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GRADUATE STUDENT HANDBOOK AND COURSE CATALOGUpdated June 2, 2025 1:55 PM

2 | CAS Graduate Student Handbook and Course CatalogTABLE OF CONTENTSStatements Disclosure Statement ........................................................................................................ page 4 HLC Statement ................................................................................................................... page 4 MOHE Statement ............................................................................................................... page 4 Non-Discrimination Statement ........................................................................................ page 4 Student Account Charges and Payment Options Statement ....................................... page 4 University Mission, Vision, and Convictions Statement ................................................. page 5 Phone Lines ........................................................................................................................ page 6Leadership BoardofTrusteesandInstitutionalOfcers ................................................................... page 7Admission Requirements Application Requirements ................................................................................................ page 7 EnglishProciencyRequirements ................................................................................... page 8 Priority Application Deadlines ....................................................................................... page 10 Non-Degree Seeking Application Requirements ........................................................ page 11Financial Information Fee Schedule.................................................................................................................... page 12 Financial Support ............................................................................................................. page 12 Refund Schedule ............................................................................................................. page 13 Tuition Payments .............................................................................................................. page 13 Graduate Program Information & Policies Academic Calendar ......................................................................................................... page 13 Academic Concerns and Complaints ........................................................................... page 13 Academic Load ................................................................................................................ page 13 Academic Probation ........................................................................................................ page 14 Academic Standing / Time Limit.................................................................................... page 14 Active Status ..................................................................................................................... page 14 Attendance ....................................................................................................................... page 14 Auditing Courses ............................................................................................................. page 15 Book and Material Costs ................................................................................................. page 15 Class Schedules and Cancellations ............................................................................... page 15 Code of Conduct for Graduate Students ..................................................................... page 15 Commencement .............................................................................................................. page 16 Course Load ..................................................................................................................... page 16 CreditHourDenition..................................................................................................... page 16 Date of Degree ................................................................................................................ page 17 Directory Disclosure ........................................................................................................ page 17 Discipline Policy ............................................................................................................... page 17 Drop/Withdrawal from Classes ...................................................................................... page 17

CAS Graduate Student Handbook and Course Catalog | 3 FalsifyingOfcialInformation ........................................................................................ page 17 FERPA ................................................................................................................................ page 18 Grading and Academic Status ....................................................................................... page 18 Graduation ....................................................................................................................... page 19 Health Insurance Policy ................................................................................................... page 19 Incomplete Grades .......................................................................................................... page 19 Institutional Review Board (IRB) for the Protection of Human Research Subjects ... page 20 International Student Information ................................................................................. page 20 Leave of Absence/Deferment ........................................................................................ page 20 Registration ...................................................................................................................... page 20 Reinstatement from Leave of Absence, Deferment, or Probation ............................. page 20 Responsibility for Personal Safety .................................................................................. page 21 Sexual Violence Policy ..................................................................................................... page 21 Sexual Harassment Awareness Training ....................................................................... page 21 Sexual Harassment Policy ............................................................................................... page 21 Transcripts ........................................................................................................................ page 21 Transfer Credits (prior to admission/while enrolled) .................................................. page 22Campus Resources for Graduate Students Athletic Facilities .............................................................................................................. page 23 Bookstore ......................................................................................................................... page 23 Campus Ministry .............................................................................................................. page 23 Career Development Center.......................................................................................... page 23 Center for Well Being ...................................................................................................... page 23 Center for Writing ............................................................................................................ page 24 Chapels ............................................................................................................................. page 24 Computing Resources .................................................................................................... page 24 E-mail Accounts ............................................................................................................... page 24 Enhancement Program - Disability Resources ............................................................. page 24 IdenticationCards ......................................................................................................... page 25 Libraries ............................................................................................................................ page 25 Murphy Online ................................................................................................................. page 25 Newsroom ........................................................................................................................ page 25 Parking Permits and Transportation ............................................................................... page 26 Academic Integrity and Procedures Academic Integrity and Dishonesty .............................................................................. page 26 Grievance Policy .............................................................................................................. page 27 Grievance Committee ..................................................................................................... page 27Graduate Programs and Course Catalogs Art History ......................................................................................................................... page 28 ArticialIntelligenceLeadership ................................................................................... page 40 Catholic Studies ............................................................................................................... page 47 Diversity Leadership ........................................................................................................ page 65 English .............................................................................................................................. page 74 Music Education .............................................................................................................. page 87 Spanish ...........................................................................................................................page 113

4 | CAS Graduate Student Handbook and Course CatalogSTATEMENTS Disclosure Statement: This handbook outlines requirements and policies for students in graduate programs in the College of Arts and Sciences at the University of St. Thomas. Students are subject to the policies in effect at the time of their admission to the program. Students are expected to retain this handbook for reference, and to contact the Graduate Director of their program with any questions. The Graduate Student Policies page is a general guide to the policies, procedures and rules at the University of St. Thomas. Students should read the policies page carefully and are responsible for its contents. It can be accessed on the web at https://www.stthomas.edu/catalog/graduate-catalog/policies. Any policies not mentioned in this handbook are governed by general University of St. Thomas Graduate Policies: https://www.stthomas.edu/catalog/graduate-catalog/policies. The contents of this handbook may be updated at any time. Please read the requirements and guidelines for your specic program for any additional information that may be pertinent to your area.HLC StatementThe University of St. Thomas is accredited by the Higher Learning Commission (https://www.hlcommission.org/; 312-263-0456), an institutional accrediting agency recognized by the U.S. Department of Education.”MOHE StatementThe University of St. Thomas is registered with the Minnesota Ofce of Higher Educationpursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Contact information fortheMinnesotaOfceofHigherEducationis:1450 Energy Park Drive, Suite 350 St. Paul, MN 55108-5227 Phone: (651) 642-0567 Toll Free: (800) 657-3866 Fax: (651) 642-0675 https://www.ohe.state.mn.us/Non-Discrimination StatementThe University of St. Thomas does not discriminate on the basis of race, color, creed, religion, ancestry, national origin, sex, sexual orientation, disability, age, marital status, or status with regard to public assistance in the employment of faculty or staff, the admission or treatment of students, or in the operation of its educational programs and activities. Student Account Charges and Payment Options StatementTuition, fees, and other charges for the academic term are billed at the outset of each term. Students are responsible for timely paying all amounts due to St. Thomas. Charges are made to each student’s account established at the time of registration, in accordance with the Student Payment Agreement and Disclosure Statement. Students may pay their charges in a single

CAS Graduate Student Handbook and Course Catalog | 5lumpsumbytherstduedateafterthechargesarebilled,ortheymaypaytheirchargesovera longer time period, in accordance with one of two Payment Plan options: • The Extended Payment Plan is available to all students and allows students to pay charges for the fall, spring, and summer academic terms in installments. All charges must be fully paid before the end of the applicable term. Until the charges are fully paid, students will not be permitted to enroll in a subsequent academic term. • TheEndofTermPaymentPlanisavailabletostudentswhodonotreceivenancialaid from any source other than their employer, and who are eligible for an employer tuition reimbursement of at least 50% of the tuition balance based on receipt of a satisfactory grade report for the corresponding term. Under this plan, no tuition payment is required until after the end of the term, when grade reports have been issued. If the charges are not timely paid, students will not be permitted to enroll in a subsequent academic term.Underthepaymentplans,monthlynancechargeswillbeassessedontheunpaidbalanceinthestudentaccount.ContacttheBusinessOfce(651.962.6600)foradditionalinformationabout payment options.University Mission, Vision, and Convictions StatementTwin Cities of St. Paul and Minneapolis. The largest private university in Minnesota, St. Thomas offersbachelor’sdegreesinover85majoreldsofstudyandmorethan45graduatedegreeprograms including master’s, education specialist, juris doctor and doctorates.Mission Inspired by Catholic intellectual tradition, the University of St. Thomas educates students to be morally responsible leaders who think critically, act wisely and work skillfully to advance the common good.VisionWe seek to be a recognized leader in Catholic higher education that excels in effective teaching, active learning, scholarly research and responsible engagement with the local community as well as with the national and global communities in which we live.ConvictionsAs a community we are committed to:Pursuit of truth We value intellectual inquiry as a life-long habit, the unfettered and impartial pursuit of truth in all its forms, the integration of knowledge across disciplines, and the imaginative and creative exploration of new ideas.Academic excellenceWe create a culture among faculty, students and staff that recognizes the power of ideas and rewards rigorous thinking.

6 | CAS Graduate Student Handbook and Course CatalogFaith and reasonWe actively engage Catholic intellectual tradition, which values the fundamental compatibility of faith and reason and fosters meaningful dialogue directed toward theourishingofhumanculture.DignityWe respect the dignity of each person and value the unique contributions that each brings to the greater mosaic of the university community.DiversityWe strive to create a vibrant diverse community in which, together, we work for a more just and inclusive society.Personal attentionWe foster a caring culture that supports the well-being of each member.GratitudeWe celebrate the achievements of all members of our community in goals attained and obstacles overcome, and in all things give praise to God.The University of St. Thomas is a comprehensive, co-educational, Catholic university. It seeks to develop morally responsible individuals who combine career competency with cultural awareness and intellectual curiosity. In its undergraduate program, the university is committed to the development of the student through a liberal arts education within the living Catholic tradition and through a high degree of personal attention in a spiritually and intellectually stimulating campus environment. Graduate programs emphasize the integration of theory with practice, enhance the professional competence and ethical judgment of their students, and foster personal growth and an appreciation of lifelong learning. In all of its academic programs and other educational enterprises, the university is committed to meeting the diverse, changing needs of the community. Throughout, the university fosters in the student a tradition of service, to the public welfare and an energetic, thoughtful approach to the challenges of contemporary life.

CAS Graduate Student Handbook and Course Catalog | 7PHONE LINES General Information .................................................................................................... 651.962.5000General Information Toll Free ..................................................................................... 800.328.6819Public Safety and Security (Parking) .......................................................................... 651.962.5100Registrar’sOfce .......................................................................................................... 651.962.6700Student Financial Services .......................................................................................... 651.962.6550BusinessOfce ............................................................................................................. 651.962.6600LEADERSHIP Board of Trustees and Institutional OfcersOur board has ultimate responsibility for the advancement of our mission. It approves our mission, convictions, strategic priorities, key policies, budgets and major initiatives, and it exercisesongoingduciaryoversighttoassurealignmentbetweenourmissionandoperations,to keep St. Thomas moving in the right direction: https://www.stthomas.edu/about/board-of-trustees. See also: https://www.stthomas.edu/about/leadership. ADMISSIONS REQUIREMENTSApplication RequirementsApplicantswhomeetthequalicationsfortheprogramofinterestwillberequiredtocompletethese steps in order to apply for admission to their chosen program in the College of Arts and Sciences.Inaddition,pleaseseethequalicationrequirementsandapplicationrequirementsunique to each program. 1. OnlineApplicationForm:Allprospectivestudentsmustcompleteandsubmitanofcialonline application through the University’s admissions portal.2. Ofcial Transcripts: Applicants must provide transcripts from all post-secondaryinstitutionsattended.Internationalstudentsshouldsubmitanofcialevaluationoftheiracademic records from a NACES member credential evaluation service. See https://www.stthomas.edu/about/departments/general-counsel/policy-pdfs/admission-requirements-for-degree-seeking-graduate-students.pdf.While the above elements will serve as the foundation for all graduate applications, individual programs may require additional components based on disciplinary needs. These may include, but are not limited to:1. Up-to-Date Curriculum Vitae (CV) or Resume: Applicants must submit a current resume or curriculum vitae detailing their academic and professional experience.

8 | CAS Graduate Student Handbook and Course Catalog2. Letters of Recommendation: Some programs require letters from people who are able to speak to the applicant’s academic abilities and achievements.3. Statement of Purpose or Essays: Applicants for some programs will provide a statement of purpose outlining their academic and professional goals, or respond to program-specicessayprompts.4. Writing Sample: Required for programs such as the MA in English or Spanish to assess academic writing and research skills.5. Interviews: Some programs may require interviews to evaluate candidates’ readiness andtfortheprogram.6. Portfolio:Relevantforprogramsintheneartsorothercreativedisciplines.7. AdditionalTestingor Certications: Certain programs may require standardized testscoresorspeciccertications.English Prociency Requirements EnglishProciencyRequirementsSt.ThomaspolicyrequiresinternationalstudentstoproveaminimumlevelofEnglishprociencyfor university-level studies.DemonstrationofEnglishlanguageprociencymustbecompletedbeforequalifyingforanI-20/DS-2019 or being allowed to register for classes. Therefore, applicants are encouraged to documentEnglishlanguageprociencyearlyintheadmissionsprocess.ApplicantsmaydemonstrateproofofEnglishLanguageProciency(ELP)inoneofthreeways:1. By earning an appropriate score on one of the following approved exams. (Scores can be no more than two years old and must be sent directly from the testing site to St. Thomas.)*• TOEFL iBT, with overall score of 80 (school code: 6110)• C1 Advanced, with a minimum of 180• Duolingo English Test, with overall score of 105• iTEP, with a minimum score of 3.5• IELTS (Academic), with overall score of 6.5• PTE Academic, with overall score of 53 or higher• ELS, level 112. (Only available in the following programs: Education, Engineering, Theology, Software, Law, Social Work)• MET,withscoreof53.Thescorereportmustbeaccompaniedbyanofcialletterfromthe testing coordinator• GMAT, with a verbal score of at least 22• GRE, with a verbal reasoning score of at least 1462. Or by documenting completion of a college degree, or by documenting citizenship, legal permanent residence, or employment for at least 3 years, in one of the following countries:• Anguilla• Antigua• Australia• Bahamas

CAS Graduate Student Handbook and Course Catalog | 9• Barbados• Belize• Bermuda• British Virgin Islands• British Guyana• Burundi• Cameroon• Canada (except Quebec)• Cayman Islands• Dominica• Egypt• Ethiopia• The Gambia • Ghana• Greenland• Grenada• Guam• Guyana• Iceland• India• Ireland• Jamaica• Kenya• Federated States of Micronesia• Liberia• Macedonia• Malawi• Micronesia• Montserrat• Namibia• Nepal • Netherlands• New Zealand• Nigeria• Norway• Papua New Guinea• Philippines• Sierra Leone• Singapore• Solomon Islands• South Africa• South Sudan• St. Helena• St. Kitts & Nevis• St. Lucia• St. Vincent• Tanzania

10 | CAS Graduate Student Handbook and Course Catalog• Trinidad & Tobago• Turks & Caicos Islands• Uganda• United Kingdom: England, Wales, Northern Ireland, Scotland• United States of America• U.S. Virgin Islands• Zambia• Zimbabwe3. Or by documenting completion of a college degree, whether undergraduate or graduate, in a country not listed above, by:• Demonstrating the instruction of their undergraduate or other graduate coursework was in English (as documented by submission of transcripts); or• Demonstrating the instruction of their undergraduate or graduate coursework was in English through a course-by-course degree evaluation; or• Demonstrating the instruction of their undergraduate or other graduate coursework was in English by having the school send a letter to St. Thomas conrmingthelanguageofinstructionwasinEnglish.Applicants who are meeting the ELP requirement in the third way, above, should work with a specicschool/collegetowhichtheyareapplying.Paperworkmustbeapprovedbythedeanof the school/college to which the students are applying. This paperwork should be retained in thestudent’sle,theDean’sofceoftheschool/collegetowhichthestudentisapplying,theOfceofAcademicAffairs,andtheOfceofInternationalAdmissions.*Pleasenotethatsomeprogramshavespecicscorerequirementsthatdifferfromtheabovelist, including the Opus College of Business and the School of Law. Please visit your individual program’s website and connect with the corresponding program’s admissions team to understand the requirements. Priority Application Deadlines for Degree and Certicate Seeking ProgramsAll graduate programs review completed applications on a rolling basis. The absolute deadline for our carousel programs (MADL and MAIL) are two weeks prior to the start of the term. Other programs have a priority deadline. If applications are submitted after the priority deadline, an admissions decision will be provided within a two to three week window. Priority deadlines for most programs are:Summer/Fall Start Priority Admission and Scholarship Application Deadline: March 1 Announcement of Awards: April 1Spring Start Priority Admission and Scholarship Application Deadline: November 1 Announcement of Awards: December 1If these dates fall on the weekend, the deadline is the Monday after the posted date.

CAS Graduate Student Handbook and Course Catalog | 11Master of Arts in Diversity Leadership Absolute Deadlines for Admission and Scholarship (See https://www.stthomas.edu/academics/calendars/index.html) (AY 25-26) August 13 (for upcoming fall A) October 9 (for upcoming fall B) January 19 (for upcoming spring A) March 9 (for upcoming spring B) TBD (for upcoming summer A) TBD (for upcoming summer B) Graduate Program in Music Education: April 1 (for upcoming summer) July 1 (for upcoming fall) December 1 (for upcoming spring)Registration Deadlines (for non-degree seeking or auditor admission)January 15 (for spring semester)May 1 (for summer) August 15 (for fall semester)Non-Degree-Seeking Application RequirementsA limited number of places in graduate courses will be available on a space-available basis for students not seeking degrees. The following admission criteria must be met:• Completed application form• Anofcialundergraduatetranscriptfromacollegeoruniversity• A personal statement• One letter of recommendation —OR—• A writing sample showing research and writing expertise (sample will not be returned). For the art history program, this sample should be analytical and original rather than descriptive in nature, and should include reference notes and a bibliography. Illustrations are also helpful.Note: Students who take courses at non-degree status and wish to change to degree-seeking status must go through the regular admission process. Non-degree students who subsequently become degree students may transfer credits into the program (ARHS 6 credits; CSMA 6 credits; GENG 6 credits; GMUS, MAME, Teaching World Music, Piano Pedagogy 6 credits; GSPA 10 credits; MADL 10 credits; MAIL 10 credits), provided they were taken within 5 years of their degree-seeking application or as approved by the Director of Graduate Studies. No more than one-third of the total credits in the degree can apply from the non-degree seeking status. See https://www.stthomas.edu/about/departments/general-counsel/policy-pdfs/admission-requirements-and-limitations-for-non-degree-seeking-graduate-students.pdf.

12 | CAS Graduate Student Handbook and Course CatalogFINANCIAL INFORMATIONFee ScheduleThe College of Arts and Sciences at the University of St. Thomas offers a variety of graduate degrees. All of our programs are anchored in collaborative study and fueled by the uplifting power of the liberal arts. Students will gain invaluable critical thinking and research skills that prepare you for success in both your career and personal life: https://cas.stthomas.edu/admissions/graduate/index.html. Financial SupportDean’s ScholarshipsThe College of Arts & Sciences offers funds for Dean’s Scholarships for students applying to ourgraduateprograms.Thesescholarshipsprovidenancialassistancetostudentsenrollingin graduate programs in the College of Arts and Sciences at the University of St. Thomas in St. Paul, Minnesota. They are intended to recognize scholastic achievement and academic promiseinthechoseneldofstudy.Awardswilltypicallybegrantedonapercoursebasis(3credit course) and will apply for up to three years while the student remains in good standing and maintains at least a 3.5 GPA. Luann Dummer Center for Women Research AwardThe Luann Dummer Center for Women offers an annual award of $4,000 to a St. Thomas graduate student conducting research on a topic related to women. Full-time and part-time students in all graduate programs are invited to apply. The research may be conducted as part of a course or qualifying paper and may consist of a credit or non-credit independent study. The research must take place during the grant period, and the researcher must agree to present the results in a forum sponsored by the women’s center at the end of the grant period. For additional information, contact the director of the Luann Dummer Center for Women at (651) 962-6118 or www.stthomas.edu/ldcw. Applications are usually due in the spring.LoansThe university participates in both the federally insured Student Loan Program and the National DirectStudent Loan Program.Students must ll out a FreeApplication for Federal StudentAid(FAFSA)tobeeligible.ContacttheStudentFinancialServicesOfceat(651)962-6550,orhttps://cas.stthomas.edu/admissions/graduate/index.html for further information. Financial aid arrangementsareprivatetransactionsbetweentheFinancialServicesofceandthestudent.Itis the student’s responsibility to comply with the application deadlines, to understand the terms of the loans, and to be aware of course loads required to maintain deferral status. Contact the OfceofGraduateStudentFinancialServicesat(651)962-6594fornoticationschedulesforStaffordandSELFloansore-mailnancialaid@stthomas.edu.Federalloansareonlyavailablefordegree-seekinggraduatestudents,sostudentsenrolledonlyintheCerticateprogramsarenot eligible. They can, however, apply for educational loans from private lenders. The Graduate Financial Aid department has more information about private lenders at www.stthomas.edu/nancialaid/graduate/loaninfo/private_loan_lender/.

