Subject: Accounting (ACCT)

CRN: 42491

In Person | Lecture

Minneapolis: Schulze Hall 421

Requirements Met:
     CommGood/Community-Engaged

  Stephanie Grimm

A rigorous study is made of the elements of product costs, including job, process, standard, and variable costing systems and procedures. A managerial emphasis is added through inclusion of cost-volume-profit relationships, budgeting techniques, and other selected topics. Prerequisites: ACCT 200 or ACCT 215 and sophomore standing.

4 Credits

Subject: Accounting (ACCT)

CRN: 43015

In Person | Lecture

Minneapolis: Schulze Hall 421

Requirements Met:
     CommGood/Community-Engaged

  Stephanie Grimm

A rigorous study is made of the elements of product costs, including job, process, standard, and variable costing systems and procedures. A managerial emphasis is added through inclusion of cost-volume-profit relationships, budgeting techniques, and other selected topics. Prerequisites: ACCT 200 or ACCT 215 and sophomore standing.

4 Credits

Subject: Art History (UG) (ARTH)

CRN: 41059

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 311

Online

Core Requirements Met:
     [Core] Fine Arts
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     CommGood/Community-Engaged
     Writing to learn

  Heather Shirey

Street art—including graffiti, murals, and other installations in public space—provides expressive avenues for marginalized voices, shapes urban space, and promotes competing visions of community development. In contrast to art that is created for museums or the commercial art market, street art is uniquely positioned to engage with social issues from a critical perspective. This class will involve an analysis of street art projects from the United States, situated in comparison with projects from around the world. Topics to explored include the history of street art over time (from its origins in graffiti to contemporary mural festivals); the impetus for street art in communities in the USA and globally; models for creating, preserving, and presenting street art; the institutionalization of street art; street art as it relates to diversity and inclusion; and, ultimately, the potential for street art to play a role in social change.

4 Credits

Subject: Art History (UG) (ARTH)

CRN: 42929

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 414

Online

Core Requirements Met:
     [Core] Fine Arts
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     CommGood/Community-Engaged
     Writing to learn

  Heather Shirey

Street art—including graffiti, murals, and other installations in public space—provides expressive avenues for marginalized voices, shapes urban space, and promotes competing visions of community development. In contrast to art that is created for museums or the commercial art market, street art is uniquely positioned to engage with social issues from a critical perspective. This class will involve an analysis of street art projects from the United States, situated in comparison with projects from around the world. Topics to explored include the history of street art over time (from its origins in graffiti to contemporary mural festivals); the impetus for street art in communities in the USA and globally; models for creating, preserving, and presenting street art; the institutionalization of street art; street art as it relates to diversity and inclusion; and, ultimately, the potential for street art to play a role in social change.

4 Credits

Subject: Art History (UG) (ARTH)

CRN: 41060

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 311

Online

Core Requirements Met:
     [Core] Fine Arts
          OR
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     Amer Culture & Diff Minor Appr
     Honors Course
     CommGood/Community-Engaged
     Writing to learn

  Heather Shirey

Street art—including graffiti, murals, and other installations in public space—provides expressive avenues for marginalized voices, shapes urban space, and promotes competing visions of community development. In contrast to art that is created for museums or the commercial art market, street art is uniquely positioned to engage with social issues from a critical perspective. This class will involve an analysis of street art projects from the United States, situated in comparison with projects from around the world. Topics to explored include the history of street art over time (from its origins in graffiti to contemporary mural festivals); the impetus for street art in communities in the USA and globally; models for creating, preserving, and presenting street art; the institutionalization of street art; street art as it relates to diversity and inclusion; and, ultimately, the potential for street art to play a role in social change.

4 Credits

Subject: Computer & Info Sci (UG) (CISC)

CRN: 41254

In Person | Lecture

St Paul: O'Shaughnessy Science Hall 431

Requirements Met:
     CommGood/Community-Engaged
     [Core] Signature Work
     Writing in the Discipline

  Ryan Hardt

The senior capstone course provides computer science majors the opportunity to integrate the knowledge that they have gained from across the curriculum. Students will work in groups to design, document, and implement a large-sized software project. During this process, students will be exposed to programming team organization, software development practices, as well as tools that facilitate the development of software systems. Prerequisites: Senior standing and a minimum grade of C- or better in: CISC 350, CISC 340, and CISC 380 (which 380 may be taken concurrently)

