literacy through an understanding of the communication arts and literature, the foundations of reading processes, the sue of  a wide range of instructional practices, approaches, methods, curriculum materials, and assessment tools to plan and evaluate effective literacy instruction.

    Taught: Spring term only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620)

    Note: Includes a 20-hour guided clinical experience with K-6 students.

    Credits: 6

    EDU 5510 - Teaching Mathematics in Elementary Schools (K-6)

    Goals: To develop understandings and pedagogical competencies necessary to implement effective math curriculum in the elementary classroom. To implement methods that promote student investigation, discussion, and assessment models that meet the divers learning needs of elementary students. To employ a standards-based, problem-solving approach to teaching and learning in elementary level mathematics.

    Content: Definition of literacy; identification of appropriate goals, materials, methods, and evaluation techniques for promoting literacy; professional resources; children’s literature. 30 hours of school-based activities in elementary classrooms, including micro-teaching are built into course time.

    Taught: Fall term only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620) AND MATH 1130

    Note: Includes a 20-hour guided clinical experience with K-6 students.

    Credits: 4

    EDU 5520 - Teaching Science in Elementary Schools (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 only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620)

    Credits: 4

    EDU 5700 - 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: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690)

    Notes: Clinical Requirement: 20 hours outside of scheduled class time. Dates, times, and local school sited determined the first week of class.

    Students who transfer in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn course equivalency.

    Credits: 4

    EDU 5710 - Teaching Literacy in Middle and High Schools (5-12)

    Goals: Facilitate acquisition of knowledge and the development of skills essential in assessing and teaching literacy skills in 5-12 school classrooms.

    Content: Addresses the need of middle and high school students as they make the transition from emergent to fluent readers. Works to expand the definition of literacy to on that incorporates reading, writing, and speaking as tools for learning. Form the basis for instructional strategies designed to improve students’ appreciation of literacy in the learning process.

    Taught: Fall term only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690)

    Notes: Clinical Requirement: 20 hours outside of scheduled class time. Dates, times, and local school sited determined the first week of class.

    Students who transfer in the equivalent course content without clinical experience should see the Program Coordinator to enroll in a 1-credit Independent Study to earn course equivalency.

    Credits: 4

    EDU 5730 - Teaching Social Studies in Middle and High Schools (5-12)

    Goals: To develop an understanding of the social studies: content controversies, standards and testing, curriculum development. To learn about pedagogy used to facilitate powerful teaching and learning in middle and secondary classrooms.

    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.

    Taught: Fall and Spring terms

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620) AND (EDU 5700 or EDU 5750)

    Credits: 4

    EDU 5740 - Teaching Science in 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 only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620) AND (EDU 5700 or EDU 5750)

    Credits: 4

    EDU 5760 - Teaching World Languages (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: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620) AND (EDU 5700 or EDU 5750)

    Credits: 4

    EDU 5780 - Teaching Mathematics in Middle and High Schools (5-12)

    Goals: Facilitate acquisition of knowledge and competencies necessary to implement effective teaching strategies that support student investigation, discussion, and reasoning related to mathematical understandings for the secondary and middle school levels.

    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 only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620) AND (EDU 5700 or EDU 5750)

    Credits: 4

    EDU 5790 - Teaching English in Middle and High Schools (5-12)

    Goals: Facilitate acquisition of knowledge and the development of skills essential in assessing and teaching literacy skills in 5-12 school classrooms.

    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. This course is approved by the MN DOE as meeting the Literacy standards for middle and high school teachers.

    Taught: Spring term only

    Prerequisites: Admission to Undergraduate Teacher Education program AND (EDU 3260 or EDU 5690) AND (EDU 3500 or EDU 5620) AND (EDU 5700 or EDU 5750)

    Credits: 4

    EDU 5840 - Student Teaching Double License in Elementary and/or Secondary

    Goals: To apply, modify, and demonstrate effective teaching techniques through actual teaching experience in the public schools. To develop skills of critical reflections, monitoring, and adjusting of professional practice. To develop a professional understanding of the role of a teacher and a personal model of teaching.

    Eligible teacher candidates become licensed in two levels by completing 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. Completion of the Teacher Performance Assessment.

    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 coursework, completion of teaching major coursework, and approval to student teach.

    Co-requisite: EDU 5900: Student Teaching Seminar

    Credits: 4 credits winter term; 16 credits fall or spring term. Total of 20 credits.