CAS Graduate Student Handbook and Course Catalog | 13Scholarships for VeteransStudents who are veterans may be eligible for a full tuition scholarship through the MN GI Bill and the Chapter 33/Yellow Ribbon Program.Refund Schedule/WithdrawalsStudents who wish to drop a course or withdraw from the program must initiate this process directly with the Director of Graduate Studies. Refunds to students who o2.0fciallywithdrawfromclassarecalculatedfromthedateofrecordonthewrittenwithdrawalrequest, not from the date that the student ceases to attend class. The percentage of refund is based upon the date of withdrawal from the class. Tuition refund schedules are posted online: https://www.stthomas.edu/about/departments/business-office/paying-your-bill/erefunds/refund-policies-and-schedule/index.html. Tuition PaymentsGraduate tuition is charged for all courses that apply to the programs outlined in this handbook. Tuition rates are determined by the administration each fall and remain in effect for one year. Tuition rates are included on each semester’s registration form. A tuition statement and conrmationaregeneratedbytheuniversity’sBusinessOfce;allpaymentsfortheMasterofArtstuitionarecollectedthere.BeginningwithFall2009,allbillingfromtheBusinessOfceisdoneviae-billing.AllstudentsmusthaveacompletedPaymentAgreementformonleintheBusinessOfce.Thisplanwillbeusedforsuccessiveterms;itisthestudent’sresponsibilitytonotifytheBusinessOfceofanychanges.TheBusinessOfcecanputaholdonregistrationfor upcoming terms if a student’s account is not in good standing. Program directors will notify students if their registration is being held. It is the student’s responsibility to contact the BusinessOfceandthentonotifytheGraduateDirectoroftheirprogramwhenthesituationhasbeenresolved.VisittheBusinessOfcewebsite(www.stthomas.edu/businessofce)orcallthem at (651) 962-6600 for current information on billing and tuition payments, etc. Students should plan for other graduate school costs such as university fees (tech fees and health fee), purchasing books and on-campus parking permits. GRADUATE PROGRAM INFORMATION & POLICIEShttps://www.stthomas.edu/catalog/graduate-catalog/policiesAcademic CalendarGraduate programs follow the University of St. Thomas undergraduate calendar which can be found here: https://www.stthomas.edu/academics/calendars/index.html. Seven-week program calendars are also posted. Programs reserve the right to follow different schedules. Pleaseconferwiththeprogramfortheofcialcalendar.Academic Concerns and ComplaintsThe University of St. Thomas has a policy specifying information about and procedures for student concerns and complaints. Students are responsible for reading and understanding this policy: https://www.stthomas.edu/about/consumer-information/student-concerns.

14 | CAS Graduate Student Handbook and Course CatalogAcademic LoadTwo graduate courses a term, typically 6 credits, is considered full-time. In fall, spring, and summer terms, the minimum number of credits needed to be eligible for federal loans is 3 credits. Most students in the College’s master’s degree programs take courses on a part-time basis (i.e., at least one 2-, 2.5-, or 3-credit course per semester). A maximum full-time academic load in the College of Arts and Sciences is nine credits per semester (except for summer term, where some programs may allow additional credits to be taken).Academic ProbationIf a graduate student’s cumulative GPA falls below a 3.0 in any given semester, the student is placed on probation for the following two semesters and registration is limited to two or fewer courses per semester during that probationary period. Subsequently, the student’s cumulative GPA must improve. If this does not occur, the student will be suspended from the program and may not register for a one-year time period. Academic Standing / Time LimitAll requirements for the degree must be completed within 7 years of initial admission to the program (as a degree-seeking student) for both full- and part-time students. Students who donotfullltherequirementswithin7yearsmustapplyforanextensiontotheprogramtothe Associate Dean of the College of Arts and Sciences in charge of graduate programs, and submitawrittendegreeplanwithspecicdatesbywhichtheywillcompletetheirremainingcourse requirements. The degree plan, if approved by the Director of Graduate Studies and Associate Dean, will allow the student to resume work on a probationary basis. Students who do not demonstrate satisfactory progress on their degree plan will be dropped from the program. Active StatusOnce accepted, students must enroll in a course within one year. Students who are inactive for three successive terms (not including summer) will be dropped from the program. Those who later desire reinstatement should be in conversation with the Graduate Director of their program who,inconsultationwiththeDean’sOfce,maymakeadeterminationaboutreinstatement,which may be done by reactivating their previous record in Banner. The Active Status policies pertain to both degree and non-degree students. Auditing does not count as active status. AttendanceFor programs in the College that are taught using in-person modalities (sometimes with synchronous or asynchronous components), regular attendance is critical, essential, and mandatory. Courses require an intensive amount of reading, discussing, and writing. Graduate students are expected to take responsibility for their own learning, and to have completed the assigned readings and to arrive at the class session ready to engage in analysis and critical discourse around the assigned topics. They are to make appropriate arrangements for assignments and class materials discussed in the case of a rare absence. Registered students whodonot attendtherstclass sessionof a coursewithout notifyingthe courseinstructoror Director of Graduate Studies may be dropped from the course. Each instructor maintains individual attendance requirements. Both inside and outside of the classroom, our programs excel due to a strong sense of collegiality among all students, faculty, and staff. Presence is necessary to support this collegial and robust learning environment.

CAS Graduate Student Handbook and Course Catalog | 15Auditing CoursesWith the instructor’s permission and available space, a student may choose to audit a course rather than take it for credit. Admission criteria are the same as those of a non-degree applicant. A student may register for a course as an auditor. Auditor status does not confer credit toward the degree, and it may not be changed to “for credit” status after the last day to add the class. Auditors are charged the equivalent of one course credit. Book and Material CostsCosts for books and other instructional materials can vary widely per program. Generally, students can expect to spend between $50-$200 per term on books and/or other instructional materials associated with classes in which they are enrolled.Class Schedules and CancellationsThe university reserves the right to make changes in published class schedules as necessary, andtocancelanyclassthathasinsufcientenrollment.Code of Conduct for Graduate StudentsThe University of St. Thomas is a private, Catholic, liberal arts community. As such, it expects all members of its community, regardless of age, to act reasonably, maturely, and appropriately at all times both on and off campus. Students are subject to disciplinary sanctions for conduct that occurs on and off campus when that conduct is detrimental or disruptive to the purposes or goals of the university. Actions that constitute misconduct include:• Actions that violate the human rights of any student or member of the university community;• Conduct, on or off campus, that is detrimental to the good of the university or which discredits the university;• Misrepresentation or academic dishonesty;• Unauthorized taking or possession of university property or services or the property or services of others;• Intentional damage to or destruction of university property or the property of others on university premises;• Excessive consumption of alcoholic beverages that results in irresponsible behavior;• Possession,use,ortrafckingofillegaldrugs;• Possession or use of explosives, reworks, rearms, knives, or other dangerousweapons or materials on university property;• Gambling on university premises;• Failure tocomply with the directives of theuniversity ofcialsand theirauthorizedagents acting in the performance of their duties;• Violations of federal, state, and city laws or ordinances;• Sanctions for violations of rules of conduct include expulsion, suspension, residence halleviction,conductprobation,writtenwarning,nes,orreimbursementfordamages.All students at the University of St. Thomas are entitled to a supportive learning atmosphere. Students who disrupt the class will be asked to modify their behavior, and may be asked to leave the course. Other allegations of misconduct may arise. The graduate programs in CAS

16 | CAS Graduate Student Handbook and Course CatalogreservetherighttoescalateallegationsofmisconducttotheDeanofStudentsOfce.Insuchcases, the Director of Graduate Studies and the Assistant Dean of Students will collaborate in handling allegations of misconduct following the Student Code of Conduct. CommencementA single commencement ceremony is held in May for all students earning a graduate degree each year. Degrees are awarded at the end of fall, January, spring, and summer terms. The date of graduation will be the last day of the term in which a student is registered. The degree will not be awarded until the student completes all degree requirements. To be considered completed,allcoursesmusthavenalgrades.AnIncomplete(I)oraNotReported(NR)gradeis not considered a nal grade and must be changed before the degree will be awarded.Students who complete degree requirements in summer, fall, January, and spring terms may participate in the May ceremony following the term in which requirements are completed. Graduate students in good academic standing may choose to participate in a commencement ceremony prior to or after completing all degree requirements. Students may only participate in one commencement ceremony, and that ceremony must be within one academic year of their graduation. The minimum number of credits earned toward master’s degrees in the College of Arts and Sciences to participate in a commencement ceremony is determined by each program; typically, a student needs to be at least three-quarters of the way to the degree and in good standing in order to participate in the ceremony. Students completing their coursework in December are eligible to participate in the May ceremony in the following year, as are students who may benishingtheirprogramsinthesubsequentsummerterm(s).Itistheresponsibilityofthestudent to register for commencement by the deadlines posted (typically by mid-February for commencement in May). It is imperative that students notify the Director of Graduate Studies of their program immediately if plans for commencement change. Please note that all students are encouraged to attend the commencement ceremony; however, it is not required. Students have the option of purchasing their hoods through the University bookstore.Course LoadStudents may take from one to three courses per semester. Two courses per semester is the minimum to be considered a full-time student (one course in the summer). The regular course load in the Graduate Program in Music Education is three credits in the fall, three credits in the spring, and ten credits in the summer. Exceptions require the approval of the Graduate Director. Credit Hour Denition Acredithourisanamountofworkrepresentedinintendedlearningoutcomesandveriedbyevidence of student achievement that reasonably approximates: (1) one hour (50 minutes) of classroom for faculty instruction and a minimum of two hours of out-of-class student work each weekforapproximatelyfteenweeksforonesemesterofcredit,ortheequivalentamountofwork over a different amount of time; or (2) at least an equivalent amount of work as required inparagraph(1)ofthisdenitionforotheractivitiesasestablishedbytheinstitution,includinglaboratory work, internships, practica, and other academic work leading toward the award of credit hours.

CAS Graduate Student Handbook and Course Catalog | 17Date of DegreeStudents who complete all academic requirements between January 1 and May 31 receive diplomas dated May. Students who complete all academic requirements between September 1 and December 31 receive diplomas dated December. Diplomas are mailed to the student after nalclearance(qualifyingpaperrevisions,formalpresentation,andotheroutstandingitems)has been approved by the Director of Graduate Studies and processing has been completed intheRegistrar’sOfce.Directory DisclosureDirectory information may be released without the written consent from the student, unless the studentspeciestothecontraryasdescribedbelow.Categoriesincludeyourname,address,telephone number, class, current schedule of classes, dates of attendance, degree and awards and other schools attended. To withhold certain categories of directory information from the public,thestudentnormallymustleaformavailableintheOfceoftheUniversityRegistrarwithin one week from the beginning of the fall semester (or the semester in which the student enters). The order for withholding will remain in effect until the student rescinds it in writing. The form for withholding directory information will inform the student of some possible consequences. For example, if the student’s name is withheld, he/she/they cannot participate in intercollegiate athletics where team rosters are published, or commencement ceremonies. Graduatestudentswilllloutthisformintheirrespectivegraduateofces.Discipline PolicyThe Committee on Discipline shall be the board of appeal for all decisions regarding academic misconduct which are reached at an administrative level by the dean of the College (or designee) and for all decisions regarding violations of the Rules of Conduct which are reached at an administrative level by the dean of student life (or designee). (Further explanations and procedures regarding the Committee on Discipline are located in the Undergraduate Handbook.)Drop/Withdrawal from CoursesStudents who wish to drop a course or withdraw from the program must initiate this process directly with the Director of Graduate Studies or Program Manager with a written request for a drop or withdrawal. Email is acceptable, and the request should include the student’s name,USTidenticationnumber,coursenumber,andtheactiontobetaken.Thisprocesswillbehandledbasedonthedateofnoticationtothegraduateofce.Refundswillfollowthepublished semester’s refund.Falsifying Ofcial InformationWhenagraduatestudentisfoundtohavesubmittedfalsiedacademicorotherinformationforhisorheradmissiontotheprogram,theadministrativeofcialresponsiblewillprepareareportand meet with the dean of the Graduate School of Arts and Sciences and the accused student to determine whether the violation merits suspension from the university. The accused student may appeal such a decision to the student advisory committee, which shall either uphold the decision of the administrators, or overrule them, providing the administrators with a written statement of reasons. If overruled, the administrators may appeal to the president, who will meet with the administrators and two representatives of the student committee. The decision ofthepresidentisinallcasesnal.

18 | CAS Graduate Student Handbook and Course CatalogFERPANoticationofRightsasRequiredbytheFamilyEducationRightsandPrivacyActof1974,asAmended (Revision of 8/01/02, by the University Registrar). The University of St. Thomas is required to annually provide this notice by any means that are reasonably likely to inform those who have rights under the Act. The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. These rights include:1. The right to inspect and review the student’s education records within 45 days of the day the University receives a request for access. Students should submit to the university registrar written requests that identify the record(s) they wish to inspect. The registrar will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by theregistrar,theregistrarwilladvisethestudentofthecorrectofcialtowhomtherequest should be addressed.2. The right to request the amendment of the student’s education records that the student believes are inaccurate or misleading. Students may ask the University to amend a record that they believe is inaccurate or misleading. They should write the university registrar, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the University decides not to amend the record as requested by the student, the University will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be providedtothestudentwhennotiedoftherighttoahearing.3. Therighttoconsenttodisclosuresofpersonallyidentiableinformationcontainedinthe student’s education records, except to the extent that FERPA authorizes disclosure without consent. 4. TherighttoleacomplaintwiththeU.S.DepartmentofEducationconcerningallegedfailures by the University of St. Thomas to comply with the requirements of FERPA.The complete FERPA policy is available at https://www.stthomas.edu/registrar/student/ferpa. Grading and Academic StatusGrades are symbols that indicate the degree of mastery of course objectives and do not necessarilyreectthedegreeofeffortexpended.ThegradeofAisgivenforworkofexceptionalquality. The grade of B is given for satisfactory work. Graduate students are expected to attain a grade of B- or better in all graduate program coursework, and a B- is the lowest passing grade. A grade of C+ does not earn credit towards the degree. If in the course of study a student accumulates two or more grades of C+ or below, the student will be placed on probation, or may be subject to possible dismissal from the program. They have one semester to bring their GPA back to the minimal level of 3.0. Students who fail to achieve this level, or who are put on probation a second time, will be required to withdraw from the program. Grades may be assigned with + or –. (Note: There is no A+ grade). Graduate degree courses (with the exception ofanInternship)maynotbetakenpass/fail.Allgradesarerecordedonanofcialtranscript.Grade point averages are calculated (on a four-point scale) for all courses receiving a letter grade. Students are expected to maintain a cumulative GPA of 3.0 or better in their required courses to remain in good standing in the program and to receive their degrees. A class in

CAS Graduate Student Handbook and Course Catalog | 19which a grade lower than “B-” is earned must be retaken (if a core course) or replaced by another course (if an elective). Grade reports will be available to the student via Murphy online following each term. Murphy can be accessed off the UST website along with your student ID and PIN (www.stthomas.edu). GraduationDegrees are conferred at commencement once per year in May. Students completing their coursework in December are eligible to ‘walk’ in the May commencement ceremony. Students mustleanApplicationforGraduationformbytheappropriatedeadline(seeAppendixA)and must have completed degree requirements in order to participate in the commencement ceremony. Students who do not apply for graduation by the deadline will receive diplomas at the next available commencement date. It is the responsibility of the student to complete the Application for Graduation form according to the following deadlines:• For December completion: apply by September 15• For May completion: apply by February 15It is imperative that students notify the Graduate Director immediately if plans for commencement change. All students are encouraged to attend the commencement ceremony; however it is not required. Five commencement announcements, along with caps, gowns, and hoods, are provided by the university at no additional charge. Students have the option of purchasing their hoods through the university bookstore. Health Insurance PolicyThe University of St. Thomas does not offer a student health insurance plan. Full-time, degree-seekingstudentsarenolongerrequiredtocompleteHealthInsuranceVericationinMurphyOnline each fall. As a result of the Affordable Care Act, all students are required to have health insurance coverage. Most St. Thomas students can obtain coverage through age 26 under health care policies purchased by their parents. Students who do not have health insurance may purchase policies through a Health Insurance Exchange/Marketplace. The Affordable CareActprovidestaxcreditsandsubsidiesforqualiedindividualstohelppayforinsurancepurchased in the Marketplace. In some states, the Marketplace is run by the state. In others it is run by the federal government. MNsure is the Marketplace where Minnesotans can shop, compare and choose health insurance coverage that meets their needs.Incomplete GradesStudents who are unable to complete work in a course due to illness or other unavoidable emergencies may, at the instructor’s discretion, be assigned a grade of “I” (Incomplete). To receive a grade of “I,” the completed portion of the student’s work must be of “B” quality or better.AstudentseekinganIncompletemustrstobtainpermissionfromtheinstructorandthen establish a timeline and a process for completing the coursework. An Incomplete form mustbecompletedandledinwiththeGraduateDirectorwhowillsubmitittotheregistrar.The deadline for completion of work for a course in which a mark of “I” has been assigned is the lastdayofthefollowingsemester(FallorSpring),oranearlierdatespeciedbytheinstructor.After that time, the “I” will lapse into an “F.”

20 | CAS Graduate Student Handbook and Course CatalogStudents receiving an “I” for any graduate courses in which they are enrolled in the College of Arts and Sciences will be assessed a residency fee of $75 for each succeeding term until the work has been submitted. In this situation, students will be enrolled in the program’s “Research Enrollment” course. This registration triggers the $75 fee while allowing the student to retain UST privileges under a registered student status. The Director of Graduate Studies may restrict registration in other courses in the program if satisfactory progress is not being made toward completion of the incomplete coursework. Non-degree students who receive an incomplete may not register for any additional courses until the incomplete is satisfactorily resolved. No grade of Incomplete will be granted for a course if one is already pending, and no more than two are allowed throughout the student’s program. Students may not register for the master’s essay course until all Incompletes are cleared. Additional information about incomplete notations at the graduate level is available in the graduate policy repository.Institutional Review Board (IRB) for the Protection of Human Research SubjectsThe mission of the IRB at the University of St. Thomas is to assist faculty, staff, and student researchers in meeting the highest ethical and professional standards for the use of human subjectsinscienticresearch.ResearchinvolvinghumansubjectsmaynotbeginpriortoIRBreview and approval. Student researchers are advised to consult with a faculty advisor and secure the needed forms and other information from the IRB web site (www.stthomas.edu/irb) early in the research planning process.International Student InformationInternational students (i.e. students studying in a non-immigrant visa status) with the goal of studyinginpersonmustsubmitadditionaldocumentationtotheOfceofInternationalStudents& Scholars after they are admitted to the St. Thomas in order to be eligible to receive a I-20 or DS-1029certicateofeligibilityforF-1orJ-1status.Visit“InternationalGraduateRequirements”for more information: https://www.stthomas.edu/admissions/international-students/graduate-requirements/. Note that some programs are not eligible for F-1 status because they are not taught in person.Leave of Absence / DefermentA student may petition for a leave of absence or deferment of admission under appropriate conditions. Decisions will be made by the Director of Graduate Studies in consultation with the faculty. Students making such a petition must present a plan for resuming study.RegistrationAll students are responsible for their own registration through Murphy online. Students with questions about registration should contact the Graduate Director of their program. Registration is handled on a rst-come, rst-served basis. Decisions about sections will be determinedbased on enrollment; when a course is full, students should not anticipate that a seat in another section of the same number will become available. Degree students have priority over non-degree students in registering for classes.Reinstatement from Leave of Absence, Deferment, or ProbationA suspended graduate student may make written application for reinstatement after their one-year suspension has taken place. This application must pass through the department’s graduate committee for approval. Once reinstated, the student must raise their cumulative GPA to 3.2

CAS Graduate Student Handbook and Course Catalog | 21by the end of the two semesters following reinstatement. If this occurs, the student will no longer be on probation. If this does not occur, the student will be dropped from the graduate program. After a leave of absence or deferment, a student may write a letter to the Director of Graduate Studies of the program in which the student is enrolled requesting reinstatement. Included should be his or her expression of intended course of study over the next few years.Responsibility for Personal SafetyWhile the University of St. Thomas can assume no responsibility for risks associated with participation in programs or activities, the university attempts to provide a safe environment for its students. Historically, few students have been injured while participating in program-related activities,yetnoneofusareimmunetoinjuryinthecourseofourdailylives,work,play,oreldof study. Each student should conduct himself or herself using due and reasonable care in his or her actions. Student status creates no “special” relationship between the student and the university, and the university is not a “custodian” of the safety of students.Sexual Violence PolicyUnderMinnesotalaw,sexualviolenceisacriminalact.AtSt.Thomas,sexualviolenceisdenedas any act of violence or force committed without the complainant’s consent, for the purposes of satisfying the actor’s sexual or aggressive impulses, including, but not limited to, contact of a person or a person’s clothing in the genital, groin, inner thigh, buttocks, or breast areas, or the use of threat of force or coercion that requires the victim to commit or submit to any kind of attempted sexual act. Victims of sexual violence should immediately call 911 on the nearest phone and report the incident. As soon as possible, the victim should contact St. Thomas Safety and Security Department at (651) 962-5100. The security guards will contact the most appropriateuniversityofcial.Sexual Harassment Awareness TrainingAll graduate students at the University of St. Thomas will receive training and/or information regarding Sexual Harassment Awareness and Sexual Violence Awareness.Sexual Harassment PolicySexual harassment includes unwelcome sexual advances, requests for sexual favors, sexually motivated physical conduct or other verbal or physical conduct or communication of a sexual nature. The University of St. Thomas condemns and opposes any behavior on the part of any of the members of its community that constitutes sexual harassment. Any infraction of this policy should be brought to the attention of the program director who will assist the victim in selecting from a number of options available for resolution.TranscriptsInformationforobtaininganofcialtranscriptcanbefoundbyaccessingtheRegistrar’ssiteon the St. Thomas webpage (www.stthomas.edu/registrar). Student transcripts cannot be released without the student’s authorization in writing. Requests for transcripts must include name (and previous names, if applicable), social security number, student level (graduate or undergraduate), dates of attendance, address to which the transcript should be sent, a signature, and payment of the designated fee. Requests can be brought, mailed or faxed to:

22 | CAS Graduate Student Handbook and Course CatalogRegistrar’sOfceUniversity of St. ThomasMail #: AQU1062115 Summit AvenueSt. Paul, MN 55105Phone: (651) 962-6700Fax: (651) 962-6710A faxed request for transcripts is permissible with an additional fee. Information submitted must also include a billing address for collection of the fee. Transcripts may be held if a student has outstanding obligations to the university.Transfer Credits (prior to admission/while enrolled)Credit hours from another accredited institution may be considered for transfer to meet degree requirements in CAS graduate programs if the courses were 1) taken at the graduate level with a passing grade of “B” or better; 2) completed within the last seven years; 3) compatible in content, length, and approach with the program in which the student wishes to enroll (or in which the student is enrolled) at the University of St. Thomas. Students interested in transferring graduate courses (including graduate-level courses taken abroad) into the University of St. Thomas must petition the program for course credit, and all potential transfer courses must be reviewedandapprovedbytheprogram’sDirectorofGraduateStudies.Inadditiontoofcialtranscripts, students must provide supporting materials as part of any transfer course petition. Materials might include detailed descriptions of the course, course syllabi, and/or examples of completed coursework. Consult with the Graduate Director of your program for instructions on submitting your petition. See the pages in this handbook for any additional information about transferpoliciesspecictoyourprogram.