4 Credits

Subject: Computer & Info Sci (UG) (CISC)

CRN: 41255

In Person | Lecture

St Paul: O'Shaughnessy Science Hall 428

Requirements Met:
     CommGood/Community-Engaged

  Priscilla Jimenez Pazmino

This course is designed to apply computer science skills, enabling students to design, build, and evaluate computer-based systems. Students will delve into user-centered research methods, empowering them to use technology to address real societal issues. The course is structured into three comprehensive components: 1) the study of fundamental concepts regarding human-computer interaction and human-centered design, 2) the design and prototype of software artifacts to serve personal and community needs, and 3) the study of research papers on human-computer interaction which will focus on research methods and different problem domains. The course requires a substantial programming background as a prerequisite. Prerequisites: Undergraduate level: CISC 230, Minimum Grade of C-

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42346

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

Requirements Met:
     FYE Changemaking
     CommGood/Community-Engaged

  Muffet Trout

This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42350

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301

Online

Requirements Met:
     CommGood/Community-Engaged

  Elena Gullickson

This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data-driven instruction decisions; lesson and unit planning; and curriculum and technology integration. The course includes a clinical experience. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 341 Field Experience III: 5-12 Mathematics.

4 Credits

Subject: Education (UG) (EDUC)

CRN: 43023

Online: Some Synchronous | Lecture

Online

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Family Studies Major Approved
     Family Studies Minor Approved
     CommGood/Community-Engaged

  Chelda Smith Kondo

This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42360

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Family Studies Major Approved
     Family Studies Minor Approved
     CommGood/Community-Engaged

  Chelda Smith Kondo

This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42362

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

Requirements Met:
     CommGood/Community-Engaged
     Writing to learn

  Muffet Trout

This course integrates principles of learning with evidence-based strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: EDUC 210 or permission of chair. Concurrent registration: EDUC 332 Field Experience II: Learning and Teaching.

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42370

In Person | Lecture

Minneapolis: Terrence Murphy Hall 150

Requirements Met:
     CommGood/Community-Engaged

  Liz Fogarty

This course is Part I of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literary instruction for meeting the diverse needs of all students. The course presents developmentally appropriate practice for kindergarten, primary, and intermediate grades, the current knowledge base of research, and recommendations for professional development. As the introductory course in literacy, it focuses on language development, assessment and interpretation of relevant data regarding literacy processes, and serves as the knowledge base for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development. Prerequisite: 210

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42371

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318

Requirements Met:
     CommGood/Community-Engaged
     Writing in the Discipline

  Suzy Kaback

This course is Part II of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents research-based best practices in teaching for kindergarten, primary, and intermediate grades. This second course in the literacy sequence extends the foundations in language, assessment and interpretation of relevant data regarding literacy processes, and explorations into children's literature to classroom applications in composing processes (writer's workshop), assessment and evaluation as it informs teaching, planning and reflection, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. By Special Permission Only. Prerequisites: EDUC 330, 332 and 350; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 371, 372, 373; or permission of Chair

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42372

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318

Requirements Met:
     CommGood/Community-Engaged

  Debbie Monson

This course is designed to prepare teachers who will effectively engage learners with mathematics and technology. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332 and MATH 100, 121; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 372, 373; or permission of chair

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42373

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301

Requirements Met:
     CommGood/Community-Engaged

  Desirae Gillis

This course is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong healthy, active living. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 371, 373; and permission of Chair

4 Credits

Subject: Education (UG) (EDUC)

CRN: 42374

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318

Requirements Met:
     Sustainability (SUST)
     CommGood/Community-Engaged

  Muffet Trout

This course is designed to prepare teachers who will effectively engage learners with Social Studies and the Fine Arts. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies ; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332 successful completion of Assessment II and admissions to advanced candidacy; concurrent registration with EDUC 337, 370, 371, and 372, or permission of Chair.