    EDU 5900 - Student Teaching Seminar

    Content: Features both small group and large group meetings. Focus on self-assessment of and reflection on student teaching performance, completion of state licensure requirements including Teacher Performance Assessment, and collaboration with university supervisors.

    Taught: Fall and Spring terms

    Co-requisite: Appropriate Student Teaching

    Credits: 2 credits

    EDU 5920 - Student Teaching Elementary (K-6)

    Goals: To apply, modify, and demonstrate effective teaching techniques through actual teaching experience in the public schools. To develop skills of critical reflections, monitoring, and adjusting of professional practice. To develop a professional understanding of the role of a teacher and a personal model of teaching.

    Content: Laboratory application of all previous methods and supporting coursework. Observation, part-time, then full-time teaching are required at both levels. Completion of the Teacher Performance Assessment.

    Taught: Fall and spring

    Prerequisite: Completion of all elementary licensure coursework and teaching major coursework, and approval to student teach. Co-requisite: EDU 5900

    Credits: 14 credits

    EDU 5930 - Student Teaching Secondary (9-12)

    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 education.

    Content: Laboratory application of all previous methods and supporting coursework. Observation, part-time, then full-time teaching are required at both levels. Completion of the Teacher Performance Assessment.

    Prerequisite: This course is restricted to secondary science students pursuing a 9-12 license only. Completion of all secondary licensure coursework, completion of teaching major coursework, and approval to student teach. Co-requisite: EDU 5900: Student Teaching Seminar

    Credits: 14 credits

    EDU 5940 - Student Teaching Double License in Elementary or Secondary and K-12

    Goals: To apply, modify, and demonstrate effective teaching techniques through actual teaching experience in the public schools. To develop skills of critical reflections, monitoring, and adjusting of professional practice. To develop a professional understanding of the role of a teacher and a personal model of teaching.

    Eligible teacher candidates first complete 16 weeks at the elementary or secondary level (10 weeks in regular classroom, then 6 weeks in a specialized field) after which the teacher candidate 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 both levels. Completion of the Teacher Performance Assessment.

    Taught: Offered only as a combination of fall/winter terms or winter/spring terms

    Prerequisite: Completion of all elementary or secondary licensure coursework, completion of teaching major coursework, and approval to student teach.

    Co-requisite: EDU 5900: Student Teaching Seminar

    Credits: 4 credits winter term; 18 credits fall or spring term. Total of 22 credits.

    EDU 5950 - Student Teaching Secondary (5-12)

    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 education.

    Content: Laboratory application of all previous methods and supporting coursework. Observation, part-time, then full-time teaching are required at both levels. Completion of the Teacher Performance Assessment.

    Prerequisite: Completion of all secondary licensure coursework, completion of teaching major coursework, and approval to student teach. Co-requisite: EDU 5900: Student Teaching Seminar

    Credits: 14 credits

    EDU 5960 - Student Teaching (K-12)

    Goals: To apply, modify, and demonstrate effective teaching techniques through actual teaching experience in the public schools. To develop skills of critical reflections, monitoring, and adjusting of professional practice. To develop a professional understanding of the role of a teacher and a personal model of teaching. This section of student teaching is for ESL, theatre/dance, world languages licensure 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. Completion of the Teacher Performance Assessment.

    Prerequisite: Completion of all K-12 licensure coursework, completion of teaching major coursework, and approval to student teach. Co-requisite: EDU 5900: Student Teaching Seminar

    Credits: 18 credits

    EDU 5965 - Hamline Overseas Student Teaching (HOST)

    Goals: To provide an opportunity to complete a significant portion of student teaching in another country in order to experience immersion in another cultural setting while fulfilling licensure requirements. Requires application and department approval. See program coordinator for specific details.

    Taught: Combined Winter and Spring terms only

    Prerequisites: Approval for student teaching and approved HOST application.

    Students must complete state-side student teaching and other requirements before receiving approval to student teach overseas.

    Notes: Contact the HSE Teacher Education Department chair or view the Department’s website [www.hamline.edu/education/index.html] to learn about the application process and eligibility requirements.

    Students cannot self-register; Undergraduate Teacher Education Department staff will register eligible students for student teaching credits.

    Credits: 14-18

    Co-requisite: EDU 5900: Student Teaching Seminar