CAS Graduate Student Handbook and Course Catalog | 23CAMPUS RESOURCES FOR GRADUATE STUDENTSAthletic FacilitiesAthletic facilities at St. Thomas provide a variety of recreational opportunities for graduate students.  The Anderson Athletic and Recreation Facility contains a eld house, an aquaticcenter,abasketball/volleyballarena,tnessand weight-trainingfacilities,lockerrooms,andathleticofcesandmeetingrooms.McCarthyGymnasium,locatedonthesouthcampus,hasagymnasiumandfourracquetballcourts.Sixtenniscourtsandsoccerandsoftballeldsprovideadditional outdoor facilities. The McCarthy Gymnasium is free to graduate students, but the Anderson Athletic and Recreation Facility has a semester-long fee for membership. BookstoreThe St. Paul campus bookstore is located on the lower level of the Murray-Herrick Campus Center.  The store sells new and used textbooks, trade books, school and ofce supplies,computers and computer supplies, insignia clothing and gifts, candy, jewelry, tapes and CDs, cards, gifts, and magazines. The Minneapolis campus bookstore also carries many of the same items, but textbooks sold are for classes taught on that campus only.Campus MinistryTheSt.ThomasCenterforCampusMinistry,locatedonsecondooroftheAndersonStudentCenter, offers a variety of opportunities for worship, service, and spiritual counseling. It sponsors the Volunteers in Action program, VISION and spring break volunteer service trips, Bible study programs, retreats, marriage preparation, vocation inquiry, and special seminars on aspects of Christian life. It also offers the year-long Rite of Christian Initiation (RCIA) program for thosepreparingforbaptism,conrmation,orinitiationintotheCatholicChurch.TheCampusMinistry phone number is (651) 962-6560. Career Development CenterThe Career Development Center serves students and alumni with their vocational and career learning. The Center staff works with undecided students on choosing their majors, and laterassistsstudentsfromallmajoreldstodeveloprequiredskillsastheyseekinternships,employmentorgraduateeducation.OntheSt.Paulcampus,theofceislocatedontherstoorofMurray-Herrick,Room123.Formoreinformation,call(651)962-6761.Center for Well BeingThe university’s Center for Well Being, located on the corner of Grand and Finn, handles minor illnesses and some routine medical needs. A nurse practitioner and registered nurse are on dutyduringweekdayofcehoursonbothanappointmentandwalk-inbasis.Aphysicianisalso available by appointment. Most services are free although some require a nominal fee. The Center for Well Being also houses Counseling and Psychological Services, to promote the mental health, interpersonal relationships, and academic performance of UST students. Professional counselors contribute to a healthy campus learning environment by providing psychological services to all who work, train, and study at the University. For more information, call (651) 962-6780, or go online at https://www.stthomas.edu/counseling/services.

24 | CAS Graduate Student Handbook and Course CatalogCenter for WritingLocatedonthethirdoorofJohnRoachCenterandbyonlineappointment,thewritingcenterisavailable to assist students with writing projects in process. The center provides free, intensive, one-on-one consultations at any stage of the writing process. Call (651) 962-5601 or book online at https://www.stthomas.edu/writing/ for an appointment.ChapelsThe University of St. Thomas’s chapels offer numerous opportunities for prayer and the sacraments. The St. Thomas Aquinas Chapel, built in 1917 by E. L. Masqueray (who also designed the Cathedral of St. Paul), is the center of spiritual life on campus, with daily and Sunday Masses offered, and the Sacrament of Reconciliation offered Monday-Friday 11:30am-12:00pm and Monday-Thursday 3:15-4:15pm. It is also home to a number of choral and organ concerts and other cultural events throughout the year. TheAlbertusMagnusChapel,locatedontherstoorofSitzmannHall,offersdailyMass and regular Eucharistic Adoration. Daily mass is offered at 5:05 pm. The Florence Chapel, located in the lower level of the St. Thomas Aquinas Chapel provides a worship space for various religious groups on campus.St. Mary’s Chapel of The St. Paul Seminary, located on the south campus, was consecrated in 1905. The chapel offers regular Mass and Eucharistic Adoration.Schedules for Masses on campus can be found on the university web site: https://www.stthomas.edu/campusministry/liturgyworship/on-campusworship, and are also printed in the daily electronic St. Thomas Newsroom. Computing ResourcesComputer labs are available in the O’Shaughnessy-Frey Library, McNeely Hall, and the Frey Science and Engineering Center. The university’s TechDesk provides technical support for students regarding email accounts, PIN numbers, Canvas access, etc. Call (651) 962-6230 to contact the TechDesk. E-mail AccountsAll graduate students are afforded a University of St. Thomas e-mail account while enrolled in courses at St. Thomas. This account must be activated and either used/checked frequently or forwarded to a preferred email account. A student’s St. Thomas e-mail account is necessary for accessing library information via the web. Additionally, all department correspondence is sent out via email. First time users need to activate their account at https://www.stthomas.edu/its/students/accounts, or by contacting the ITS Tech Desk at (651) 962-6230 or send an email to techdesk@stthomas.edu.Enhancement Program - Disability ResourcesThe mission of the Enhancement Program – Disability Services at the University of St. Thomas is tomakereasonableefforttoprovideallqualiedstudentswithdisabilitiesequalaccesstoalluniversity courses, services, programs, employment and facilities. Our goal is to enable students

CAS Graduate Student Handbook and Course Catalog | 25with disabilities to maximize their educational potential and to develop their independence and self-advocacy skills to the fullest extent possible within the standard university curriculum. For more information, call (651) 962-6315 or visit www.stthomas.edu/enhancementprogIdentication CardsOnceofciallyenrolled,studentswillreceiveanIDnumberandmustobtainanIDCardfromtheCardOfceinMurray-HerrickCampusCenter.Thecardisnecessaryforuseofthelibrariesand other campus facilities. Students should carry the card with them at all times and notify the CardOfceifitiseverlostorstolen.Thereisachargeforreplacementcards.Moreinformationcan be found at https://www.stthomas.edu/cardofce.LibrariesThe University of St. Thomas has four libraries containing more than 458,000 books and 2,295 periodicals. The collections are continuously developed and updated to support coursework and research. The O’Shaughnessy-Frey Library Center on the St. Paul north campus is the largest of the three libraries. In addition to the reference and circulating collections, it houses the University Archives, the Luxembourg Collection, the Celtic Collections, the Chesterton-Belloc Collection, and the Christopher Dawson Papers.The Archbishop Ireland Memorial Library, located on the St. Paul south campus, supports the university’s graduate theology/Catholic Studies programs. The Charles J. Keffer Library, located in Opus Hall on the Minneapolis campus, primarily supports graduate studies in education, psychology, and business.The Schoenecker Law Library, located in the School of Law on the Minneapolis campus, supports the School of Law curriculum, programs and faculty research. In addition to printed materials, St. Thomas libraries provide students and faculty with access to hundreds of electronic databases, many of which may be searched from outside the library and accessed from the main St. Thomas web site. St. Thomas participates in the Cooperating Libraries in Consortium (CLIC), a group of Twin Cities academic libraries that maintains a joint electronic catalog (CLICnet) of holdings and facilitates the exchange of materials among member libraries. These cooperating libraries are also members of MINITEX, the regional network that provides interlibrary loan services among St. Thomas, the University of Minnesota, and other libraries throughout the nation. For more information about library services, call the reference desk at (651) 962-5001.Murphy Online SystemThe Murphy Online system is the university’s Student Portal. Murphy Online is available for students to register for their classes, view their grades, academic schedules, and degree audits. StudentsmayalsoprintanunofcialtranscriptthroughtheMurphysystem.Inaddition,studentscan pay their tuition bills through this site. If you have any questions or issues arising regarding Murphy Online, contact the ITS Tech desk at 651-962-6230.

26 | CAS Graduate Student Handbook and Course CatalogNewsroomThe St. Thomas Newsroom is the university’s electronic newsletter. It is published daily during the fall and spring semester, and once per week during summer session. It is the main source of information for campus events and other university matters.Parking Permits and TransportationApermitisrequiredtoparkinallSt.Thomasparkinglots.AvalidUSTpictureidenticationcard must be presented at the time of purchase. Parking permits are available for purchase at theDepartmentofPublicSafetyandParkingServices,locatedontherstoorofthestudent’sapartmentresidence(MorrisonHall),(651)962-5100.AvalidUSTpictureidenticationcardmust be presented at the time of purchase. Parking is extremely limited, and purchase of a permit does not guarantee availability. Free parking is available along Cleveland Avenue and Grand Avenue. A university bus pass may be purchased at the Public Safety and Parking Servicesofce.Buspassesarehighlydiscountedforstudents.ACADEMIC INTEGRITY AND PROCEDURESAcademic Integrity and DishonestyAcademicintegrityisdenedashonesty.Itdoesnotallowcheatingorplagiarism.Dishonestyofany kind in relation to academic work threatens the integrity of the academic enterprise and is unacceptable at the university. Such dishonesty includes cheating on examinations, plagiarism, ghostwriting,andfalsifyingofcialinformationrequestedbytheuniversityconcerningone’sacademic background or status. According to Webster’s Third New International Dictionary, plagiarism means “to steal and pass off as one’s own the ideas and words of another; …to present as new and original an idea or product derived from an existing source.” You commit plagiarism whenever you use a source in any way without indicating that you have used it. If you quote anything at all, even a phrase, you must put quotation marks around it, or set it off from your text; if you summarize or paraphrase an author’s words, you must clearly indicate where the summary or paraphrase begins and ends; if you use an author’s idea, you must say that you are doing so. In every instance, you also must formally acknowledge the written source from which you took the material. Ghost writing is preparing work for another or having another prepare one’s own work.When a graduate student is found to be in violation of this provision, academic penalties may be prescribed by the instructor of the course in question, including—but not restricted to—the requirement of additional work, the assignment of a failing grade on the work in question, or a failing grade for the entire course. The student has the right to appeal the instructor’s decision totheprogramdirector,andifstilldissatised,tothedeanoftheGraduateSchoolofArtsandSciences.Intheeventtheinstructoristhedirector,rstappealwillbedirectedtothedean.If the faculty member bringing the charges believes that suspension from the university is justied,he/she/theywillsendawrittenrequesttothedeanwhowillmeet,togetherwithonemember of the graduate faculty chosen by the instructor and one chosen by the accused student, as a hearing panel to hear arguments from the instructor and student.

CAS Graduate Student Handbook and Course Catalog | 27If the panel rules for suspension by a majority vote, the dean will order the suspension. The student has the right to appeal to the appropriate graduate student advisory committee, which shall either uphold the hearing panel, or overrule it, providing the panel with a written statement of reasons. If overruled, the panel may appeal to the president of the university, who will meet with the hearing panel and two representatives of the student committee. The decision of the presidentisnal.Grievance PolicyThere is a committee of the university called the Grievance Committee which is available to ensure students’ rights. The committee is composed of three administrators and graduate faculty representatives. Annually, one of the faculty members is elected as chair. Each panel selected to hear an individual case will consist of one student member, one administrator, one faculty member and the chair, who is non-voting, who will preside at meetings and who will see that parties involved are given a fair and impartial hearing. The chair may take part in the questioning and discussion. Once a panel has been selected all of those voting members plus the chair must be present in person to hear the case.Grievance CommitteeThe Grievance Committee of the university is available to ensure that student rights are protected. The entire Grievance Process, Grievance Procedure diagram and Appeal Procedure are available on the web at https://stthomas.edu/student-affairs/departments/dean-of-students/policies/grievance-process/index.html. Students who believe they have been aggrieved according to the specications in the“Statement of Student Rights and Responsibilities” should utilize the following process to resolve that grievance. In the governance of a college there is a chain of command. Grievances shouldberstdiscussedwith the allegedaggrievorandif the grievanceisunresolved,thestudent should proceed up the chain of command until the grievance has been satisfactorily settled. Any student who feels aggrieved may consult with the Dean of Student Life concerning the process and the procedures. All persons who become involved in the process will attempt to resolve the grievance prior to any formal Grievance Committee hearings.The Grievance Committee will hear any case in which a student thinks one of the rights listed in the Statement of Student Rights and Responsibilities has been denied. The Grievance Committee will consider only whether the challenged action or decision by a member of the faculty, administration, student body or any agency of these groups was unfair (arbitrary) or capricious.Thecommitteewillrstexaminethefactspresented(inwriting)bythestudent.Ifthecommitteejudgesthatthereissufcientevidence,itwillinvestigatethematterandheartestimony.IftheGrievanceCommitteedecidesthatthestudent’scomplaintisjustied,itwilldiscussthematterwith the person or persons concerned and determine the means to ensure the student’s rights. The decision of the Grievance Committee will be binding on all parties concerned unless the decision is appealed to the executive vice president.

28 | CAS Graduate Student Handbook and Course CatalogGRADUATE PROGRAMS IN ART HISTORYUniversity of St. ThomasGraduate Program in Art HistoryMail: 44C2115 Summit AvenueSt. Paul, MN 55105-1096 Graduate Director: Dr. Heather Shirey hmshirey@stthomas.edu (651) 962-5640 - phone(651) 962-5861 - fax Web: https://cas.stthomas.edu/departments/areas-of-study/art-history/index.html Faculty Listing: https://cas.stthomas.edu/departments/faculty/a-z/index.html?department=Art%20HistoryApply online: https://www.stthomas.edu/application/index.html#_ga=2.54777643.1271048516.1617637242-729359069.1611099774Art History Mission StatementThe Master of Arts in Art History program at the University of St. Thomas seeks to prepare its graduate students for the demands of independent research in art history and to present their results in a variety of public and scholarly venues. Graduate courses focus on issues and problemsinarthistory,theprocessofdeningandcarryingoutaresearchagenda,theuseof various methodologies andtheories to dene and interpretevidence, andthe ability toread both analytically and critically original and scholarly material. The program emphasizes an inclusive perspective that encompasses a range of media and global cultures and a contextual approach to art that examines its social, economic, political, and religious importance.

CAS Graduate Student Handbook and Course Catalog | 29Master of Arts Application RequirementsStudents may apply for the Master of Arts in Art History degree by meeting the following requirements:• Abachelor’s degree in arthistory or a related eld from an accreditedcollege oruniversity veried by an ofcial transcript sent directly to the GraduateArt Historyofce.NOTE:Studentsmaybeacceptedwithastrongliberalartsorinterdisciplinarybackground with the condition that they complete a preparatory program of undergraduate courses if their background in art history is weak. Normally, a minimum of four undergraduate courses in art history is required for admission, but pre-professional or professional experience in the discipline may substitute for coursework as appropriate.• Completed application form• Three condential letters of recommendation sent directly to the Graduate ArtHistoryofcefromindividualswithknowledgeoftheapplicant’srelevantabilitiesandachievements, at least one from a former professor• A personal statement of no more than 500 words describing the applicant’s interest in art history and reasons for pursuing graduate studies at St. Thomas• A writing sample showing research and writing expertise (sample will not be returned). This sample should be analytical and original rather than descriptive in nature, and should include reference notes, a bibliography, and illustrations. Museum Studies Certicate Application RequirementsTrack 1: MuseumStudiesCerticateiscompletedindependentlyfromtheMAinArtHistoryprogram.Track 2: MuseumStudiesCerticateiscompletedjointlywiththeMAinArtHistory.12ofthe15requiredcreditsrequiredtocompletetheCerticatealsosatisfyrequirementsintheMAprogram.1.Track1(MuseumStudiesCerticateOnly):• Application form• Resume• A personal statement of no more than 500 words that describes why museum studies is important to the applicant’s research and career goals, any experiences that the applicant has had in museums, non-prots, library science, or collections work,broadlydened,andwhattheapplicanthopestogainbyearningtheCerticateatthe University of St. Thomas.• Abachelor’sdegreefroman accreditedcollegeoruniversityveriedby an ofcialtranscript.• Onecondentialletterofrecommendationfromanindividualwithknowledgeoftheapplicant’s relevant abilities and achievements2.Track2(JointMAinArtHistory/MuseumStudiesCerticate):Applicants to the joint program will be required to meet the same admission requirements as

30 | CAS Graduate Student Handbook and Course Catalogapplicants to the degree-seeking MA program. Requirements are as listed above in section A., Degree-Seeking Application Requirements, plus: • Anadditionalpersonalstatementspecictomuseumstudies,ofnomorethan500words, that describes why museum studies is important to the applicant’s research andcareergoals,anyexperiencesthattheapplicanthashadinmuseums,non-prots,libraryscience,orcollectionswork,broadlydened,andwhattheapplicanthopestogainbyearningtheCerticate.Application to the Museum Studies Certicate (if already enrolled in the MA in Art History program)• Application form• Apersonalstatementspecictomuseumstudies,ofnomorethan500words,thatdescribes why museum studies is important to the applicant’s research and career goals, any experiences that the applicant has had in museums, non-prots, libraryscience,orcollectionswork,broadlydened,andwhattheapplicanthopestogainbyearningtheCerticate.• Students enrolled in the MA in Art History program who would like to add the Museum StudiesCerticatemustdosopriortotheirnalsemesterintheMAprogram.Teaching College Art History Certicate Application RequirementsApplicants to the joint program will be required to meet the same admission requirements as applicants to the degree-seeking MA program. Requirements are as listed above in section A., Degree-Seeking Application Requirements.Art History Transfer PolicyTransfer courses from another accredited institution may only count toward elective courses for the degree. The total number of transfer credits from any other institution and/or the University of St. Thomas may not exceed six. See the Transfer Credit policy for additional details.M.A. Degree RequirementsGeneral degree requirements are determined by the catalog under which the student has been admitted to the program. Students who leave the program and later re-apply are subject totherequirementsinplace atthe dateof their re-admission,unlessspecicallywaived bythe Director of Graduate Studies. Students should also consult section on academic policies regarding additional regulations for the degree.Successful completion of 11 courses plus the qualifying paper sequence (36 credits total) is required, according to the following plan:• Five courses in core areas• Six elective courses• Readingprociencyinoneforeignlanguage• Qualifying paper, oral examination, and formal presentation