4 Credits

Subject: English (UG) (ENGL)

CRN: 41385

In Person | Lecture

St Paul: O'Shaughnessy Education Center 212

Core Requirements Met:
     [Core] English

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing Intensive

  Michael Raimondi

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

4 Credits

Subject: English (UG) (ENGL)

CRN: 41392

Blended Online & In-Person | Lecture

St Paul: Murray-Herrick Campus Center 211

Online

Core Requirements Met:
     [Core] English

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing Intensive

  Shannon Scott

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

4 Credits

Subject: English (UG) (ENGL)

CRN: 41405

In Person | Lecture

St Paul: Murray-Herrick Campus Center 211

Core Requirements Met:
     [Core] English

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing Intensive

  Michael Raimondi

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

4 Credits

Subject: English (UG) (ENGL)

CRN: 41406

In Person | Lecture

St Paul: Murray-Herrick Campus Center 211

Core Requirements Met:
     [Core] English

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing Intensive

  Michael Raimondi

Students will read and write about literary texts critically and closely. The course emphasizes recursive reading and writing processes that encourage students to discover, explain, question and clarify ideas. To this end, students will study a variety of genres as well as terms and concepts helpful to close analysis of those genres. They will practice various forms of writing for specific audiences and purposes. Students will reflect on and develop critical awareness of their own strengths and weaknesses as readers and writers. The writing load for this course is a minimum of 12 pages of formal revised writing.

4 Credits

Subject: English (UG) (ENGL)

CRN: 41443

In Person | Lecture

St Paul: John Roach Center 301

Requirements Met:
     English-Theory and Practice
     CommGood/Community-Engaged
     Writing Intensive

  Erika Scheurer

This course introduces students to current writing, rhetorical, and pedagogical theory, and helps them develop a vocabulary for talking about writing and strengthen their abilities to write and to assist others in developing their academic literacy. Students will practice writing in a variety of forms such as academic writing, professional writing, experimental writing, and writing with particular attention to social justice. Required for secondary licensure in communication arts and literature students. This course fulfills the Theory and Practice requirement in the English major. Prerequisites: ENGL 121 or 190. 

4 Credits

Subject: Engineering (UG) (ENGR)

CRN: 40498

In Person | Lecture/Lab

St Paul: O'Shaughnessy Science Hall LL15

Requirements Met:
     FYE CommGood/Learning Comm
     Sustainability (SUST)
     CommGood/Community-Engaged

  John Wentz

This course introduces students to the engineering disciplines and the design process through a semester-long design challenge. Students will gain improved self-awareness, empathy, and critical thinking skills; this will help them work as a team in a collaborative and inclusive environment to identify a need, interview clients, plan tasks and propose engineering solutions with consideration for the common good.

2 Credits

Subject: Engineering (UG) (ENGR)

CRN: 40019

In Person | Lecture/Lab

St Paul: O'Shaughnessy Science Hall LL15

Requirements Met:
     FYE CommGood/Learning Comm
     Sustainability (SUST)
     CommGood/Community-Engaged

  Cooper Gray

This course introduces students to the engineering disciplines and the design process through a semester-long design challenge. Students will gain improved self-awareness, empathy, and critical thinking skills; this will help them work as a team in a collaborative and inclusive environment to identify a need, interview clients, plan tasks and propose engineering solutions with consideration for the common good.

2 Credits

Subject: Engineering (UG) (ENGR)

CRN: 40668

In Person | Lecture/Lab

St Paul: O'Shaughnessy Science Hall LL15

Requirements Met:
     Sustainability (SUST)
     CommGood/Community-Engaged

  Cooper Gray

This course introduces students to the engineering disciplines and the design process through a semester-long design challenge. Students will gain improved self-awareness, empathy, and critical thinking skills; this will help them work as a team in a collaborative and inclusive environment to identify a need, interview clients, plan tasks and propose engineering solutions with consideration for the common good.

2 Credits

Subject: Engineering (UG) (ENGR)

CRN: 40907

In Person | Lecture/Lab

St Paul: O'Shaughnessy Science Hall LL15

Requirements Met:
     FYE CommGood/Learning Comm
     Sustainability (SUST)
     CommGood/Community-Engaged

  Kelsey Irizarry

This course introduces students to the engineering disciplines and the design process through a semester-long design challenge. Students will gain improved self-awareness, empathy, and critical thinking skills; this will help them work as a team in a collaborative and inclusive environment to identify a need, interview clients, plan tasks and propose engineering solutions with consideration for the common good.

2 Credits

Subject: German (GERM)

CRN: 41631

In Person | Lecture

St Paul: O'Shaughnessy Education Center 318

Core Requirements Met:
     [Core] Language/Culture

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing to learn

  Susanne Wagner

Introduction to fundamentals of language structure and vocabulary. Practice in speaking, reading, writing and understanding. Students must be placed into GERM 111. This section for IEP students.