CAS Graduate Student Handbook and Course Catalog | 31CourseworkCore Courses • Theory and Methodology (ARHS 500), which should be taken as early in the program as possible.• Two courses in European or American Art (ARHS 510, 515, 520, 525, 540)• Two courses in Non-European or American Art (ARHS 530, 535, 536, 537) Elective CoursesIn consultation with the Director of Graduate Studies, additional courses beyond the core requirements will be taken in areas of student interest. Up to 2 graduate courses in other departments(suchasEnglish)mayalsofullladditionalcourserequirements(inconsultationwith the Director of Graduate Studies). Electives may come from the following areas:Seminars: Students must take a minimum of 8 regularly scheduled, graduate classroom courses as part of their degree. Undergraduate courses for graduate credit: Graduate students may take upper division undergraduate courses for graduate credit, provided that they obtain the permission of both the instructor and the Director of Graduate Studies, and that they complete an individual plan with extra work for the course that demonstrates appropriate levels of research, analytical, and presentation skills for a graduate seminar. The number of undergraduate courses that may be taken for graduate credit is limited to two.Study Abroad courses for graduate credit: Unless specied as a study abroad course forgraduate credit, courses taken during January term under the auspices of the undergraduate college (as an independent study) shall have the following course components within the coursesyllabus,whichwill beon lewiththe graduateofceand withthe studentprior todeparture:• A reading component in preparation for the area to be toured. This list of reading will begiventothestudentinsufcienttimeforthestudentstoprepareforthesitestobevisited. The reading component could include a list of sources for the student to use in preparation for a presentation to other graduate students and/or undergraduate students during the site visits.• A reading, oral, and writing component to be completed while on the site visits.• A graduate-level paper component, to be completed after the student returns within the time period of the semester following the tour.• The course will be listed as ARHS 596 (Study Abroad [January Term]), but will count as an undergraduate course taken for graduate credit. In addition to the costs of the study tour, students will pay an additional fee equal to the cost of one graduate credit to cover the additional requirements.If the study abroad course is a January-term course for undergraduates, it will have been approved by the UMAIE board by January of the previous year and by the International Studies Ofcebyspringsemester.Theinstructorforthecoursewillthenpasstheproposal,ifgraduate

32 | CAS Graduate Student Handbook and Course Catalogstudent participants are expected, by the department faculty for their approval for graduate credit before the end of spring semester prior to the January term. Independent Study and Internships for credit: Independent study (ARHS 590) and internship (ARHS 595) are similar in that they involve supervised work outside of a scheduled class meeting. The distinction is that independent study is oriented to the production of a lengthy paper on a focused topic, while internship involves more in the way of applied research and writing. The independent study is not meant to be used in preparation for the Qualifying Paper unless it explores a new topic. For a 3-credit internship, the basic expectation is that the student will average about 10-12 hours per week over the course of the semester, about 150 hours total. Independent study is graded with the traditional letter grade while an internship is graded on a satisfactory (S)/ unsatisfactory (R) basis.The basic procedure for setting up an internship or independent study is similar. The student contacts a faculty member or supervisor to develop a proposal that describes the topic of the work,theexpectedprocedures,work&timetable,andthenalresult.Theproposal,alongwithacoverform(availableinthegraduateofce),issubmittedtotheDirectorofGraduateStudiesfor review and approval.Students may take up to 6 credits of internship or up to 6 credits of independent study as part of their degree, but may not take more than 9 credits total of both categories.Docents-in-Training receiving graduate credit: Docents-in-training at the Minneapolis Institute of Arts have the opportunity to apply to receive up to 6 graduate credits in the Master of Arts in Art History program as non-degree students. Application for these credits must be made at the startofthedocents’trainingprogramwithcreditbeingappliedattheendoftherstyearandthe second year of training. Please contact the Director of Graduate Studies for information on the current procedures for applying for this credit opportunity.Language RequirementReading knowledge of one foreign language is required for all graduates. In consultation with the Director of Graduate Studies, the graduate student chooses his or her foreign language andproofofprociencymustbeattainedbythetimethestudenthastaken6graduatecourses(18 credits) or has reached the mid-point in the program. The requirement can be completed in one of three primary ways: 1) completion of a foreign language reading course at the University of St. Thomas, University of Minnesota or other university with a grade of passing (or B- or better if letter grade is given); 2) completion of two undergraduate or graduate level courses in a language with a grade of B- or higher, taken within5yearsoftherstsemesteroftheMastersofArtHistoryprogram;or3)undertakinganexamination proctored by the Department of Art History Graduate Studies. If taking a course at anotherinstitution,yourcompletionofthelanguagerequirementisfullledwhentheDirectorofGraduateStudiesreceivesan ofcialtranscriptwith thepassinggrade.If undertakinganexamination through the Department, you will receive an exam that consists of two hours of reading translation: one hour with a dictionary and one hour without. Each section will have a separate reading and grading will be done on a pass, low pass and fail scale. Pass and low

CAS Graduate Student Handbook and Course Catalog | 33pass are successful evaluations. A student failing the exam will have the option to retake the test no earlier than 2 months after the exam, during which the student will undertake intensive language study.Note: If the language exam is facilitated by a member of the department faculty or by an outside facilitator, the student will incur the cost of payment for services ($75). Exams are only offeredoncepersemester,usuallyintherstmonthofthesemester.PleasenotifytheDirectorof Graduate Studies at least two months prior to the semester in which you wish to take your exam.Insome cases,previouslifeexperience may enableyou tofulll thelanguage requirementwithout completing either of the other options. There is leeway for the Director of Graduate Studies to modify these requirements on a case-by-case basis as needed. Theprimaryroleoftheexamistodeterminewhetherthestudenthassufcientlanguageskillsto enable them to translate with adequate comprehension a passage in a foreign language of thetypethattheyarelikelytoencounterinthecourseofconductingresearchintheireld.(Thereadingswillbethingsyoumightndduringyourresearchprocessincludingshortarticles,catalogue entries, dictionary entries, etc.). The student will not be expected to translate the entire document in a Department administered exam, but rather to clearly indicate the abilities with the language. We are interested in the bigger picture: thus, a few wrong words or twisted grammatical construction here and there should be viewed as minor infractions.NOTE: It is the student’s responsibility to be mindful of their language exam requirements. Graduation CommitteeThenalrequirementsfortheM.A.consistofaprospectus,qualifyingpaper,oralexaminationand public presentation. For all requirements, the student will have a Graduation Committee of three faculty. Membership of the committee will be chosen by the Director of Graduate Studies in consultation with the student. The Graduation Committee will consist of the following:• The committee chair, a faculty member with direct expertise in the area of research.• Two additional faculty members who have not been involved with the original seminar or independent study from which the qualifying paper originated.In the event of joint faculty advisors, one additional faculty member will constitute the committee of three.Pleasenote:AllIncompletesandproofofforeignlanguageprociencymustbecompletedprior to the student undertaking the qualifying paper process.Qualifying Paper, Oral Examination, and Formal PresentationAs a demonstration of the ability to formulate and carry out original and scholarly work in the discipline, all students are required to submit a qualifying paper during the last semester of

34 | CAS Graduate Student Handbook and Course Catalogstudy. This paper will be based on work undertaken in a seminar or independent study and will demonstrate substantial revision and development. A prospectus will be prepared, and the nalpapershouldbethoughtofaswritingajournalarticle.Thepapermustbeapproximately30-40pagesexclusiveofbibliography,notes,andillustrations,andmustdemonstratesufcientresearch, analytical, writing, and editorial skills for professional work. The qualifying paper will beevaluatedbythestudent’sGraduationCommittee(seesectionCabove)anduponitsnalcompletion a letter grade will be given. The qualifying paper must also be presented at the annual graduate forum sponsored by the department. Note: It is the student’s responsibility to carryouttherequiredspecicsofthequalifyingpapercourse.Qualifying Paper Prospectus – ARHS 593Bythebeginningofastudent’snalsemester,thestudentmustpreparea10-15-pagetyped,double-spaced prospectus. This prospectus must be submitted to the committee chair of the qualifying paper; upon its approval by the committee chair it will be given to the other two facultymembersoftheGraduationCommitteewithnalapprovalmadewithinoneweekfromstudent submission. (The Director of Graduate Studies sends all deadlines for the qualifying paper process to the student and their committee in the semester prior in the document “Qualifying Paper Procedures and Protocol.”)Paper Deadlines for GraduationSpecicdeadlinesforthequalifyingpaperprocedurearesenttothestudentandcommitteebythe Director of Graduate Studies prior to the start of the semester in the document, “Qualifying Paper Procedures and Protocol.” Generally, the paper must be completed and submitted to the advisor and the rest of the Graduate Committee eight weeks prior to the end of the semester. The advisor and committee members will then read and comment upon the paper and return it to the student by six weeks before the end of the semester, working together in nalconsultation.The paper will then be amended (if necessary) by the student, and re-submitted to the student’s Graduation Committee three-four weeks prior to the end of the semester. The paper will be evaluated, and recommendations concerning graduation will be made to the Director of Graduate Studies.Grading of Qualifying PaperThe completion of appendices B, C and D will be a part of the grading for the qualifying paper. The qualifying paper course is graded by the entire paper committee with the traditional letter grade. See Grades on pages 25 and 26 of this handbook.Final Paper DispositionUpon completion of the paper in the designated format and approval by the Graduation Committee and the Director of Graduate Studies on the signed form (see Appendix D), the studentmustsubmitoneboundcopyofthepapertotheArtHistoryGraduateOfcebeforetheendofthesemesteraswellasanalPDFsubmittedonCanvas.Thefacultyadvisorwillnotsubmitanalgradeforthepaperuntiltheboundcopieshavebeenreceived.FedEx/Kinko’sonSnelling Avenue is the department’s designated source for the binding and is used by several UST graduate programs. Please follow the guidelines below regarding binding.

CAS Graduate Student Handbook and Course Catalog | 35• All pages should be copied on 20#, minimum 25% cotton (100% preferred), watermarked paper with a one and one-half inch margin on the binding side of the page and one inch on the other three sides. • The bound copies must contain color images. For the binding, the cover needs to be black with white printing on the spine. The spine text should read (from left to right): • M.A. Art History, Year, Student name (as it appears on qualifying paper)Oral Review and DiscussionThe oral exam will go forward only upon successful completion of the draft of the qualifying paper—this is determined by the committee’s reading. The oral examination must be taken, and passed,atleastonemonthpriortotheintendeddateofgraduationinkeepingwiththespecictimeline established each semester. The panel reading the qualifying paper also serves as the oral examination committee.The oral examination will last approximately one to two hours and will be conducted by the student’s qualifying paper/graduation committee. Prior to the exam the student must contact each member of the committee to gather an understanding of what types of questions, concerns, and topics the committee member would like them to address.Students who do not pass the oral examination may be required to demonstrate additional preparation before taking the exam a second time. Examinations may be scheduled a third time only with the permission of the Director and upon completion of any recommended additional coursework. Formal PresentationEach student is required to present his or her qualifying paper research for 15-20 minutes at a publicforum.Thisdateisscheduledduringnalsweekinthefallorspringsemester. Museum Studies Certicate RequirementsGeneral program requirements are determined by the catalog under which the student has been admitted to the program. Students who leave the program and later re-apply are subject totherequirementsinplaceatthedateoftheirre-admission,unlessspecicallywaivedbytheDirector of Graduate Studies. Students should also consult section VIII. ACADEMIC POLICIES, regardingadditionalregulationsforthecerticate.Successful completion of 5 courses (15 credits) is required, according to the following plan:• Three courses in core areas including an internship• Two elective courses• Formal internship presentation12 of these 15 credits may also be applied towards the M.A. degree for students who enroll in that program simultaneously or subsequently.Core Courses• Topics in Museum Studies (ARHS 570)

36 | CAS Graduate Student Handbook and Course Catalog• Topics in Museum Studies II (ARHS 571)• Internship (ARHS 595)Elective Courses• TwoArtHistoryseminars(ARHS)withMuseumStudiesCerticate(MSC)designationsUndergraduate courses, even if taken for graduate credit at the University of St. Thomas, will not applytowardstheMuseumStudiesCerticate.IndependentStudycourses(ARHS590)likewisecannotbe taken for MuseumStudies Certicatecredit. Only designatedgraduateseminarsandthegraduateinternshipcansatisfyMuseumStudiesCerticaterequirements.Formal Internship PresentationAt either the end of the semester in which the internship is completed (if fall or spring) students will give a formal presentation of their internship experience and resulting critical analysis. These presentations will take place at the same time as the MA Qualifying Paper presentations. If the student completes his/her internship in the summer, the formal presentation will take place at the end of the following fall semester. If special circumstances arise, the internship presentation could be given in a special session at the start of the fall or spring semester following the internship completion. Teaching College Art History Certicate RequirementsGeneral program requirements are determined by the catalog under which the student has been admitted to the program. Students who leave the program and later re-apply are subject totherequirementsinplaceatthedateoftheirre-admission,unlessspecicallywaivedbytheDirector of Graduate Studies. Students should also consult section VIII. ACADEMIC POLICIES, regardingadditionalregulationsforthecerticate.ThiscerticateinintendedtotrainMinnesotahighschoolteacherswhodelivercoursesintheCollege in the Schools program. Successful completion of 6 courses (18 credits) is required, according to the following plan:• Five courses in core areas• One capstone pedagogy courseCore courses • Theory and Methodology (ARHS 500), which should be taken as early in the program as possible.• Two courses in European or American Art (ARHS 510, 515, 520, 525, 540, 545, 550, 570)• Two courses in Non-European or non-European-American Art (ARHS 530, 535, 536, 537) Capstone courseIn their last semester, students complete ARHS592, Teaching College Art History. In it, students work with a faculty mentor to create curriculum materials. This project will require substantial research and writing.

CAS Graduate Student Handbook and Course Catalog | 37Financial SupportStudentsenrolledinMuseumStudiesTrack1(Certicateonly)arenoteligibletoapplyforArtHistory department fellowships. Students enrolled in Track 2 (joint MA and MSC) are eligible to apply for all fellowships.A limited number of assistantships will be awarded each year. These exible awards aredesigned to provide more concrete experience in the discipline through special projects in exhibitions, marketing, publications, and graduate support. Assistantships are awarded as full or partial. A full assistantship requires a 150-hour commitment (about 8-10 hours per week/per semester). Graduate students awarded an assistantship will be required to complete an assistantshipcontractwiththeirsupervisorinwhichtheyrecordmutuallyagreeduponspecicsof the work to be done.Students awarded an assistantship must maintain a satisfactory GPA (3.0) each semester and remain a registered student during the term of their assistantship. If work is not successfully completed for any reason, funds may be withheld or reimbursement may be necessary.

38 | CAS Graduate Student Handbook and Course CatalogGRADUATE ART HISTORYCOURSE CATALOG ARHS 500 Methods and Issues in Art History, 3 cr.An introduction to the methods and problems of art history, including the theoretical approaches to art and its history, the examination and analysis of the work and its medium, the role of the museum and gallery in the study of art, and bibliographic tools of the different disciplines of theeld.Requiredofallgraduatestudents.ARHS 501 Museum Education Program (Docent Program) , 3 cr.Prerequisite: permission of the Director of Graduate Studies. ARHS 504 Special Topic Research (1, 2, or 3 cr.)This course enables students to undertake additional research on topics chosen in consultation with, and with the permission of, the Director of Graduate Studies. Number of credits will be determined on the basis of the project.ARHS 510 Topics in Ancient and Medieval Art, 3 cr.ARHS 515 Topics in Renaissance and Baroque Art, 3 cr.ARHS 520 Topics in Modern Art, 3 cr.ARHS 525 Topics in American Art, 3 cr.ARHS 530 Topics in East and South Asian Art, 3 cr.ARHS 535 Topics in the Art of Africa and the African Diaspora, 3 cr.ARHS536 TopicsinArtofthePacic,3cr.ARHS 537 Topics in Indigenous American Art, 3 cr.ARHS 540 Topics in Architectural History, 3 cr.ARHS 545 Topics in Design and Applied Arts, 3 cr.ARHS 550 Topics in Textiles, Ceramics, and Metalwork, 3 cr.ARHS 570 Topics in Museum Studies I; topics in Museum Studies, 3 cr.From visitors and audience development to museum education and social media.ARHS 571 Topics in Museum Studies II, topics in Museum Studies, 3 cr.From theory and history to exhibitions and collections.

CAS Graduate Student Handbook and Course Catalog | 39ARHS 575 Exhibitions, 3 cr.ARHS 580 Conservation Studies, 3 cr.ARHS 590 Independent Study, 3 cr.Prerequisite: permission of the Director of Graduate StudiesARHS 593 Teaching College Art History, 3 cr.The Teaching College Art History Capstone Project involves working closely with a faculty mentor to develop a signicant teaching-related portfolio that brings together knowledgeattained through courses in the graduate Art History program. This project will require substantial independent reading, writing, and research. This project serves as the capstone for theTeachingCollegeArtHistoryCerticateProgram.ARHS 594 Qualifying Paper, 2 cr.As a demonstration of the ability to formulate and carry out original and scholarly work in the discipline, all students are required to submit a qualifying paper during the last semester of study. The qualifying paper must also be presented at the annual graduate forum sponsored by the department. Prerequisite: ARHS 593ARHS 595 Internship, 3 cr.Prerequisite: Permission of the Director of Graduate Studies. ARHS 596 Study Abroad (January Term), 3 cr.Prerequisite: Permissions of the instructor and the Director of Graduate Studies. ARHS 597 Undergrad courses taken for graduate credit, 3 cr.Prerequisites: Permissions of the instructor and the Director of Graduate Studies. ARHS 599 Research Enrollment, 0 cr.This course enables students to retain registered student status while completing work associated with receipt of an incomplete in previous coursework. A $75 fee is attached. Prerequisite: ARHS594 with a grade of Incomplete.

40 | CAS Graduate Student Handbook and Course CatalogGRADUATE PROGRAM IN ARTIFICIAL INTELLIGENCE LEADERSHIPUniversity of St. ThomasGraduate Program in Articial Intelligence Leadership2115 Summit AvenueSt. Paul, MN 55105-1096 Graduate Director: Dr. Tom Feeneyai-leadership@stthomas.edu Web: https://cas.stthomas.edu/degrees-programs/graduate/online-masters-articial-intelligence-leadership/index.htmlFaculty Listing: https://cas.stthomas.edu/degrees-programs/graduate/online-masters-articial-intelligence-leadership/faculty/index.htmlApply online:https://www.stthomas.edu/application/index.html#_ga=2.54777643.1271048516.1617637242-729359069.1611099774 Master of Arts in Articial Intelligence Mission StatementTheMaster of Arts inArticialIntelligence Leadershipdevelops human leaders for articial intelligence, because there is no guarantee that tools we build will shape a future we desire.

CAS Graduate Student Handbook and Course Catalog | 41About the MA in Articial Intelligence Leadership Americanbusinesses,governments,andnon-protsarenowintegratingarticialintelligenceinto their products and operations. However, many do not feel prepared to do so responsibly. Enterprises need new technical expertise, but they also need non-technical employees with astronggroundinginthefoundations,ethics,andpotentialofarticialintelligencetoworkcomfortably and wisely alongside AI engineers and developers. Graduates of the new Master ofArtsinArticialIntelligenceLeadership(MAIL)willmeetthisneedbyembracingleadershipopportunities within existing roles and by earning more formal positions of trust in emerging AI-specicleadershippositions.MAIL consists of ten courses completed in under two years. Five courses on foundations and ethics establish a knowledge base and sense of responsibility. The foundational courses orient studentsintheconceptual,historical,technical,andpracticalbasisforarticialintelligence.Theethics courses provide a map of the issues, an introduction to how these could be resolved via alignment, and a deep dive on algorithmic bias. Five leadership development courses span the AI project cycle, beginning with internal assessment and preparation, and continuing through implementation, evaluation, and scaling. These courses also cover law, regulation, and strong communicationwithallstakeholders.Thenalcourseprovidesanopportunitytointernalizethis cycle more deeply, through interactive case-studies drawn from various industries. Once coursework is complete, MAIL delivers students to the AI world with a curated project portfolio to complement the diploma. Graduates will leave feeling at home with articialintelligence, capable of acting wisely even in high stakes contexts, and excited to work cooperatively with technical experts.Program FormatAllcourseswillbedeliveredonlineandasynchronously,providingexibilitywhilestillfosteringpersonalinteractionthroughoptionalsynchronousonlinesmall-groupmeetings,ofcehours,guest lectures, networking events, and other means. • The ten 3-credit courses constitute 30 credits of coursework across 4 semesters and a summer, including guidance throughout on assembling coursework into a Project Portfolio.• Students take one course at a time, completing two courses each semester back-to-back, and two more over the summer across two sessions.• Enrollment will open before each course, and none of the courses have prerequisites. Students starting mid-term enroll only in the remaining course. Student Learning OutcomesArticialintelligenceimpactseverythingrelevanttonaturalintelligence,andsoMAILwilldrawfrom colleges across the university, including CAS, OCB, Engineering, and Law. Graduates will have a uniquely grounded understanding of AI, and be able to 1. understand the principles and long-term trends that explain AI, 2. integrate AI ethically with a broad range of human concerns, and 3. lead AI projects of genuine and enduring value.

42 | CAS Graduate Student Handbook and Course CatalogThesedegree-specicgoalsmaptotheuniversity-widegraduatestudentlearningoutcomes.Goal (1) corresponds to “the acquisition and application of specialized knowledge in a particular discipline or interdisciplinary program” and “critical thinking and analysis that utilizes research method or problem-solving skills appropriate to a given discipline or interdisciplinary program.” Goal (2) maps to “ethical behavior or decision-making in personal or professional interactions” and goal (3) corresponds to “the capacity to collaborate with others in a diverse environment and/or to build positive relationships in one’s professional context.” The three degree-specicgoalsmaybestatedmorecompletelyandmeasurably:1. In terms of knowledge acquisition, graduates will be able to: • denecoreAIconcepts(machinelearning,deeplearning,etc.),• explain AI’s historical development and philosophical underpinnings,• understand key technical principles for effective collaboration with AI experts,• demonstrate a realistic understanding of current AI tools, their potential applications, and their inherent limitations across different domains2. In terms of ethical reasoning and application, graduates will be able to:• analyze the ethical implications of AI (privacy, bias, etc.),• evaluate strategies for aligning AI with human values,• detect and mitigate bias in AI applications,• articulate the practical value and ethical implications of AI systems,• navigate the evolving legal landscape for AI,• spot emerging AI trends and separate hype from reality,• communicate about AI initiatives in a way that fosters trust and transparency,• champion ethical considerations throughout the AI lifecycle.3. In terms of leadership development, graduates will be able to:• develop and execute comprehensive AI implementation strategies, • communicate complex AI concepts to diverse audiences,• facilitate effective communication and collaboration among technical and non-technical team members,• assess AI opportunities and align them with organizational goals,• prepare organizations for AI integration, including data management and change management strategies,• implement, evaluate and scale AI solutions, addressing technical and ethical considerations, and• ensure legal and regulatory compliance in AI development and deployment.Classroom ExperienceTo provide exibility to adult learners, all courses are taught in the online asynchronousmodality. As students make their way through the curriculum, they will collect relevant materials in a graduate portfolio, curated in close consultation with their advisor. The portfolio has the goal of preparing candidates to present and effectively communicate what they’ve learned in interviews and career development opportunities.

CAS Graduate Student Handbook and Course Catalog | 43Project PortfolioThe goal is to give students concrete evidence of the knowledge, ethical understanding, and leadership capacity they have developed through MAIL. This evidence should be cumulative, with contributions that trace back to each course, but also integrated into a form that can be shared with potential or current employers. Possibilities include:• a “playbook” for implementing new AI projects, • a collection of innovative methods for AI use together with substantive examples and critical discussion,• written work that serves as a source for LinkedIn, X, or blog posts, or• demonstrable, concrete applications of coursework within an employment setting.This could be drawn from the best work completed so far, analytic papers, or a business plan that includes strategies for maintaining ethical and legal standards while avoiding quick obsolescence. Students will have the opportunity to curate and update their project portfolio withineachcourseinwaysthatintegratecourse-speciccontent.Forexample,theportfoliocould include the AI Opportunity Assessment & Implementation Roadmap developed in the rstcoursesonleadershipdevelopment.

44 | CAS Graduate Student Handbook and Course CatalogGRADUATE PROGRAM IN ARTIFICIAL INTELLIGENCE LEADERSHIP CATALOG MAIL503 FoundationsandHistoryofArticialIntelligence(3cr.)Thiscourseprovidesacomprehensiveexplorationofarticialintelligence.Studentswilllearnfundamental concepts—such as symbolic learning, machine learning, deep learning, algorithms, explainability, and alignment—through the story of AI, from Leibniz and Lovelace’s ambition to mechanize problem-solving through Turing’s work on computability and the Dartmouth Conference. The course culminates in the deep learning revolution of the last decades that led to our contemporary large language models and image generators. Beyond a traditional historical survey, this course highlights the symbiotic relationship between AI and natural science. By the end, students will gain a deep appreciation for AI’s transformative potential and the critical role of leadership in shaping its ethical and responsible development.MAIL 523 AI, Ethics, and Society (3 cr.)This course considers the ethics of AI development and deployment. Possible topics include the environmental footprint of AI, data ethics and privacy, intellectual property and training data, algorithmic bias, and AI as a tool for the common good. Further topics may include the global AI divide, autonomous weapons and the militarization of AI, accountability for AI-related harms, impact on vulnerable populations, AI and the transformation of work and society, articialconsciousnessandmachine rights,andpotentialcatastrophicrisks.Thecourseis aroadmapofethicalissuessurroundingarticialintelligence.MAIL 557 AI Literacy for Leaders (3 cr.)This course equips students with a broad, conceptual understanding of AI principles and terminology needed to engage effectively in AI-related conversations and decision-making. Topics will include the fundamentals of AI, machine learning, and data-driven decision-makingwithouttheneedfortechnicalskillsorprogramming.Studentswillgaincondenceininterpreting AI project proposals, performance metrics, and risk assessments. Emphasis will be ontheroleofAIintransformingorganizationalstrategy,understandingAI-drivenworkows,and discerning credible AI metrics and performance claims, enabling students to drive AI initiatives effectively within their organizations.MAIL 571 AI Applications and Ecosystems (3 cr.)This course provides a focused exploration of current and emerging AI tools, platforms, and ecosystems, equipping students to identify and evaluate their potential applications. Students will gain a practical understanding of diverse AI technologies. Potential examples include machine learning frameworks, natural language processing systems, computer vision applications, and various LLM wrappers. The course will also examine the evolving landscape of AI hardware and software, with a focus on emerging trends and their potential impact on various industries. By the end of the course, students will be able to critically assess AI technologies and make informed decisions about their adoption and implementation.

CAS Graduate Student Handbook and Course Catalog | 45MAIL 593 AI Alignment: Bias, Hallucination, and Reward Hacking (3 cr.)This course addresses the fundamental challenge of aligning AI with human values. We will explore classic and contemporary theories of value and determine why it is difcult toconvey these values to a machine. The course covers the three main types of alignment failure, corresponding to the three main machine learning training methods: bias amplication(in supervised learning), hallucination (in unsupervised learning), and reward hacking (in reinforcement learning). Students will learn to identify, mitigate, and communicate about AI bias, examining real-world scenarios where the tolerance for bias differs, from medical diagnostics to image generation. The course will explore various fairness metrics, their limitations and trade-offs, and how to apply them effectively. By the end, students will be prepared to lead interdisciplinary teams responsible for assessing, explaining, and mitigating misalignment.MAIL 607 Identifying AI Opportunities (3 cr.)This course empowers future AI leaders to strategically identify and evaluate potential AI applications within their organizations. Students will learn to map business processes, contrast job descriptions with actual workows, and pinpoint areas where AI can drive strategicadvantage and enhance efciency, productivity, or innovation. Additionally, the coursewill address strategies for integrating existing, potentially unsanctioned AI solutions into a centralized framework, ensuring compliance while harnessing the creativity and productivity gains of grassroots AI adoption. Throughout the course, we will emphasize aligning AI initiatives with overarching organizational goals and values, regardless of the sector (business, government, non-prot, etc.). As part of the coursework, students will conduct a strategicassessment of AI opportunities within a chosen organization or context, identifying potential use cases, evaluating their feasibility, and aligning them with the organization’s strategic vision.MAIL 619 Implementing AI Solutions (3 cr.)This course is designed to equip future AI leaders with the practical skills and strategic insights needed to successfully integrate and scale AI solutions. The course will explore change management principles and techniques to lead organizations through the AI adoption process, fostering a culture of innovation and collaboration. For the preparation stage, students will learn to assemble and manage high-performing AI project teams, ensure data readiness for AI applications (including the collection, cleaning, and management of internal data), and prepare AI infrastructure and customize appropriate tools. For the implementation stage, students will learn to effectively test, deploy, evaluate, and scale AI solutions. As a capstone project, students will develop a comprehensive roadmap for AI integration at their chosen organizations. The plan should align the steps covered in the course with the chosen organization’s strategic and ethical goals. Students will have the opportunity to integrate this plan with prior work, creating a comprehensive AI Opportunity Assessment & Implementation Roadmap, showcasing their ability to lead strategic AI initiatives from conception to execution.

46 | CAS Graduate Student Handbook and Course CatalogMAIL 643 AI Law, Regulation, Liability and Compliance (3 cr.)This course introduces the rapidly changing legal and regulatory environment for AI. We will explore existing law, emerging AI regulation, and best practices to minimize liability. Existing law topics include data and informational privacy, bias and non-discrimination, intellectual property, and product liability. Emerging regulatory systems include the EU AI Act, potential federal regulations in the US, new state-level laws, and the advocacy efforts of various communitieslobbyingforspecicregulations.Entrepreneurs,developers,productmanagers,legal professionals, and policymakers interested in the intersection of AI and law will have the opportunity to develop their own stance on AI governance.MAIL 659 AI and Communication (3 cr.)Clearandstrategiccommunicationisessentialintherapidlychanginglandscapeofarticialintelligence. This course equips you to spot misinformation, identify reliable sources, understand cycles of hype and disillusionment, and anticipate AI’s impact on marketing, advertising, public relations, and media. You will learn to craft compelling narratives around AI initiatives, addressingpotentialbenetsandethicalconsiderationsinawaythatfosterstransparencyandtrust.Bytheendofthecourse,youwillbeabletocommunicatecondentlyaboutAI,whetheryou are launching a new product, engaging with stakeholders, or simply making informed personal decisions.MAIL 677 AI Leadership in Practice: Topics (3 cr.)This course provides an interactive exploration of AI leadership through articles, case studies, current practices, and emerging trends. By examining a range of AI initiatives across various industries, we will analyze the leadership decisions and strategies employed at each stage of the AI lifecycle: from identifying opportunities and preparing for integration to implementation, scaling, evaluation, communication, and compliance. Case studies may include implementing AI-powered diagnostics in healthcare while addressing ethical concerns and patient privacy; developingAI-driveninvestmentstrategiesandnavigatingregulatorycomplexitiesinnance;integrating AI tools for personalized learning in education while mitigating bias and ensuring equitable access; deploying AI-powered automation and managing workforce transitions in manufacturing; and utilizing AI for public services and policymaking while upholding transparency and accountability in government. Through in-depth analysis and discussion, students will apply what they have learned so far to gain practical insight into AI leadership.

CAS Graduate Student Handbook and Course Catalog | 47GRADUATE PROGRAMS IN CATHOLIC STUDIESUniversity of St. ThomasGraduate Program in Catholic StudiesSitzmann Hall2115 Summit AvenueSt. Paul, MN 55105-1096 Graduate Director: Dr. Billy Junkerjunk2456@stthomas.eduGraduate Program Manager 651.962.5713(651) 962-5706 - phone(800) 328-6819, ext. 2-5706(651) 962-5861 - faxWeb: https://cas.stthomas.edu/degrees-programs/graduate/catholic-studies/Faculty Listing: https://cas.stthomas.edu/departments/faculty/a-z/index.html?department=Catholic%20StudiesApply online:https://www.stthomas.edu/application/index.html#_ga=2.54777643.1271048516.1617637242-729359069.1611099774 Catholic Studies Mission StatementThe Master of Arts in Catholic Studies is an advanced course of study that provides a comprehensive, interdisciplinary understanding of Catholicism and of the Catholic intellectual tradition. The program explores the truth, beauty, and vitality of Catholicism as it has permeated disciplines and cultures throughout time. Undergirded by courses in theology, philosophy, and history, the program explores Catholicism’s contributions to world literature, art, music, architecture, law, political systems, and the social and natural sciences. It encourages critical reectionanddebateoncontemporaryandcross-culturalissuesrelatedtoCatholicism,anditpromotes the dialogue between faith and reason that leads to a higher synthesis of knowledge.

48 | CAS Graduate Student Handbook and Course CatalogSpecic Objectives• A broad historical framework with detailed study: The program provides students with a basic understanding of the 2,000-year Catholic intellectual tradition and a detailed and critical appreciation of portions of that tradition.• Attention to the contemporary world: The program helps equip students to live with courage and hope in the complex modern world, to understand and examine critically the contemporary challenges to Catholicism and the internal debates within Catholicism itself, and to develop the intellectual tools necessary to respond to economic, social, cultural, and religious injustice.• Criticalreectionanddebate:Theprogramencouragesstudentstoexamineissueson a variety of subjects related to Catholicism. Students will be exposed to and will analyze arguments both in favor of and opposed to Church teaching.• Interdisciplinary and synthetic study: The program seeks to explore the dialogue between faith and reason, and to integrate knowledge across disciplines as they relate to one another.• Faithful study: The program is committed to teaching Catholic theology in a manner faithful to Scripture, tradition, and the Church’s magisterium. All instructors in the program have a profound respect for the Church and its teachings.• Ecumenical and cross-cultural study: The program recognizes the vast wealth of various religious traditions and cultures, past and present. Courses are open to frank and constructive ecumenical dialogue and, when appropriate, incorporate cross-cultural perspectives.Graduate CommitteeThe Graduate Committee consists of six faculty members from the Master of Arts in Catholic Studies program. Convened by the Graduate Program Director, the committee meets regularly to decide admissions, curriculum, program policies, and student issues.Catholic Studies at St. ThomasCatholic Studies at the University of St. Thomas is the oldest and largest Catholic Studies Program in the world. For over 25 years, we have pursued a Christ centered exploration of 2000yearsofCatholicthoughtandcultureforbothundergraduateandgraduatestudents.Weseek the wisdom that integrates reason and faith in a life well lived.Catholic Studies,aprogramsince1993,was ofciallyestablished asa department in 2001,and now has nearly 200 undergraduate majors and more than 70 graduate students. Sitzmann Hall is where all Catholic Studies courses are taught and is a true home for our Catholic Studies community.The Center for Catholic Studies, established in 1996, coordinates programs that enhance the Catholic identity of the university and develops new initiatives for a sustained dialogue betweenfaithandcontemporaryculture.TheCentersponsorsavarietyofstudentprograms,faculty development initiatives, and opportunities for the intellectual and spiritual formation of thelargercommunity.ItproducesthemagazineLumen and sponsors the publication of the scholarly journal Logos: A Journal of Catholic Thought and Culture. 

CAS Graduate Student Handbook and Course Catalog | 49TheCenterhousesthreeacademicinstitutesthatsponsorconferencesandlectures:The John A. Ryan Institute for Catholic Social Thought explores the relationship between the Catholic social tradition and business theory and practice by fostering a deeperintegrationoffaithandwork.The Terrence J. Murphy Institute for Catholic Thought, Law, and Public Policy explores the various interactions between law and Catholic thought on topics ranging from workers’ rights to criminal law to marriage and family.The Joseph and Edith Habiger Institute for Catholic Leadership answers the call to provide Catholic students at the University of St. Thomas a unique context for leadership formation which goes beyond the development of skills to a more organic and collaborative model of Catholic leadership in the academy, in the Church, and in civil and professional life. In addition to assisting the formation of many young Catholic leaders, the Institute is a place of thoughtful analysis concerning what it means to be a Catholic leader in our modern society.Graduate Certicate for Mission and Culture of Catholic EducationCreatedinconsultationwithlocalCatholicschooladministratorsandtheArchdiocesanOfcefor the Mission of Catholic Education, the University of St. Thomas Catholic Studies Mission and CultureofCatholicEducationCerticateisanongoingfacultydevelopmentopportunityforcurrentCatholicschoolteachers.Thiscerticateoffersteachersformationinboththemissionand the culture of Catholic education.Thecerticatehastwogoals:(1)toofferteachersadeepstudyoftheCatholictraditiononeducation, grounded in the nature and dignity of the human person, the unity of knowledge, and the complementarity of faith and reason; and (2) to help teachers bring the rich resources of that tradition into the culture of their schools and the lives of their students.The Graduate Certicate requires students to complete 5 courses (15 Credits) and oneCapstone Project (3 Credits), for a total of 18 Credits. With this program being designed for workingteachers,itisexpectedthatthersttworequiredcourseswillbecompletedovertwosummers.Required Courses – 6 Credits:• CSMA 536: The Heart of Culture: The Story of Catholic Education• CSMA 592: Mission and Culture Challenges in Catholic PreK-12 EducationElective Courses – 9 Credits:All students must complete three elective courses. In consultation with the Graduate Program Director, students choose a set of electives that correspond to their interests and provides additionalexposuretoareasofstudythatmayndbenecialfortheirteachingcareers.

50 | CAS Graduate Student Handbook and Course CatalogCapstone Project – 3 Credits: Students will work closely with a faculty mentor on an independent project (e.g., development of a new high school or dual-credit course, course unit, or other meaningful venture). This project will involve substantial individualized reading, writing, and research. The project must be designed to have a signicant impact on the culture of a Catholic school (typically, theschool where the teacher works).Master of Arts in Catholic Studies (Degree Seeking – In-person and Online) The Master of Arts in Catholic Studies is an advanced course of study that provides a comprehensive, interdisciplinary understanding of Catholicism and the Catholic intellectual tradition.The programexploresthe truth, beauty,and vitality of Catholicism asit has, andcontinuestopermeatedisciplinesandculturesthroughouttime.Undergirdedbycoursesintheology, philosophy, and history, the program explores Catholicism’s contributions to world literature, art, music, architecture, law, political systems, and the social and natural sciences. It encouragescriticalreectionanddebateoncontemporaryandcross-culturalissuesrelatedto Catholicism, and it promotes the dialogue between faith and reason that leads to a higher synthesisofknowledge.The Master of Arts in Catholic Studies degree requires students to complete 10 courses (30 credits) and one master’s essay (3 credits), for a total of 33 credits. A full-time student, taking courses in fall and spring terms, can complete the Master’s program in 2 years.Required Courses – 6 Credits: • CSMA 500: Catholic Thought and Culture I (an interdisciplinary course) • CSMA 501: Catholic Thought and Culture II (an interdisciplinary course) • Required Course Areas – 12 Credits: • One CSMA course in the area of Catholic Studies and Theology • One CSMA course in the area of Catholic Studies and Philosophy • One CSMA course in the area of Catholic Studies and History • One CSMA course in the area of Catholic Studies and the Arts Elective Courses – 12 Credits: All students must complete four elective courses. In consultation with the Graduate Program Director, students choose a set of electives that corresponds to their interests and provides additional exposure to areas of study that may be lacking in their academic background or current program. Master’s Essay – 3 Credits: Under the supervision of a faculty advisor, all students complete a master’s essay of 25-40 pagesas thenal,qualifying projectfor thedegree.Normally, themaster’sessay iswrittenduring the last semester of study.Non-degree SeekingA limited number of places in graduate courses may be available for students not seeking degrees.Uptotwocoursesmaybetakenatnon-degreestatus,bothofwhichmustbeatthe500levelandbothofwhichmaybeappliedatalaterpointtowardthegraduatedegree.Non-

CAS Graduate Student Handbook and Course Catalog | 51degree students may apply for degree status at regular admissions deadlines if all admission criteriafordegree-seekingstatusarefullled.J.D. Law and MA in Catholic Studies Joint DegreeIn the joint J.D./MA program offered by the School of Law and the Department of Catholic Studies, students earn two graduate degrees in Law and Catholic Studies respectively (a total of 97 credits vs. 121 credits), in less time than it would take to earn the two degrees separately.This is possible because 12 credits of courses from the School of Law transfer as elective credits to Catholic Studies and 12 credits (24 total) from Catholic Studies transfer as elective credits into the School of Law. Full-time students can expect to complete the joint program in three to four years of study.Students must apply for the St. Thomas J.D. and MA in Catholic Studies programs separately and meet all admissions requirements in both Law and Catholic Studies. Students typically enroll in the School of Law before applying for the Master of Arts degree in Catholic studies. J.D./MA students must be degree-seeking.Required Courses – 6 Credits: • CSMA 500: Catholic Thought and Culture I (an interdisciplinary course) • CSMA 501: Catholic Thought and Culture II (an interdisciplinary course) Required Course Areas – 12 Credits: • One CSMA course in the area of Catholic Studies and Theology • One CSMA course in the area of Catholic Studies and Philosophy • One CSMA course in the area of Catholic Studies and History • One CSMA course in the area of Catholic Studies and the Arts Master’s Essay – 3 Credits: Under the supervision of a faculty advisor, all students complete a master’s essay of 25-40 pagesas thenal,qualifying projectfor thedegree.Normally, themaster’sessay iswrittenduring the last semester of study.For more information, contact Dr. Billy Junker in Catholic Studies at 651-962-5706 or Professor Elizabeth Schiltz in the School of Law at 651-962-4922.The Master’s EssayUnderthesupervisionofafacultyadviser,allstudentscompleteamaster’sessayasthenal,qualifying project for the degree. The master’s essay gives students an opportunity to develop research, critical thinking, and writing skills and deepen their mastery of areas of Catholic Studies that are particularly intriguing to them. The master’s essay course counts for three credits toward the MA degree. The master’s essay is graded on a Pass or No Credit basis; therefore, a traditional letter grade is not assigned.The completed paper, approximately 25-30 pages, will be evaluated by a committee of three faculty members who will hold a formal conversation about it with the student. Normally, students complete the master’s essay during their last semester of study.StudentsarerequiredtocompletetheMaster’sEssayProposalFormbeforebeginningtheirresearch.