4 Credits

Subject: German (GERM)

CRN: 41634

In Person | Lecture

St Paul: O'Shaughnessy Education Center 318

Core Requirements Met:
     [Core] Global Perspective AND [Core] Integ/Humanities
     

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing in the Discipline

  Susanne Wagner

Intended as an introduction to more advanced work in German, this course, which is required of all majors and minors, will offer an overview of the evolution of German culture and civilization (society, politics, the arts) within an historical context. The course will also contain a review of advanced grammar and offer students an opportunity to improve their reading, writing, and speaking skills. Oral and written skills will be assessed. Prerequisite: GERM 212 or equivalent completed with a C- or better

4 Credits

Subject: German (GERM)

CRN: 41635

In Person | Directed Course

St Paul: O'Shaughnessy Education Center 318

Core Requirements Met:
     [Core] Global Perspective AND [Core] Integ/Humanities
     

Other Requirements Met:
     Sustainability (SUST)
     CommGood/Community-Engaged
     Writing Intensive

  Susanne Wagner

An introduction to the vocabulary of business and economics in German. A survey of German business structure, economic principles, business-government-union interrelationships and international trade status. Readings, discussions and tests are primarily in the German language. Prerequisite: GERM 300

4 Credits

Subject: Spanish (Grad) (GSPA)

CRN: 41695

Online: Some Synchronous | Topics Lecture 2

Online

  Sonia Rey-Montejo

This specific offering of the course, Afro-Hispanic Literatures and Cultures, examines 20th and 21st century literary representations of afro-identity in Latin America, the Spanish Caribbean and Equatorial Guinea with special attention to the intersections of race, gender, class, and nationality. We will analyze how the work of art (a literary text, a movie, a painting, a song, to name a few examples) serves as a space for reflection on concepts such as ‘race,’ ethnicity, hegemony, resistance, multiculturalism, and hybridity. Primary readings will be supplemented by relevant historical, critical, and theoretical texts. Along with these readings we will also view documentaries and films that deal with issues of race and ethnicity within these minority communities. Class discussion will focus on how identities are constructed within the space of fiction and other artistic representations. The objective for this course offering is to provide an overview of contemporary literary works by Latin American, Caribbean and Equatorial Guinean writers of African descent.

3 Credits

Subject: Justice & Peace Studies (JPST)

CRN: 41749

In Person | Lecture

St Paul: John Roach Center LL45

Core Requirements Met:
     [Core] Diversity/Soc Just AND [Core] Integ/Humanities
     

Other Requirements Met:
     CommGood/Community-Engaged
     Writing Intensive

  Mike Klein

This course introduces students to qualitative research theories, methods, and techniques focused on representing voices of women, people of color, people in poverty and others that are marginalized or excluded from dominant culture. Specifically, students will gain familiarity with the qualitative social science methods of interviews, ethnography, documentary research, and focus groups. Throughout the course, students will be guided through the process of designing and conducting their own unique research projects meanwhile learning from ongoing research with their instructors and partner organizations. In addition to training in data collection techniques, analysis, and varied epistemologies, the course thoroughly explores the ethics of research with marginalized communities and the ways in which research can and does relate to social change. Together, participants in this course will co-create a teaching/learning community wherein we all critically analyze and respectfully value each person’s individual and particular contributions as well as our diverse understandings of social reality and how we position ourselves in the multiple worlds in which we live and work.

4 Credits

Subject: Law (Grad) (LAWS)

CRN: 42994

In Person | Lecture

Minneapolis: In Person

Requirements Met:
     Experiential Course
     CommGood/Community-Engaged
     LLM US Law Elective

  Carl Warren

Students in the Community Justice Project engage in legislative advocacy, problem-solving, legal research and writing, community outreach, and help to shape public policy on cutting-edge civil rights issues. Following the sub-Saharan African ideology of “Ubuntu,” students focus on creating systemic changes in the arenas of economic development, criminal justice, juvenile justice, reentry, and public education. The Community Justice Project also works to build bridges with stakeholders in community, local government, law enforcement, nonprofits, and philanthropy. Enrollment with permission only

6 Credits

Subject: Law (Grad) (LAWS)

CRN: 42995

In Person | Lecture

Minneapolis: In Person

Requirements Met:
     Experiential Course
     CommGood/Community-Engaged
     LLM US Law Elective

  Virgil Wiebe

Students will represent immigrants seeking to improve their legal status in the United States and may handle political asylum applications, claims under the Violence Against Women Act, and other forms of immigration law relief. Students may conduct client interviews, engage in local and international fact investigation, draft immigration applications and client affidavits, work with expert witnesses, draft legal briefs, and represent clients before immigration judges and immigration-related divisions of the U.S. Department of Homeland Security. Enrollment by permission only.