52 | CAS Graduate Student Handbook and Course CatalogTheMaster’sEssayProposalFormshouldbesubmittedtotheGraduateProgramCoordinator2weekspriortothebeginningofthesemesterinwhichthestudentplanstowritetheessay.Initial planning for the Master’s Essay should begin in the previous semester.ChoosingaTopic.Themaster’sessayisdesignedtoreneskillsinsubstantiallyre-thinkingandre-visioninganargumentorideapreviouslyformulated.Assuch,thetopicideallyevolvesfromapaper(oracombinationofpapers)thatthestudenthasalreadywrittenforagraduatecourse.Interdisciplinarytopicsareespeciallyencouraged.SelectinganAdvisor.Onceastudenthasdeterminedtheessaytopic,he/she/theywillconsultwith the Graduate Program Director to discuss the choice of a faculty advisor who has expertise inthearea.Withtheapprovalofthedirector,thestudentwillaskthefacultymembertodirecttheirmaster’sessay.Thestudentandfacultymemberwillthenestablishatimetable:howoftentheywillmeet,whenresearchwillbecompleted,whendraftsoftheworkwillbedue,etc.Theadvisor will be familiar with the primary work(s), recommend appropriate secondary materials, and offer feedback and guidance during the writing process.TheReviewCommittee.Inconsultationwiththestudentandtheprogramdirector,theadvisorwilldesignatetwoadditionalfacultymembersasreaders.Thesereaders,togetherwiththeadvisor, form the review committee that will read the completed essay and participate in the master’s essay review.The Master’s Essay Review.  Together with the advisor, the student schedules the master’s    essayreview,normallyheldinthelasttwoweeksofthesemester.Eachmemberofthereviewcommittee receives a completed draft of the essay at least one week before the master’s review takesplace.Attheessayadvisor’sdiscretion,thereviewcommitteemayalsomeettodiscussthestudent’sworkbeforethereviewtakesplace.Approximatelyninetyminutesinlength,themaster’s essay review is an extensive discussion among the student and committee members about the essay’s strengths and weaknesses, the research and revision process, and the essay’s relationtothestudent’scurriculumandfutureinterestsorplans.Master’sEssayEvaluation.AstheculminatingprojectforanadvanceddegreeinCatholicStudies, the master’s essay is evaluated according to the following criteria:• Originality, intelligence, and depth of thought;• Carefulsynthesisanduseofsecondarymaterialstorenetheargument;• Clear, logical, and effective presentation of ideas;• Smooth,efcient,anderror-freeprose.At the conclusion of the master’s essay review, the student receives one of four marks: PasswithHonors,Pass,Revise,or NoCredit(Fail).If revisionsarecalled for,theadvisor willdetermineanappropriatedateforthose revisionstobemade.Anal,revisedbound copyoftheessaymustbesubmittedtotheGraduateProgramDirectorandonleintheGraduateCatholicStudiesofcebeforeadegreeisconferred.

CAS Graduate Student Handbook and Course Catalog | 53Master’sEssayPresentations.Attheendofeachsemester,studentswritingthemaster’sessaypresent their work to interested students and faculty and discuss their experiences with the research and writing process.  Students who attend these presentations have found themespecially helpful in looking toward writing their own essays.FinalBoundEssay.Anal,revisedboundcopyoftheessaymustbesubmittedtotheGraduateProgram Director and on le in the Graduate Catholic Studies ofce before a degree isconferred. Binding guidelines can be received from the Graduate Program Coordinator.Timeline1. Completedproposalformonleandadvisordesignated:Firstweekofthesemester.The members of the review committee should also be chosen by this time.2. Essay due to review committee members: Three weeks before the end of the semester.3. Master’s essay review held: During the last two weeks of the semester.4. SubmitnalboundessaytotheGraduateProgramCoordinator.Graduate AssistantshipsAssistantships allow graduate students to work within the Department and Center for Catholic Studies on both scholarly and professional projects. They offer students a rewarding learning and professional development experience. Assistants might work on international conferences, help mentor students in our leadership programs, edit our academic journal or aid a faculty member in research for publishing, or other related work. Catholic Studies Graduate Assistants may work up to 20 hr/week , potentially earning as much as $4,000 per semester. Assistantships are awarded during our scholarship review process and must submit a resume along with other application materials. Assistantships are awarded to students with stellar academic records and strong professional experience which match a need within Catholic Studies. The number of positions available is dependent on funding. Murphy ScholarsWorking to integrate the Catholic intellectual tradition into the law school and the university’s graduate programs, the Terrence J. Murphy Institute for Catholic Thought, Law and Public Policy nanciallysupportsfacultyandstudentresearchfellowships,includingtheMurphyScholarsprogram. Students enrolled in the joint J.D./MA Catholic Studies degree program have priority for acceptance as Murphy Scholars. Students enrolled in either the J.D. or the Catholic Studies MA program may apply; acceptance of such students is contingent on a demonstration of interest in the work of the Murphy Institute and commitment to the goals of the Murphy Institute.Academic AdvisingThe Graduate Program Director serves as the general advisor for all students. Throughout the course of their studies, students meet with the director periodically to discuss their academic progress. When students are ready to select a topic area for the master’s essay, they choose an advisor who has the expertise to give counsel and direction throughout the research, development, writing, and presentation of the paper.

54 | CAS Graduate Student Handbook and Course CatalogCatholic Studies Transfer PolicyThe total number of transfer credits from any other institution and/or the University of St. Thomas may not exceed nine. See the Transfer Credit policy for additional details.Credit for Prior LearningThe Catholic Studies Graduate Program is implementing a credit for prior learning opportunity forqualiedgraduatestudents.Onthebasisofthesubmissionandevaluationofaqualifyingportfolio, graduate students may receive nine graduate credits toward the completion of their MA degree in Catholic Studies. The nine credits which they will receive will correspond to the following courses in the catalog:CSMA 522 Virtue (3cr.)CSMA 536 The Heart of Culture: The Story of Catholic Education (3cr.)CSMA 592 Mission and Culture: Challenges in PreK-12 Catholic Education (3cr.)Students will not be given partial credit for their portfolio. They will either be awarded the full nine credits, or they will be awarded none. In the latter case, they will retain the right to revise and resubmit their portfolio for our reconsideration. We will allow one revision and resubmission of the portfolio.Independent StudyStudents may occasionally want to study something outside normal course offerings. In that case, they may apply for an independent study course. Both the instructor and the Graduate Program Director must approve the application before the student can register for the course. Up to two independent study courses may count as electives towards the MA degree. Proposals are due by the end of the semester prior to the semester of study.Catholic Studies ScholarsA limited number of Catholic Studies Scholarships are awarded each year on a competitive basis to full-time degree-seeking, on-ground students of exceptional promise. These Catholic Studies Scholar awards, renewable until completion of the degree, and can be used toward the cost of tuition only. It is expected that Catholic Studies Scholars will take three courses each semester until their last semester. Summer courses may be taken with tuition waivers, and only one course needs to be taken. Catholic Studies Scholar awards are awarded solely on merit, not need. Scholarship applications are evaluated based on the following criteria:• An outstanding GPA, veried by ofcial transcripts from all undergraduate andgraduatestudiessentdirectlytotheCatholicStudiesGraduateOfce• A distinguished writing sample of 10-12 pages that demonstrates superior research, • critical thinking, and writing skills• Three strong letters of recommendation from college professors that address the applicant’s past academic performance as well as potential for future achievement• A personal statement of approximately 500 words in which applicants discuss clearly

CAS Graduate Student Handbook and Course Catalog | 55and concisely their reasons for pursuing a Master of Arts in Catholic Studies degree and their personal and professional goals• A separate statement of approximately 350 words explaining the applicant’s eligibility for a Catholic Studies Scholarship.Scholarships for the second year are contingent upon students maintaining a GPA of 3.5 in therstyearoftheirscholarshipandtheavailabilityoffunding.CatholicStudiesScholarsareexpected to contribute to the life of the program. The Graduate Committee has the right to withdraw a scholarship if its proper use is being violated by the recipient. Scholarships cannot be used to cover tuition in Rome. Applications for scholarships are due each year on March 1.Scholarships for EducatorsTuition assistance for educators is primarily fullled through the Murray Institute, here atthe University of St. Thomas. Full-tuition funding is available through the Murray Institute for educators of a Catholic School in the Archdiocese of Saint Paul and Minneapolis.Scholarships for those in Catholic MinistryBeginning Fall 2022, Catholic Studies will be offering scholarships targeted at assisting those who directly serve a Catholic Ministry. This could include but is not limited to youth ministers, directors of religious education, or missionaries.Conference GrantsGraduate students are encouraged to present papers at academic conferences. Students presenting a paper at a conference should speak with the Graduate Program Director prior to attending the conference and may request a conference participation grant once a year.Catholic Studies E-NewsletterThe Catholic Studies Graduate Program sends an electronic newsletter once per week. This newsletter contains information for all students, faculty, and staff about upcoming events, lectures, housing listings, volunteer opportunities, and job postings. LumenLumen, a biannual publication of the Center for Catholic Studies, informs faculty, students, alumni, and donors about happenings at the Center and in the department. LOGOS: A Journal of Catholic Thought and CultureThis journal is published under the auspices of the Center for Catholic Studies. An interdisciplinary quarterly, Logos publishes scholarly articles that explore the beauty, truth, and vitality of Christianity, particularly as it is rooted in and shaped by Catholicism. More information can be found at https://cas.stthomas.edu/departments/areas-of-study/catholic-studies/center-for-catholic-studies/logos/

56 | CAS Graduate Student Handbook and Course CatalogGRADUATE CATHOLIC STUDIESCOURSE CATALOG CSMA 500 Catholic Thought and Culture I (required for MA degree and joint degree), 3 cr.The interdisciplinary study in Catholic Thought and Culture I looks at the period from antiquity to the early Middle Ages. This course will consider some pre-Christian works of intellect and imagination, so that we may glimpse the contributions such works make to the later development of the Catholic tradition. Upon completion of Catholic Thought and Culture I, students will have a sense of the depth, complexity and beauty of the Catholic intellectual tradition, as it has developed up to medieval times.CSMA 501 Catholic Thought and Culture II (required for MA degree and joint degree), 3 cr.This course provides an interdisciplinary exploration of the wisdom of the Catholic tradition expressed through works of intellect and imagination, from the late medieval period up to contemporary times. Classics in literature, art, theology, philosophy, music, the sciences, and/or architecture are discussed. Emphasis is placed on recognizing the integrity of the grounding Catholicvision,andontracingtheunieddevelopmentandexpansionofthatvisionovertime.CSMA 504 Special Topic Research (1, 2, or 3 cr.)This course enables students to undertake additional research on topics chosen in consultation with, and with the permission of, the Director of Graduate Studies. Number of credits will be determined on the basis of the project.CSMA 505 CSMA in Rome, 3 cr.The city of Rome is a city rich in history and religion both pagan and Catholic. This is seen in the physical and spiritual reality of the city, in its geography, in its streets and their layout, in its ruins and churches and monuments. As part of the Catholic Studies Master’s program, this course engages the physical and spiritual reality that is the city of Rome in an interdisciplinary way (e.g., history, theology, art history, literature, philosophy) so as to help students understand more deeply and more richly Rome’s unique place in the Catholic Church. As Rome is a spiritual and cultural reality, this course may well engage other parts and aspects of Italy and Italian historyandculturebeyondthephysicalconnesofthegeographicalcityofRome,butwithaneye to how the city might illuminate such further points of study and experience.CSMA 510 Essentials of Catholic Faith, 3 cr.This course will focus on a theological study of the “Catechism of the Catholic Church” in its entirety, aimed at helping students develop a broad and comprehensive grasp of the essential claims of the Catholic faith and an understanding of its unity and integrity. Particular attention is given to the scope and integrity of the teachings of the Catholic Church with regard to the inter-relationship of the four sections of the “Catechism”, namely, the Profession of Faith, the Sacraments, Life in Christ and Prayer. Explicit attention will be given to ways in which Catholic teachings are manifested in the classic texts and works of art, such as those examined in Catholic Thought and Culture I and II.

CAS Graduate Student Handbook and Course Catalog | 57CSMA 514 Augustine’s City of God, 3 cr.Augustine began writing City of God in 413 AD. His intention was to defend the Catholic church against its pagan critics, who held Christianity responsible for the sack of Rome by the Goths in 410.Bythetimehehadnished,morethanadecadelater,Augustine’sworkhadgrownintoacomplex engagement of the entirety of pagan Roman thought and culture through a masterful interweaving of Scripture and the foundational works of pagan Roman culture. This course will consist of a close reading of the whole of City of God, with particular focus on this interweaving of political, historical, philosophical, and theological themes that have made Augustine’s work second only to the Bible in the shaping of Western Christianity. CSMA 515 John Henry Newman, 3 cr.Called by the Church historian, Jaroslav Pelikan, “the most important theological thinker of modern times,” Cardinal Newman is perhaps best known for his work on university education. Hismostsignicantintellectualwork,however,was in theareaofdevelopmentofdoctrine,the relations of faith and reason, and the role of authority and conscience in the life of the Church. This course considers the contemporary relevance of Newman’s thought in each of these areas and examines his sermons and devotional writings, works which led T. S. Eliot to refer to Newman as one of the two greatest homilists in the English language. CSMA 516 The Catholic Social Tradition, 3 cr.This course provides an investigation into the ways in which Catholicism is inherently social andecclesial.ItsspecicfocusisontheChristianengagementwiththeworld.Thecourse’sframework will be taken from the analysis of society into three spheres of action (culture, economics and politics) as described in Centesimus annus. The course examines the ways that Revelation, the sacramental life, and the teachings of the Church call Catholics to seek holiness andtowitnesstotheirfaithintheworld.Specictopicswillincludesocialandeconomicjustice,politics and public policy, lay and religious apostolates, and marriage and family. CSMA 517 Thomas Aquinas, 3 cr.In some regards the 13th century was a barbarous age, pre-scientic and sometimessuperstitious, torn by conicts and wars. At the same time it was an era of magnicentintellectual and cultural achievement, a time in which cathedrals were built and universities founded. St Thomas Aquinas (1224-1274) was a man of his time but his work, like that of many of his contemporaries, transcended his century. Today Thomas is remembered principally for his Summa theologiae, the textbook on theology that he wrote for beginning students and for his numerous careful commentaries on the work of Aristotle, the Greek philosopher. Even so, as important as the Summa is, about a third of Thomas’s extant work consists of commentaries on Scripture. Another major portion of his work, much neglected, consists of efforts to defend the teachings of Catholicism against its critics, both internal and external. The focus of this course will be to explore critical elements of Thomas’s thinking as a theologian in three general areas: systematic theology, biblical commentary, and apologetics.

58 | CAS Graduate Student Handbook and Course CatalogCSMA 519 Topics in Catholic Studies and Theology, 3 cr.This course considers particular topics in the area of Catholic studies and theology. Although the topics will vary, the courses will have both an aesthetic foundation and an interdisciplinary focus.CSMA 519 Conversations on Religion and Culture, 3 cr.Christian communities have always understood, intuitively at least, that culture has a powerful impact on human persons, who are made for the common life of society. For many centuries the Catholic tradition has taken a lively interest in expressions of Christianculture—architecture,art,andliterature—butrarelyreectedontheconceptof culture itself. This changed in the 20th century as many Catholic thinkers, laity and clergy alike, began to examine the relationship between religion and culture more deeply. One of the leaders of this new inquiry was Christopher Dawson (1889-1970), the preeminent English Catholic historian of the century. Dawson wrote extensively on the nature of culture and on topics related to the importance of Christian culture to Western civilization. This course will acquaint the student with some of Dawson’s work in this area but at the same time put Dawson in “conversation” with a number of other important voices, modern and contemporary, such as Jacques Maritain, Hilaire Belloc, Josef Pieper, T S Eliot, Joseph Ratzinger, Dorothy Sayers, Mary Ann Glendon, Barbara Ward, and Simone Weil. Topics may include secularization, education, the restoration of Christian culture, and technology, among others.CSMA 521 Augustine’s Confessions, 3 cr.St. Augustine’s Confessions is one of the most enduring and inuential works of Christianliterature, one that speaks about the relation between God and man in an unprecedented way. Augustine makes his confession to God by telling the story of his life, and he casts the mysteries of theology in terms of his own experience. As we explore the philosophical, theological, and literary dimensions of this remarkable work, we will consider the particulars of Augustine’s storyandthewaythoseparticularssetthestageforAugustine’sreectiononcreaturesandtheir Creator, memory and time, and sin and grace. CSMA 522 Virtue, 3 cr.Understanding virtue is essential for understanding and speaking about human activity. St. Thomas Aquinas will provide the foundational formulations of the theological virtues of faith, hope, and charity, and the cardinal virtues of prudence, justice, courage, and temperance. We will strive to see how understanding the virtues illuminates the fundamental reality of the human person and provides us with a vocabulary for analyzing and speaking about the moral actions of the human person. Works by other thinkers will complement readings from St. Thomas. We willalsoengageworksofction.Thesewillprovideopportunitiestoconsiderthevirtuesintheconcrete, and, in turn, the reality of the virtues will help us think more substantively about works of literature.

CAS Graduate Student Handbook and Course Catalog | 59CSMA 525 Philosophical Foundations for Theology, 3 cr.Since Christianity encountered the secular philosophies of the ancient world, theology has been shaped and inuenced by philosophy. Christian theologians have had to respond tochallenges to their doctrines brought by philosophers, and they have often adopted the conceptual frameworks and technical language of philosophy. As a result, even though theology and philosophy are distinct disciplines, a knowledge of philosophy is really necessary in order to understand theology. This course aims to provide a basic understanding of the philosophical concepts that constitute much of the foundation of Catholic theology, especially in the areas of metaphysics, epistemology and ethics. Special attention will be given to Platonic and Aristotelian schools of thought.CSMA 526 Happiness, 3 cr.Everyone wants happiness, but does anyone know how to nd it? Should we even expecttonditinthislife—orjustpursueit?Inthiscourse,wewillexamineancient,medieval,andcontemporary writing about the universal human desire for happiness—and the many ways it can elude us. How can we identify true happiness, and why are we often drawn to false imitations? Is everyone happy in the same way? Is it possible to be happy without virtue—or without God? Can suffering and happiness coexist in the good life? Drawing on philosophy, theology, literature, and art, we will map out the unique character of Christian happiness.CSMA 529 Topics in Catholic Studies and Philosophy, 3 cr.This course considers particular topics in the area of Catholic studies and philosophy. Although the topics will vary, the courses will have both an aesthetic foundation and an interdisciplinary focus.CSMA 529 Conscience, Freedom, & Destiny, 3 cr.In the introduction to his book on the virtues, Romano Guardini writes: “There is one thing that Plato’s philosophy has made clear once and for all; he showed that absolute values exist, that these can be known and, therefore, that there is such a thing as truth. He likewise showed that these values are summed up in the majesty of that which we call “the Good”, which is identical with the divine and that its realization leads man to the perfection of life freedom and beauty.” Such is the task of education – the formation of our vital powers and strivings, our inner world and outward surroundings. In short, it involves a formation and tuning of conscience within the antiphonal relation between nature and grace: to the Good, True, and Beautiful – the fabric from which nature is woven–andtoChristwhowoveitandwhoisourdestiny.Tohelpusreectuponthistask, we will draw upon a range of Guardini’s writings, including Conscience; Freedom, Grace, & Destiny; selections from The World and the Person; The Lord; Learning the Virtues; The Church and the Catholic; and The Spirit of the Liturgy.CSMA 529 Science and Catholicism, 3 cr.The rise and dramatic development of the modern natural sciences have shaped our worldinvariedandprominentways.HowdothesenaturalsciencestintoCatholicintellectual, spiritual, and cultural life? Just what are the natural sciences, really? How are they related to philosophy and theology? How are they integrated into a “Catholic imaginary”? In this course, we seek to understand and answer these important questions through an exploration of important episodes, topics, and texts from the two-thousand-year history of Christianity and science.