6 Credits

Subject: Law (Grad) (LAWS)

CRN: 42996

In Person | Lecture

Minneapolis: In Person

Requirements Met:
     Experiential Course
     CommGood/Community-Engaged
     LLM US Law Elective

  Carl Warren

A small number of students who have completed a semester in the Clinic Community Justice Project may be asked to participate in the Community Justice Project as advanced students. Enrollment by permission only.

3 Credits

Subject: Management (MGMT)

CRN: 42661

In Person | Lecture

St Paul: McNeely Hall 115

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     CommGood/Community-Engaged
     Writing to learn

  Ernest Owens

This course presents the concepts, techniques, and behavioral skills needed for managing projects effectively. The course introduces students to a project's life cycle (from project definition and goals to completion of the project) and the behavioral dynamics that need to be managed to achieve success. Project leaders need to fulfill multiple roles on a project including managing the timeline, meeting project specifications, resource budgeting and creating a sustainable project culture. Prerequisites: MGMT 200; and OPMT 200 or OPMT 300; and Junior standing.

4 Credits

Subject: Management (MGMT)

CRN: 42666

Online: Some Synchronous | Lecture

Online

Requirements Met:
     CommGood/Community-Engaged

  Danielle Hansen

[This course will be delivered in a Prof + Prof model. For more information on the professional co-teaching the course, click here.]Negotiating decisions, deals, contracts and progressive change is an important skill valued by organizations. In addition, individuals need to harness their personal power to influence others with integrity. This course equips students with knowledge, strategies, tactics, and practical skills to negotiate effectively and manage conflict with peers, superiors, subordinates, and external parties across various contexts. Effective negotiation, influence and conflict management positions professionals at all stages of their career to achieve organizational goals, improve outcomes and contribute to the common good. Prerequisites: MGMT 200 or MGMT 305 and Junior standing.

4 Credits

Subject: Nursing (NRSG)

CRN: 42787

Online: Some Synchronous | Lecture

St Paul: In Person

Requirements Met:
     CommGood/Community-Engaged

  Michelle Maldonado

This course prepares students in concepts and theories to practice safe and ethical care within an advocacy framework. Emphasis will be on ethical principles, health policy analysis, political competence, and principles and practices of advocacy in the context of spheres of care (disease prevention/promotion of health and well-being, chronic disease care, restorative care, and hospice/palliative/supportive care), whole person wellness, social determinants of health and health equity, healthcare advocacy and systems change, and interprofessional collaboration. Prerequisite: C- or higher in NRSG 350; 3430; 370; and a declared nursing students. Co-enrollment in NRSG 420 required.

4 Credits

Subject: Nursing (NRSG)

CRN: 42788

Online: Some Synchronous | Lecture

St Paul: In Person

Requirements Met:
     CommGood/Community-Engaged

  Michelle Maldonado

This course prepares students in concepts and theories to practice safe and ethical care within an advocacy framework. Emphasis will be on ethical principles, health policy analysis, political competence, and principles and practices of advocacy in the context of spheres of care (disease prevention/promotion of health and well-being, chronic disease care, restorative care, and hospice/palliative/supportive care), whole person wellness, social determinants of health and health equity, healthcare advocacy and systems change, and interprofessional collaboration. Prerequisite: C- or higher in NRSG 350; 3430; 370; and a declared nursing students. Co-enrollment in NRSG 420 required.

4 Credits

Subject: Psychology (UG) (PSYC)

CRN: 42141

In Person | Lecture

St Paul: Murray-Herrick Campus Center 205

Requirements Met:
     Family Studies Major Approved
     Family Studies Approved
     CommGood/Community-Engaged

  Annie Pezalla

An introduction to developmental principles and theories throughout the life span. The course also includes research, application and the interplay among the physical, emotional, social and intellectual variables in the process of growth and development. Also examined is how individuals develop the knowledge, skills, and personality characteristics that allow them to become successful later in life as well as how differences among individuals come about. Prerequisite: PSYC 111 NOTE: Students who receive credit for PSYC 202 may not receive credit for PSYC 200.