60 | CAS Graduate Student Handbook and Course CatalogCSMA 533 Christopher Dawson, 3 cr.We will examine the life and thought of the Catholic historian, Christopher Dawson (1889-1970), whose work on the formative role of religion on culture had an important impact on Catholicthoughtinthe 20thcentury. Over aforty-yearperiod,Dawsonwroteprolicallyonculture, history, Christianity and political life, and education. Students will become acquainted withthemajorthemesofhisworkaswellashisinteractionwithcontemporariesandinuenceon later scholars. CSMA 534 Secularization, 3 cr.The development of modern Western culture is often described as a steady process of “secularization,” in which a distinctively Christian vision of reality inexorably recedes, leaving in its wake a “disenchanted” but presumptively real world best described by the natural sciences, or an exclusively naturalistic philosophy, with no place for God or the transcendent. Drawing on the recent work of Catholic philosopher Charles Taylor (A Secular Age, 2007) and others, this course examines recent challenges to this “master narrative” of a secularized modernity. How did this narrative come to achieve the status of unquestioned truth? How might we tell the story of modernity in a way that does not foreclose the reality of God and transcendence, but is also more than nostalgia for an imagined past? Recent debates over the coherence of “secularization” narratives provide the occasion for rediscovering the richness of the Catholic intellectual tradition as a vantage point from which to engage and critique modern culture. CSMA 535 St. Francis and his World, 3 cr.St. Francis was born into a world in the throes of radical transformation, arguably one of the most decisive periods of change in European history. It was a period that witnessed the birth ofthemodernstate,theearlyformationofmarketeconomies,thebirthoftherstEuropeanuniversities, and much more. In short, it was a world in need of a saint, like St. Francis, who could channel its wild energy without dampening it. After a brief survey of the political, economic, and religious transformations of Europe from the 11th-13th centuries, we will give our attention to St. Francis’ own writings, the writings of fellow Franciscans (especially Thomas of Celano and St. Bonaventure, the principal biographers of St. Francis), and works by contemporary historians, both Franciscan and non-Franciscan for other perspectives on the way in which Franciscan charisma encountered the world. CSMA 536 The Heart of Culture: The Story of Catholic Education (required for graduate certicate),3cr.The heart of any culture, as well as its continuity, can be found in its educational tradition, the distillation for the next generation of its highest ideals and most important truths. For the WestthisbeganwiththeGreeks,whosetinplace,somevecenturiesbeforeChrist,themain

CAS Graduate Student Handbook and Course Catalog | 61aspects of a tradition that lasted, with signicant developments, up until very recent times.This course will trace that tradition, using both primary and secondary source material, and will include: its originsin fth-century BC Greece; its universalizationduring the Hellenisticperiod; its encounter with Christianity in the Patristic era; its Christian instantiation under the Carolingian Empire; the great Medieval educational synthesis and the rise of the University; the development of Renaissance humanism and the Ratio Studiorum of the Jesuits; Newman’s classic expression of the tradition in The Idea of a University; and the great challenge to that tradition and change that has taken place during the nineteenth and twentieth centuries. CSMA 539 Topics in Catholic Studies and History, 3 cr.This course considers particular topics in the area of Catholic studies and history. Although the topics will vary, the courses will have both an aesthetic foundation and an interdisciplinary focus.CSMA 539 Crisis in the Church, 3 cr.The story of the Church is different in important ways from the stories of any other societyorinstitution.Nootherhumaninstitutionhassurvived,andourished,forsolong and in the face of so many challenges. But the Church is not simply an institution, though it has some institutional characteristics. It is a distinct society that penetrates and engages secular societies, that exists within them without being subordinated to them or absorbed by them. Indeed, the Church can never be separated from secular societies. It always takes root in the soil of a pre-existing culture and seeks to modify it so that it conforms more closely to the vision of the Gospel. At the same time, it is nourished but also shaped, even distorted, by that culture. Drawing on the work of Christopher Dawson, Jacques Maritain, and other prominent Catholic thinkers, we will explore what Dawson called a history “beneath the surface” of secular society, as the Church has struggled to live out the Great Commission (Mt 28.19-20). This is a story of heroismandsuccessbutalsoofcorruptionandfailure,ofdelitybutalsotemptationand distraction. We can learn from the strengths and weaknesses and also come to appreciate how we may be prone to both in the future. The structure of the course will follow the insight that the story of the Church, from its origins in the Apostolic Age to the modern period, can be understood as a series of cycles with a common pattern of creativity, achievement and retreat. Students may expect to complete the course with an awareness and understanding of some the major personalities and events, secular and ecclesial, that have shaped the life of the Church.CSMA 542 Dante’s Divine Comedy, 3 cr.In this course, we will read and discuss Dante’s masterpiece, The Divine Comedy. While we will situate the poem in history and will pay close attention to the poem’s engagement with political and theological controversies, our main task will be to attend to the language, structure, and imagery of Dante’s poem itself.

62 | CAS Graduate Student Handbook and Course CatalogCSMA 543 The Catholic Novel, 3 cr.In this course, we will examine the interrelationships among the novelist, the novelist’s faith, and the audience. What does it mean to be a “Catholic novelist”? At what points are there conictsbetweenthedemandsofartandthedemandsoffaith,andhowmaythoseconictsbe resolved? We’ll explore these and many related questions as we read the greatest Catholic writers of the modern era, including Dostoevsky, Mauriac, Greene, Waugh, and O’Connor.CSMA 544 Nature and Grace in Shakespeare, 3 cr.This course examines the relationship between the natural and supernatural orders as imagined in the drama of Shakespeare. Some questions we will ask include: What is the relationship between good (and bad) human acts and the broader order of creation? What effect, if any, does the supernatural gift of grace play in transforming human action? How does such grace ndrepresentationwithinShakespeare’splays?DoesShakespeareofferaconsistentpictureof how God relates to the world of nature and human action? We will pursue these questions through a close reading of a number of Shakespeare’s plays.CSMA 545 Mary, Mother of God, 3 cr.ThiscoursetakesaninterdisciplinarylookatoneofthemostimportantguresofCatholicism—Mary, the Mother of God. Drawing on philosophy, theology, poetry, music, and the visual arts, we will examine three key moments in Mary’s life as mother: the Annunciation, the Nativity, and the Stabat Mater (Mary at the foot of the cross). These culturally and historically diverse depictions of Mary set the stage for an investigation into the meaning of her role, within Catholicism as a whole and within the lives of individual Christians. CSMA 549 Topics in Catholic Studies and the Arts, 3 cr.This course considers particular topics in the area of Catholic studies and the arts. Although the topics will vary, the courses will have both an aesthetic foundation and an interdisciplinary focus.CSMA 549 Catholic Apocalyptic Literature, 3 cr.Much of what is called apocalyptic ction and lm does not live up to its name.Apocalyptic literature is not just about the end of the world but how these events reveal the truth about both this world and the world beyond. In this course we will look at the biblical depictions of the end of the world as well as Catholic doctrinal sources on the end times. We will then look at a number of Catholic apocalyptic tales including but not limited to: Robert Hugh Benson’s The Lord of the World (1907), Walter M. Miller, Jr.’s A Canticle for Leibowitz (1959), and Michael O’Brien’s Father Elijah (1996).

CAS Graduate Student Handbook and Course Catalog | 63CSMA 549 Metaphysical Poetry, 3 cr.The ambitious lyric poetry of late 16th-17th century England is known as “metaphysical” poetry because of its breadth and ambition. This poetry is able to link anything to anything else, and everything to God. The metaphysical poets wrote about love: friendship, marriage, sex, and the soul’s love of God. They often did this all in the same poem. They also wrote at a time of religious crisis in England as the Reformation unsettled everything. They wrote about that too and often in the same poems. This course will read selected poems of Donne, Herbert, Crashaw, Marvell and others with an eye to how their poetry weaves themes of love and faith together in a time of religious and spiritual crisis.CSMA 549 Shakespeare’s Christian Imagination, 3 cr.This course will examine Shakespeare’s use of Christian imagery and theology across four of his most enduring plays: King Lear, Othello, The Winter’s Tale, and The Tempest. We will supplement our close reading and discussion of Shakespeare’s text with some recent scholarly treatments of Shakespeare’s engagement with the Christian tradition. Our aim is to gain a better appreciation for the catholic Christian context and components of Shakespeare’s dramatic artistry.CSMA 591 Thomas More, 3 cr.Thomas More was the exemplary renaissance man: a scholar, lawyer, and statesman of wit and humordedicatedtohiswifeandchildren.Heheldpoliticalofcesecondinpoweronlytotheking whom he served faithfully and at whose orders he was beheaded. The Catholic Church has declared him a martyr. His is certainly a remarkable life, and it has a substantial paper trail. We will read a number of his major works as well as study his life with the goal of determining if and how he achieved such a remarkable integration of thought and life. The readings may include More’s two great political works, the enigmatic Utopia, and his History of King Richard III,whichsoinuencedShakespeare’splay;hisDialogconcerningHeresiesindefenseoftheCatholic Church against the emerging protestant reformers; and, from his imprisonment in the Tower of London, the Dialog of Comfort in Tribulation and his prison letters. CSMA 592 Mission and Culture Challenges in Catholic PreK-12 Education (required for graduatecerticate),3cr.This course explores the history, philosophy, and theology of PreK-12 Catholic education in the United States over the past 100 years. The course aims to help students understand the challenges PreK-12 Catholic schools face with respect to their mission and culture. Students will be exposed to the philosophical and theological foundations upon which Catholic schools have been built, the changes within church and society that have affected Catholic PreK-12 education, and the future of Catholic PreK-12 education. Discussions and assignments will focus on creative solutions to mission and culture challenges facing Catholic schools today.

64 | CAS Graduate Student Handbook and Course CatalogCSMA 593 Topics in Catholic Studies, 3 cr.This course considers particular topics in the area of Catholic studies. Although the topics will vary, the courses will have both an aesthetic foundation and an interdisciplinary focus.CSMA 593 Happiness, 3 cr.Everyonewantshappiness,butdoesanyoneknowhowtondit? Should weevenexpecttonditinthislife—orjustpursueit?Inthiscourse,wewillexamineancient,medieval, and contemporary writing about the universal human desire for happiness—and the many ways it can elude us. How can we identify true happiness, and why are we often drawn to false imitations? Is everyone happy in the same way? Is it possible to be happy without virtue—or without God? Can suffering and happiness coexist in the good life? Drawing on philosophy, theology, literature, and art, we will map out the unique character of Christian happiness. CSMA 593 Mary, Mother of God, 3 cr.This course takes an interdisciplinary look at a central gure in Catholicism—Mary,Mother of God. Drawing on philosophy, theology, poetry, music, and the visual arts, the course examines three key moments in Mary’s life as mother: the Annunciation, the Nativity, and the Stabat Mater. These culturally and historically diverse depictions of Mary set the stage for an investigation into the meaning of her role, within Catholicism as a whole and within the lives of individual Christians.CSMA 594 Integral Ecology, 3 cr.Increased contemporary attention to the theme of “ecology” calls for a serious investigation into the ways in which ecological concerns intersect with Catholic culture and its values. Taking an interdisciplinary approach, this course explores the foundations of a Catholic “integral ecology” and investigates the implications of that ecology for a Christian, ecologically-attuned life and witness. CSMA 595 Capstone Project, 3 cr.Students will work closely with a faculty mentor on an independent project (e.g., development of a new high school or dual-credit course, or course unit). This project will involve substantial individualizedreading,writing,andresearch.Theprojectmustbedesignedtohaveasignicantimpact on the culture of a Catholic school (typically, the school where the teacher works). This course is only open to students who have completed 12 credits in the Mission and Culture of CatholicEducationCerticateProgram.CSMA 598 Research Enrollment, 0 cr.This course enables students to retain registered student status while completing work associated with receipt of an incomplete in previous coursework. A $75 fee is attached. Prerequisite: CSMA 595 or 599 with a grade of Incomplete. CSMA 599 Master’s Essay, 3 cr.Under the supervision of a faculty adviser, all students complete a master’s essay as the nal, qualifying projectfor theMaster ofArts degree.Themaster’s essay givesstudents anopportunity to develop research, critical thinking, and writing skills and deepen their mastery of areas of Catholic Studies that are particularly intriguing to them.

CAS Graduate Student Handbook and Course Catalog | 65GRADUATE PROGRAM IN DIVERSITY LEADERSHIPUniversity of St. ThomasGraduate Program in Diversity LeadershipMail # OEC 205-B 2115 Summit AvenueSt. Paul, MN 55105-1096 Graduate Director: Dr. Pao Ehrmantrautehrm7444@stthomas.eduGraduate Program Manager: 651.962.6007Web: https://cas.stthomas.edu/degrees-programs/graduate/online-masters-diversity-leadership/index.htmlFaculty Listing: https://cas.stthomas.edu/departments/faculty/a-z/index.html?department=Diversity%20LeadershipApply online: https://www.stthomas.edu/application/index.html#_ga=2.54777643.1271048516.1617637242-729359069.1611099774

66 | CAS Graduate Student Handbook and Course CatalogThe Master of Arts in Diversity Leadership is a mission-driven program that develops DEI skills enriched by quality instruction in the humanities. This innovative approach provides professionals at any level of their careers with the knowledge and skills to support transformational change which, in our current cultural climate, requires a deep understanding of issues in diversity, equity and inclusion. The program offers three interdisciplinary areas to developprociency:PrinciplesinLeadership,CultureandSociety,andagroupofIntegrativecourses, where students can apply and expand the foundational concepts of organizational leadership, change, race, gender and political polarization acquired in the required courses of the program. As students make their way through the curriculum, they will collect relevant materials in a graduate portfolio, curated in close consultation with their advisor. The portfolio will ensure integration of concepts and development of a personal philosophy for change in diverse contexts.Toprovideexibilitytoadultlearners,allcoursesaretaughtintheonlineasynchronousmodalityexcept for the seminar component of each course. All courses include a HyFlex seminar component with invited guest speakers who are currently active in industry, the community or working at relevant organizations to the subject matter of the course. Students will be invited to attend in person, participate synchronously online or asynchronous online.The program entails: 3 Courses (7.5 cr.) from this list:MADL 500 Leading Self and Diverse TeamsMADL 510 Leading Inclusive OrganizationsMADL 640 Religion in Public and Professional LifeMADL 550 Race, Culture, and PowerMADL 560 Biological Sex, Gender and SexualityMADL 570 Navigating Political PolarizationPlus, 9 Elective Courses (22.5 cr.) from this list:MADL 520 Storytelling for Building Inclusive CulturesMADL 600 Organizational Leadership for Social JusticeMADL 610 Street Art and Social JusticeMADL 620 Equity Focused Leadership: Intersectionality of Disability and Other Social IdentitiesMADL 630 Language, Diversity, and InclusionMADL 650 Intercultural Competence for Diversity LeadershipMADL 660 Borders, Immigration, and IdentityMADL 670 Historical Foundations of Race in AmericaMADL 680 Topics in Diversity Leadership

CAS Graduate Student Handbook and Course Catalog | 67Application:The following items are required on the online application:• Ofcialcollegetranscript(s)• Minimum undergraduate GPA of 3.0 (applicants with a GPA of 2.7 - 3.0 will be considered on an individual basis)• A Statement of Purpose describing why you are pursuing graduate study and how your intended program will help you achieve your professional goalsApplications will be reviewed as they are received and you can expect to receive an admission decision within 3 weeks.Pace and FormatThis2-yearlong,part-time,onlineprogramallowsexibilitytostart6timesayear.Studentswilltake 6 consecutive courses each year. Each course will run independently for a 7-week time period, making the workload more manageable, so you can balance your coursework with your personal and professional life. The program requires the completion of 30 credits or 12, 2.5 credit courses. Rotating CurriculumThe program consists of 12, 7-week courses completed over 2 years (6 courses each year). Three courses are required and nine are electives. The program offers curriculum that focuses onthreeinterdisciplinaryareastodevelopprociency:Principles in LeadershipCulture and SocietyIntegrative CoursesClassroom ExperienceTo provide exibility to adult learners, all courses are taught in the online asynchronousmodality. For seminar components of the courses, students will be invited to attend in person orparticipatesynchronouslyorasynchronousonlinefortotalexibility.Asstudentsmaketheirway through the curriculum, they will collect relevant materials in a graduate portfolio, curated in close consultation with their advisor. The portfolio has the goal of preparing candidates to present and effectively communicate what they’ve learned in interviews and career development opportunities.Diversity Leadership ScholarshipThe University of St. Thomas offers a Diversity Leadership Scholarship for students applying to the MA in Diversity Leadership program. Employer Tuition BenetsInacompetitivelabormarket,manyemployersoffertuitionreimbursementbenetsasawayto attract and retain top employees. Consider requesting tuition reimbursement from your employerfortheMAinDiversityLeadershipprogram.Inadditiontothebenetsyou’llreceivefromthe program,your participationwillalso benetyourorganizationbyhelping todrivecultural change through your leadership.

68 | CAS Graduate Student Handbook and Course CatalogAn Interdisciplinary Approach to CurriculumOur courses seek to educate professionals in inclusive practices, but also leaders who need to be attuned to the diverse needs of their staff to move their organizations forward with intention, guided by the wealth of experience and academic rigor our faculty bring to this program. Through collaborative curriculum from the College of Arts and Sciences, Opus College of Business, and the School of Education, graduates of the MA in Diversity Leadership will be able to leverage the unique elements of the program. You’ll gain cultural competence to equip employees to do meaningful work and engrain inclusive practices into the culture of their organization.Learn Everything at your own PaceThe program is designed for busy people and allows you to learn at the pace that is right for you. For example, if you aren’t able to take classes during the summer, you can skip summer semester and complete the degree in three years instead of two.Achieve Leadership Skills from AnywhereOnline learning can give students the opportunity to learn on their own schedule, ndingoptimal work and life balance.Learning ExperienceThe asynchronous format of the program allows students to attend class and complete assignments on their own schedule. During a typical seven-week session, you can expect 5-6 hours a week listening to recorded lectures or engaged in course readings and an additional 8-10hourscompletinghomeworkassignments,quizzesandexams.However,specicswillvaryby course and instructor and student’s prior knowledge. In addition to working on your own, there will also be opportunities to connect with faculty and your fellow students throughout the course.Internet Access and EquipmentStudentswillneedreliableinternetaccessandacomputerwithMicrosoftOfceSuite(Word,Excel, PowerPoint) allowing them to access course delivery software and the ability to complete assignments.

CAS Graduate Student Handbook and Course Catalog | 69GRADUATE PROGRAM IN DIVERSITY LEADERSHIP COURSE CATALOG MADL 500 Leading Self and Diverse Teams, 2.5 cr.Leadershipisaboutinsight,initiative,inuence,andimpact.Youwillhaveanopportunitytoexplore principled leadership in this class, positioning you for continued success in both your career and the UST MA program. You will gain a framework and skillset for developing your ability to make meaningful impact within dynamic and complicated organizations. Leading self and others incorporates insight into self-awareness, interpersonal and team dynamics, taking initiative and having inuence both with and without formal authority, and examining thelarger impact on organizational systems and the common good. Leadership is not exclusive to only those who currently manage direct reports but rather explores the opportunity that each individual has to lead in and across various groups, people, organizational settings and society at large.MADL 504 Special Topic Research (1, 2, or 3 cr.)This course enables students to undertake additional research on topics chosen in consultation with, and with the permission of, the Director of Graduate Studies. Number of credits will be determined on the basis of the project.MADL 510 Leading Inclusive Organizations, 2.5 cr.To be effective and just, leaders need to practice inclusion at self, interpersonal, team, organizational and community levels, based on foundational knowledge, skills, and mindsets applied in diverse domestic and global contexts. This course introduces a range of perspectives including legal, ethical, structural, political, symbolic, historical, social, and relational, to explore topics such as bias, power, privilege, and harassment in organizations, intercultural competence, and global workforce and market demography. Emphasis is on using these frameworks and concepts for assessing and transforming your workplaces (local and global) and communities to be intentionally diverse, inclusive, and equitable. MADL 520 Storytelling for Building Inclusive Cultures, 2.5 cr.Perfecting story-telling skills is an essential tool for all leaders, especially for DEI leaders where awareness, empathy, and mutual respect are paramount. The course will introduce students to principles that effectively link DEI related information to inuencing businessand organizational outcomes through storytelling. Our business culture demands concise and meaningful communications that can both inform and inuence decision makers. Thiscourse is designed to teach DEI leaders principles and skills that enhance their thinking about presentations and the use of a variety of communication channels to facilitate positive business decisions. Students will explore how information grounded in shared human experiences can impact organizational strategy and foster more inclusive and more effective organizational cultures; be able to build a structured thinking process to tell a compelling story; and gain skills in condently understanding and using information to inuence outcomes.