4 Credits

Subject: Psychology (UG) (PSYC)

CRN: 42169

In Person | Lecture

St Paul: John Roach Center LL01

Requirements Met:
     School of Ed Transfer Course
     CommGood/Community-Engaged
     Writing Intensive

  Ann Johnson

This course explores psychology's past with a special focus on events representing the discipline's sustained interest in applying science to enhance human welfare. From its early days, U.S. psychologists have applied our discipline's knowledge to solve social problems. This course examines psychology's complicity, in its early years, with questionable cultural practices and unjust social norms (e.g. the eugenics movement, racial bias). We also study the social/historical context surrounding psychology's early applications. The goal is to promote reflection on the place of psychology in the broader culture and raise awareness of the complexities inherent in using science to solve social problems, in the service of preparing students to be "morally responsible leaders who think critically, act wisely, and work skillfully to advance the common good." Prerequisites: Senior standing and declared Psychology major

4 Credits

Subject: Sociology (SOCI)

CRN: 42173

Blended Online & In-Person | Lecture

St Paul: O'Shaughnessy Education Center 302

Online

Core Requirements Met:
     [Core] Soc Sci Analysis

Other Requirements Met:
     FYE CommGood/Learning Comm
     School of Ed Transfer Course
     CommGood/Community-Engaged
     Writing to learn

  Monica Liu

Introduction to the concepts, theories, methods and applications of the scientific study of society and social concerns. Enables students to understand the connections between the individual and larger social and cultural forces. Heightens awareness of the diversity of American and other societies.

4 Credits

Subject: Sociology (SOCI)

CRN: 42174

In Person | Lecture

St Paul: O'Shaughnessy Education Center 203

Core Requirements Met:
     [Core] Soc Sci Analysis

Other Requirements Met:
     FYE CommGood/Learning Comm
     School of Ed Transfer Course
     CommGood/Community-Engaged
     Writing to learn

  Laura Fischer

Introduction to the concepts, theories, methods and applications of the scientific study of society and social concerns. Enables students to understand the connections between the individual and larger social and cultural forces. Heightens awareness of the diversity of American and other societies.

4 Credits

Subject: Sociology (SOCI)

CRN: 42175

Online: Asynchronous | Lecture

Online

Core Requirements Met:
     [Core] Soc Sci Analysis

Other Requirements Met:
     FYE CommGood/Learning Comm
     School of Ed Transfer Course
     CommGood/Community-Engaged
     Writing to learn

  Tanya Gladney

Introduction to the concepts, theories, methods and applications of the scientific study of society and social concerns. Enables students to understand the connections between the individual and larger social and cultural forces. Heightens awareness of the diversity of American and other societies.

4 Credits

Subject: Sociology (SOCI)

CRN: 42186

In Person | Lecture

St Paul: O'Shaughnessy Education Center 204

Requirements Met:
     School of Ed Transfer Course
     CommGood/Community-Engaged
     [Core] Signature Work
     Writing Intensive

  Jessica Hodge

The senior seminar serves as a capstone experience for students to address several central issues in the study of crime and justice. The major focus is to build upon students knowledge from previous courses with a focus upon an integration of knowledge from material learned throughout the major. Students will complete a final project that demonstrates an in-depth understanding of a criminal justice topic that could lead to future work in the criminal justice field. Prerequisite: Completed SOCI 210 and SOCI 312 and completion of at least 80 credits or permission of instructor

4 Credits

Subject: Social Work (UG) (SOWK)

CRN: 40045

In Person | Lecture

St Paul: Susan S. Morrison Hall 120

Requirements Met:
     CommGood/Community-Engaged

  Melissa Lundquist

This course is the first of a four-course practice sequence. The primary focus is on communication theory and skills as applied to social work with individuals, families, small groups, communities and organizations. There is an emphasis on self-awareness, beginning assessment skills and diversity issues. An integrative approach to generalist social work practice provides the context for intervention on individual, environmental and societal levels. SOWK 355 is taken with SOWK 375 (or 378) in the fall. Prerequisites or concurrent registration with: SOWK 181 (or 281 under the old course number) or consent of the program director.

4 Credits

Subject: Social Work (UG) (SOWK)

CRN: 40423

In Person | Lecture

St Paul: Susan S. Morrison Hall 130

Requirements Met:
     CommGood/Community-Engaged

  Eva Solomonson

In this course, students will complete a 75-hour practicum in a social service agency under the supervision of a licensed social worker.   While in the host agency, students will engage in observation, beginning social service tasks, and group supervision. Students participate in a weekly on-campus seminar that helps students integrate essential practice concepts with this first experiential learning in the field. Open to social work majors only. Prerequisites: SOWK 181. Prerequisite or concurrent with SOWK 355 or SOWK 385.  

2 Credits

Subject: Social Work (UG) (SOWK)

CRN: 40270

In Person | Lecture

St Paul: McNeely Hall 118

Requirements Met:
     CommGood/Community-Engaged
     [Core] Signature Work

  Catrice O'Neal

Senior Fieldwork complements the student’s academic work through practical experiences in a social work agency, institution or department. Under the supervision of an agency field instructor, the student learns social work tasks and functions while applying theory to actual social work situations. Students participate in an on-campus seminar with other senior social work majors while in placement. The placement is approximately 15-20 hours per week throughout two consecutive terms (fall and spring semesters). Concurrent registration in SOWK 401 is required. SOWK 405 is the fall course.

4 Credits

Subject: Social Work (UG) (SOWK)

CRN: 40271

In Person | Lecture

St Paul: Susan S. Morrison Hall 130

Requirements Met:
     CommGood/Community-Engaged
     [Core] Signature Work

  Eva Solomonson

Senior Fieldwork complements the student’s academic work through practical experiences in a social work agency, institution or department. Under the supervision of an agency field instructor, the student learns social work tasks and functions while applying theory to actual social work situations. Students participate in an on-campus seminar with other senior social work majors while in placement. The placement is approximately 15-20 hours per week throughout two consecutive terms (fall and spring semesters). Concurrent registration in SOWK 401 is required. SOWK 405 is the fall course.

4 Credits

Subject: Spanish (SPAN)

CRN: 42214

In Person | Lecture

St Paul: O'Shaughnessy Education Center 318

Core Requirements Met:
     [Core] Global Perspective AND [Core] Integ/Humanities
     

Other Requirements Met:
     CommGood/Community-Engaged
     Writing to learn

  Sonia Rey-Montejo

The aim of this course is to develop aural and oral skills through the analysis and interpretation of representative cultural expressions of the Spanish-speaking world. This course is intended to stimulate creative, critical thinking in Spanish through activities that require students to argue, persuade, analyze, and interpret other points of view. Oral skills will be assessed. Prerequisite: Successful completion of SPAN 300 or its equivalent with a C- or better. May be taken simultaneously with SPAN 301 or 315.

4 Credits

Subject: Spanish (SPAN)

CRN: 42217

Blended Online & In-Person | Lecture

St Paul: McNeely Hall 106

Online

Core Requirements Met:
     [Core] Global Perspective AND [Core] Integ/Humanities
     

Other Requirements Met:
     School of Ed Transfer Course
     CommGood/Community-Engaged
     Writing in the Discipline

  Sonia Rey-Montejo

An introduction to Spanish and Spanish American narrative, drama and poetry. Strongly recommended for students who minor in Spanish. The course is designed to teach students the skills of critical reading and literary analysis. Prerequisites: Successful completion of SPAN 300, 301, 305 or their equivalent with a C- or better in each course.

4 Credits

Subject: Spanish (SPAN)

CRN: 42218

Online: Some Synchronous | Online: Synchronous

Online

Core Requirements Met:
     [Core] Global Perspective

Other Requirements Met:
     School of Ed Transfer Course
     CommGood/Community-Engaged
     Writing Intensive

  Sonia Rey-Montejo

This specific offering of the course, Afro-Hispanic Literatures and Cultures, examines 20th and 21st century literary representations of afro-identity in Latin America, the Spanish Caribbean and Equatorial Guinea with special attention to the intersections of race, gender, class, and nationality. We will analyze how the work of art (a literary text, a movie, a painting, a song, to name a few examples) serves as a space for reflection on concepts such as ‘race,’ ethnicity, hegemony, resistance, multiculturalism, and hybridity. Primary readings will be supplemented by relevant historical, critical, and theoretical texts. Along with these readings we will also view documentaries and films that deal with issues of race and ethnicity within these minority communities. Class discussion will focus on how identities are constructed within the space of fiction and other artistic representations. The objective for this course offering is to provide an overview of contemporary literary works by Latin American, Caribbean and Equatorial Guinean writers of African descent.

4 Credits

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 42384

Online: Some Synchronous | Lecture

Online

Requirements Met:
     CommGood/Community-Engaged

  Chelda Smith Kondo

This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.

3 Credits

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 42349

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301

Online

Requirements Met:
     CommGood/Community-Engaged

  Elena Gullickson

This course is designed to prepare teachers who will effectively engage learners with the curriculum of Mathematics. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; national and state standards; performance based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 541 Field Exp III: (5-12) Mathematics.

4 Credits

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 42385

Online: Some Synchronous | Lecture

Online

Requirements Met:
     CommGood/Community-Engaged

  Amy Steele

This course integrates psychological principles of learning with evidence-based strategies for effective instruction. Prospective teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: TEGR 510 or permission of chair. Concurrent registration: TEGR 532 Field Experience II: Learning and Teaching.

3 Credits

Subject: Theology (UG) (THEO)

CRN: 42255

In Person | Lecture

St Paul: John Roach Center 414

Core Requirements Met:
     [Core] Phil/Theo

Other Requirements Met:
     CommGood/Community-Engaged
     Writing to learn

  Bernard Brady

This course introduces students to foundational concepts and skills associated with Christian theology. The course reflects critically upon the concepts of God and Christ, Scripture, Faith and Reason, the Human Being, and the Common Good, especially in the context of Catholic Intellectual Tradition and Catholic Social Teaching. Students will gain a basic level of theological literacy through introduction to central texts within Christian tradition, particularly the Bible. Students will also be introduced to connecting fundamental theological questions to the common good in the context of the pressing challenges of today’s world.

4 Credits

Subject: Theology (UG) (THEO)

CRN: 42256

In Person | Lecture

St Paul: John Roach Center 414

Core Requirements Met:
     [Core] Phil/Theo

Other Requirements Met:
     CommGood/Community-Engaged
     Writing to learn

  Bernard Brady

This course introduces students to foundational concepts and skills associated with Christian theology. The course reflects critically upon the concepts of God and Christ, Scripture, Faith and Reason, the Human Being, and the Common Good, especially in the context of Catholic Intellectual Tradition and Catholic Social Teaching. Students will gain a basic level of theological literacy through introduction to central texts within Christian tradition, particularly the Bible. Students will also be introduced to connecting fundamental theological questions to the common good in the context of the pressing challenges of today’s world.

4 Credits

Subject: Theology (UG) (THEO)

CRN: 42266

In Person | Lecture

St Paul: Murray-Herrick Campus Center 201

Core Requirements Met:
     [Core] Phil/Theo

Other Requirements Met:
     FYE CommGood/Learning Comm
     Sustainability (SUST)
     CommGood/Community-Engaged
     Writing to learn

  Mary Twite

This section explores the foundational claim in Christian theology that creation is brought into existence and sustained by a Creator, a claim that informs Catholic intellectual tradition and social teaching. We will consider questions such as: Does God care about how human beings treat creation? What guidance does scripture offer for how we ought to live on this planet? Is environmental destruction, such as the climate crisis, the result of human sin, or part of God's plan to bring about the end of the world? What are the implications of the conviction that God became human and lived on Earth? Can and ought theologians and scientists work together to overcome environmental problems? How is love of neighbor and commitment to the common good tied to care for creation?

4 Credits

Subject: Theology (UG) (THEO)

CRN: 42273

In Person | Lecture

St Paul: Murray-Herrick Campus Center 206

Core Requirements Met:
     [Core] Phil/Theo

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing to learn

  Deborah Organ

Immigration and Poverty will engage the foundations of the CHristian Theological Tradition through the lens of the experience of the movement of people and the experience of poverty in ancient and contemporary contexts.

4 Credits

Subject: Theology (UG) (THEO)

CRN: 42274

In Person | Lecture

St Paul: Murray-Herrick Campus Center 206

Core Requirements Met:
     [Core] Phil/Theo

Other Requirements Met:
     FYE CommGood/Learning Comm
     CommGood/Community-Engaged
     Writing to learn

  Deborah Organ

Immigration and Poverty will engage the foundations of the CHristian Theological Tradition through the lens of the experience of the movement of people and the experience of poverty in ancient and contemporary contexts.

4 Credits