70 | CAS Graduate Student Handbook and Course CatalogMADL 550 Race, Culture, and Power, 2.5 cr.In this course, students will begin to understand race as a social and political construct with cultural resonance that has the power to shape where and how people live, their social conditions, and their ability to access humane existence. Drawing from disciplines such as ethnic, Black, and indigenous studies, as well as cultural studies, critical race studies, and Black feminist theorizing, this course will introduce students to race as a constructed idea that isnot biologically founded yet is very powerful and real. Students will engage ideas about race and identity as more than just attitudes or biases that can be easily changed, but as constructed realities embedded in systems and institutions of everyday life. Most importantly, we will think about and discuss strategies for resisting ideologies and understanding the ways these ideologies are dangerous and limiting for everyone who accepts them without critique – not just those who are victimized by their systematic oppression.MADL 560 Biological Sex, Gender and Sexuality, 2.5 cr.Thiscourseexplorestheconvergenceofsociologyandbiologyinhowwedenegender,sex,sexual orientation, and sexual behavior. Topics are examined in developmental order from conception to adulthood and include current issues relevant to the LGBTQIA+ community and society at-large with particular emphasis on applications to the workplace.MADL 570 Navigating Political Polarization, 2.5 cr.Navigating Political Participation is designed to provide a thorough, thoughtful, and engagingexamination of the concept of political polarization in the United States. We will consider various measures of thedegreeof polarization inthe publicand among electedofcials, potentialcauses of observed changes in polarization over time, and the impact of political polarization on our politics and ourselves. In this course, you will gain a broader understanding of the causes, consequences, and impacts of political polarization, and you will enhance your ability to critically analyze current political debates. The assignments in this course are designed to furtherdevelopyourabilitytoanalyzeresearchndingswithinpoliticalscienceandintegrateacademic works into your own arguments.MADL 599 Research Enrollment, 0 cr.This course enables students to retain registered student status while completing work associated with receipt of an incomplete in previous coursework. A $75 fee is attached. Prerequisite: previous MADL course with a grade of Incomplete. MADL 600 Organizational Leadership for Social Justice, 2.5 cr.This course explores leadership for the promotion of effective and ethical change in communities and organizations. Envisioning, initiating, sustaining and institutionalizing change will be examined through historical and contemporary case studies, interdisciplinary concepts and theories, tactical and strategic models for change. We will understand different aspects of leadership in diverse settings, such as: community organizing, social movements, organizations,andinstitutions.Individualandcollectivereectionsonintersectionalidentity,working across differences, will ground us in diversity leadership. Simultaneously engaging in personal, inter-personal, structural, and cultural levels of inquiry will provide a coherent and global analysis. Diversity, equity, inclusion, and anti-racist work is presented and critiqued through class discussion and application to students’ work and community contexts.

CAS Graduate Student Handbook and Course Catalog | 71MADL 610 Street Art and Social Justice, 2.5 cr.Artinthestreet—includinggrafti,murals,andotherinstallationsinpublicspace—canprovidean expressive avenue for marginalized voices while shaping urban space in a new and more inclusive manner. 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 around the world, with a particular focus on art in the Twin Cities. Topics explored in this course include the history of street art over time;the impetus for street art in communities in the USA and globally; street art as a form of protest; street art and marginalized identities; models for creating, preserving, and presenting street art, and, ultimately, the potential for street art to play a role in social change. While this course places an emphasis on art in the Twin Cities, the assignments allow students to engage with andreectonstreetartinmanydifferentlocations.MADL 620 Equity Focused Leadership: Intersectionality of Disability and Other Social Identities, 2.5 cr.The purpose of this course, focused on disability and intersecting marginalized cultural and social identities (e.g., race, ethnicity, social economic status, gender, sexual identity, age, education, religion), is to prepare leaders in all elds to work towards systematicallydeconstructing barriers and taking meaningful action to address the impacts of ableism* and other discriminatory practices such as racism. Ableism is “society’s pervasive negative attitude about disability…” (Hehir, 2007, p.8); it is the belief that individuals with differences mustbe“xed”toaccesssocialbenetsandbelongtothelargercommunity.Racismreectsdiscriminatory beliefs centered on race and skin color. This course is designed to equip future leaders with the knowledge, practices, and dispositions to successfully manage diverse spaces, using their understanding of disability and other diversity. The course engages leaders with issues such as bias, discrimination, marginalization, oppression, prejudice, and privilege while examiningthecrucialroleofleadersininuencingpositive,systemicchangeforsocialjustice.This course brings together research and practices focused on centering leadership on social justice work. This leadership work includes (a) build a solid foundation for your equity work as a leader, (b) build skills to address “isms” (e.g., ableism, racism) and (c) utilize culturally and linguistically sustaining practices to provide equitable opportunities for individuals who experience both a disability and other intersecting identities. Leaders should engage in these practices and focus on justice, equity, diversity, and inclusion, for individuals with disabilities and other marginalized identities through a theoretical lens embracing anti-ableism. In this course theory and practice are combined to assist leaders to generate knowledge of, develop applications of, and share information about approaches and solutions to important problems in the areas of disability discrimination.

72 | CAS Graduate Student Handbook and Course CatalogMADL 630 Language, Diversity, and Identity, 2.5 cr.In the United States, some groups express their identities, in part, by using multiple languages or by using English in distinctive ways. Some dominant groups use language to express in-group belonging and to express exclusiveness, whether intentionally or unintentionally. This course explores the intersections of language, race and ethnicity, gender and sexuality, ability and disability, and identity by focusing on various groups in the U.S. Among other things, we will examine how Americans use language to express their distinctive cultural identities within the U.S. and we will examine how dominant groups at times marginalize others using language. Through examples drawn from the experience of ethnic groups such as Hispanics and Latinx people, Asian Americans, and African Americans; and marginalized communities such LGBTQIA people, women, and people with disabilities, students will explore broader questions such as how language shapes our perceptions and feelings of belonging. We will discover how language ideology underlies institutional policies and practices that can promote intolerance and prejudice, and how language can instead be used as a tool to foster social inclusion and belonging.MADL 640 Religion in Public and Professional Life, 2.5 cr.Over 70% of Americans indicate their workplace is the top location for the most frequent interaction with people who do not share their religious worldview or way of life. Furthermore, global religious populations are projected to grow at a rate 23 times higher than religiously unafliated populations. Religion is alive andwell, and religious diversity, includingsecularidentities, is only expected to increase in pubic and professional settings. Designed for students in all professional and public contexts, and emphasizing the case study method and opportunities to reexively develop leadership for religiously diverse societies, this courseintroduces everyday interfaith leadership as the ability to draw on experience, religious literacy, and awareness of self and others to efciently assess (inter)religiously complex situations,empathetically account for the various and often competing needs of stakeholders, and skillfully discern and take action to produce outcomes that serve the common public goods for all parties involved.MADL 650 Intercultural Competence for Diversity Leadership, 2.5 cr.This course will integrate intercultural communication theories and research with applications ofinterculturalcompetenceinpracticingdiversityleadership.Thecoursewillrstintroducefoundationaltheoriesandframeworksonhowcultureinuencespeople’sidentity,perceptions,beliefs, and behaviors. Building on the cognitive understanding of culture, inclusive and equitable leadership is achieved through leaders’ practice of intercultural competence. The course will cover the Intercultural Development Inventory (IDI) as an instrument to assess intercultural competence and to lead organizational change.

CAS Graduate Student Handbook and Course Catalog | 73MADL 660 Borders, Immigration, and Identity, 2.5 cr.The U.S. public has long maintained contradictory perceptions of immigration: it has been understood as a foundational aspect of American society, and on the other hand, it has been subject historically to waves of xenophobia and the institution of restrictive policies. In the midstofamainstreamdiscourse,narrativesfromimmigrantwriterscarrysignicantrhetoricalweightand bringrst-handperspective thatcan inuenceandshiftconversations in publicspheres, as in politics, education, organizations, etc. This course privileges immigrant narratives as a counterbalance to public discourse and examines the power of narrative and storytelling throughthestudyofliterarygenres,includingmemoir,ction,poetry,andliteraryjournalism.We will critically engage with these literary texts through thematic lenses including racial formation in the U.S., labor, family and gender, transnationalism, and pay special attention to immigrant histories and communities in Minnesota, including refugee and Korean adoption narratives. Students will work with the tools of literary and rhetorical analysis to evaluate and discuss the effect of narrative and consider the impact of narrative in public communication projects.MADL 670 Historical Foundations of Race in America, 2.5 cr.Race has been integral to the legal regime of citizenship in the United States, to the economic course of American history, and to the lived experiences of generations of Americans and thoseresidinginsocietiesthatinteractedwiththeUnitedStatesforcenturies.Specically,themakingofrace—thecategoricaldenitionsthatstructuredwhobelongedtospeciedracialgroups, the opportunities and limitations that came with such racialclassications,and therelationship of racialized and ethnic cultural identity to American nationalism—has proven a powerful and enduring element of American history. We cannot understand our society as a product of complex and contingent pasts without grappling with the role of racial formation in both the American past and in our present. This course will trace that history, beginning with thetrans-Atlanticslavetradeandculminatingintheearlytwenty-rstcentury.Wewillapproachthe relationship between race, power, and citizenship as a dynamic interplay between large-scale changes and lived experiences, and interrogate that relationship to pose questions about its social, legal, and human consequences.MADL 680 Topics in Diversity Leadership, 2.5 cr.The subject matter of these courses will vary from year to year, but will not duplicate existing courses. The topic course will be assessed by the MA in Diversity Leadership Advisory Board and it will be required to work towards at least three of the objectives of our program.

74 | CAS Graduate Student Handbook and Course CatalogGRADUATE PROGRAMS IN ENGLISHUniversity of St. ThomasGraduate Program in EnglishMail # JRC 333 2115 Summit AvenueSt. Paul, MN 55105-1096 Graduate Director: Dr. Todd Lawrencedtlawrence@stthomas.eduGraduate Program Manager: 651.962.5628Web: https://cas.stthomas.edu/degrees-programs/graduate/english/index.htmlFaculty Listing: https://cas.stthomas.edu/departments/faculty/a-z/index.html?department=EnglishApply online: https://www.stthomas.edu/application/index.html#_ga=2.54777643.1271048516.1617637242-729359069.1611099774

CAS Graduate Student Handbook and Course Catalog | 75Degree-Seeking Application RequirementsStudents may apply for the Master of Arts in English, Master of Arts in Creative Writing and Publishing, and Certicate inTeaching CollegeEnglish programsby meeting thefollowingrequirements:Completed online application• A bachelor’s degree in English or a related eld from an accredited college ofuniversityveriedby anofcialtranscriptsentdirectlytothe GraduateAdmissionsOfce.Studentsshouldhavecompletedaminimumofve(5)undergraduateEnglishcoursesbeyondtherst-yearlevelwitha“B”orbetter,orhavearecordofexperienceintheeldofEnglishLiteratureorCreativeWritingandPublishing.• If you are a Master of Arts in English applicant, you must submit a writing sample that is a literary analysis that closely examines a text. If you are a Master of Arts in Creative Writing and Publishing applicant, your writing sample must be a creative sample or a portfolioofworksinoneofthethreemaingenres(poetry,ction,creativenonction).• Three (3) condential letters of recommendation from non-related individuals thatcan speak to your academic abilities and achievements. At least one letter should be from a former professor. • A personal statement of 500 words or less that describes why you are pursuing graduate study in English or Creative Writing and Publishing and how your intended program will help you achieve your academic and/or professional goals. Non-Degree-Seeking Application RequirementsA limited number of places in graduate courses will be available on a space-available basis for students not seeking degrees. The following admissions criteria must be met: • Completed online application.• AnofcialundergraduatetranscriptfromacollegeorUniversitysentdirectlytotheGraduateAdmissionsOfce.• A personal statement of 500 words of less that describes the applicant’s interest in studying English and/or Creative Writing and Publishing at the graduate level. Note: Students who take courses at the non-degree status and wish to change to degree-seeking status must go through the regular admissions process for their desired program. Once admitted to the program, students may transfer up to two courses taken as a non-degree student for credit towards their degree. (Non-degree courses being considered for transfer must have been taken within 5 years of the degree-seeking application or as approved by the Director of Graduate Studies.)Academic AdvisingThe Graduate Program Director is the designated advisor for all graduate English and Creative Writing&Publishingstudents.PleasecontactDr.ToddLawrence(dtlawrence@stthomas.edu)by email for an appointment at any time. It is recommended that students consult with Todd at leasttwotimes--oncepriortostartingtherstclassandonceaftercompletingthreecourses.This provides an opportunity for mapping and coordinating strategies for completing degree work.

76 | CAS Graduate Student Handbook and Course CatalogMailboxes Mailboxes are provided for registered graduate English students in the graduate student common room, located in JRC 356. Returned student papers, and other important pieces of information are typically distributed via these mailboxes or available for pickup there. Students are responsible for checking their mailboxes regularly; the room is unlocked Monday through Thursday until 9:30pm.Courses Taken Outside the English M.A. Programs With approval from the Graduate Program Director, a total of two literature-based courses (classroom-based, and not online, and up to six credits) taken outside the program may be counted toward the Master of Arts degree. Only courses comparable in workload to St. Thomas courses in which the student receives a grade of “B” or better may be counted. These courses include the following:• A course transferred from another graduate program. The process requires an ofcialtranscriptandmayrequiresyllabi,coursedescriptionsordescriptionsofworkcompleted for the course(s).• A University of St. Thomas undergraduate English course taken for graduate credit. This requires a completed Undergraduate Course for Graduate Credit application form, signed by the instructor, before course registration. Additional work above the undergraduate standards for the class is expected. Please note: only 300- or 400-level English courses will be considered. • A University of St. Thomas graduate course in Art History or Catholic Studies related to the study of literature.• Independent Study Students may take up to two independent study courses within the graduate English Programs. Please note that most instructors will take on an independent study student only if they have had that student in a previous class. In addition, an independent study (GENG 698) does not fulll a 600-level seminar requirement. The process begins by completing an IndependentStudy Proposal form along with a 500-word statement describing the nature of the research, the goals of the study, and a bibliography of the texts to be read. Both the instructor and the Graduate Program Director must approve the proposal for independent study before the student can be registered for the course by the Graduate Program Coordinator. Proposals are due by the end of the semester prior to the semester of study.Degree Planning GENG 513 Intro to Graduate Studies in English (for M.A. English students) or GENG 501 Intro to Creative Writing and Publishing (for M.A. CWP students) should be taken as early as possible, sincestudentsmustcompletethiscourseasoneoftheirrstthreecoursesintheprogram.Special permission of the Graduate Program Director to take any additional courses beyond that three-course limit without GENG 513 or GENG 501 is required.It is also strongly recommended that students take the three area distribution requirements earlyintheprogram,toallowformoreexibilitylateron.

CAS Graduate Student Handbook and Course Catalog | 77Studentscanchecktheirprogresstowardsfulllinggraduatecourserequirementsbylookingat their student degree evaluation under the student records section of the MURPHY Online website.Degree RequirementsGeneral degree requirements are determined by the catalog under which the student has been admitted to the program. Students who leave the program and later re-apply are subject totherequirementsinplaceatthedateoftheirre-admission,unlessspecicallywaivedbytheDirector of Graduate Studies. Successful completion of 9 courses plus the Master’s Project sequence (30 credits total) is required for both Master of Arts program. Master of Arts in English• GENG 513: Introduction to Graduate Studies in English (3 Credits)• GENG 516: Critical Questions in Literary Theory (3 Credits)• Pre-1900 British or American Literature (3 Credits)• Identity and Power (3 Credits)• Literature in a Global, Transatlantic, or Transnational Perspective (3 credits)• The Master’s Essay (3 Credits)• Four Electives (12 credits)**Some cours may fulll more than one distribution requirement (I.E. Pre-1900 British andTransatlantic). Inthis case,a total of veelectives would be required tomeet the30 creditrequirement. Master of Arts in Creative Writing & Publishing• GENG 501: Introduction to Creative Writing & Publishing (3 credits)• Four Creative Writing Workshops (GENG 601, 602, 603, 604, 598) (12 credits)• Identity and Power (3 credits)• Three English electives (9 credits)• The Master’s Project (3 credits) CerticateinTeachingCollegeEnglish• GENG 507: Teaching College English (3 credits)• GENG 513: Introduction to Graduate Studies in English (3 credits)• Three English electives (9 credits)• The Master’s Project (3 credits)Graduate Committee TheGraduateCommitteeconsistsofveEnglishprofessors,theGraduateProgramCoordinator,and the student representatives. Convened by the Graduate Program Director, the committee meets to decide admissions, curriculum, program policies, and student issues.

78 | CAS Graduate Student Handbook and Course CatalogStudent Representatives Two student representatives serve as liaisons between the Graduate Committee, the Graduate Program Director, the Graduate Program Coordinator, and the graduate students of the program. The representatives attend all graduate English committee meetings, with the exception of admission meetings. The student representatives communicate news and ideas between faculty and students, organize social gatherings, the Master’s Project presentations, and assist with other duties as needed. The graduate student representatives serve a one year term and should expect to average 25 hours of work per semester. Each representative is paid $16/hr for the academic year. Applicants must be degree-seeking students and submit a statement of interest to the Graduate Program Director when the call is put out in late spring.

CAS Graduate Student Handbook and Course Catalog | 79GRADUATE ENGLISHCOURSE CATALOG GENG 501 Intro to Creative Writing, 3 cr.Intended for students who have not developed a substantial writing portfolio, this course offers anintroductiontothetheoreticalandpracticalelementsinvolvedinwritingpoetry,ction,andcreativenonction.Readingswillincludetheoreticalandcreativetexts.GENG 504 Special Topic Research (1, 2, or 3 cr.)This course enables students to undertake additional research on topics chosen in consultation with, and with the permission of, the Director of Graduate Studies. Number of credits will be determined on the basis of the project.GENG 506 Intro to Linguistics: Engl Lan, 3 cr.The systematic study of present-day English sounds through phonetics and phonology, words through morphology, sentences through syntax, as well as the contexts of language production through the history of English, sociolinguistics, and social integration in discourse. Special attention will be given to the use of language study as an approach to English literature and the teaching of English.GENG 507 Teaching College English, 3 cr.This course explores the history, theory, and practice of teaching literature and writing at the collegelevel.StudentswillreectontheconnectionbetweentheoryandpracticeinEnglishpedagogy.GENG 513 Issues in Criticism, 3 cr.An introduction to the principal theoretical issues and questions in the discipline of literary studies. The course explores the major contemporary approaches to literary studies in the context of various traditions of literary theory and criticism. It encourages students to assess constructively some of the key controversies in contemporary critical theory and apply their learning to the interpretation of literary texts. This required course must be taken as one of the rstthreecoursesintheprogram.GENG 514 Genre Studies , 3 cr.Anexaminationofaparticularsubjectwithinoneofthefourmajorgenrecategoriesofction,nonctionprose,drama,orpoetry.Creditmaybeearnedmorethanonceunderthiscoursenumber for different emphases.GENG 516 Critical Questions in Literary Theory, 3 cr.ThiscourseexploresakeytheoreticalquestionintheeldofEnglishstudies,asselectedbythe instructor. Students will explore this question by reading works of literary theory and other culturaltexts.Prerequisite:GENG513.Thiscoursemustbetakenasoneoftherstvecoursesin the MA program.

80 | CAS Graduate Student Handbook and Course CatalogGENG 521 Medieval Literature, 3 cr.The study of English literature from its beginning to 1485. Readings may include BEOWULF, selections from Old English poetry, THE PEARL poet, medieval drama, Langland, Marie de France, Malory, and Chaucer. This course satises the Early British Literature distributionrequirement.GENG 522 The English Renaissance, 3 cr.The study of English drama, poetry, and prose of the sixteenth and early seventeenth centuries in relationship to the major themes and developments of the Continental Renaissance. Potential authors studied include Edmund Spenser, Christopher Marlowe, and William Shakespeare. ThiscoursesatisestheEarlyLiteraturedistributionrequirement.GENG 523 17th-Century British Lit, 3 cr.A study of English prose and poetry from 1603 to 1660. Readings may include such individual authors as Ben Jonson, John Doone, and/or John Milton, and such groupings as the metaphysical or Cavalier poets, and such prose writers as Francis Bacon, Robert Burton, and Sir ThomasBrowne,withemphasisonthemajordevelopmentsofprosestyle.Thiscoursesatisesthe Early Literature distribution requirement.GENG 528 Restoration/18th C. Brit Lit, 3 cr.ThestudyofBritishdrama,poetry,ction,andnon-ctionprosefrom1660to1830.Thismayinclude exploration of literary developments such as the rise and fall of Restoration drama, the origins of the periodical, the rise of the novel and female authorship, the popularity of the scandalous memoir and its offspring, biography, and the tradition of the gothic. Authors covered may include Behn, Defoe, Addison and Steele, Haywood, Swift, Pope, Gay, Johnson, Boswell, Goldsmith, Burney, Inchbald, Wollstonecraft, Godwin, Radcliffe, Edgeworth, and Austen.ThiscoursesatisestheEarlyLiteraturedistributionrequirement.GENG 529 The Romantic Age in Britain, 3 cr.AstudyofBritishpoetry,ction,drama,andnon-ctionprosefrom1789to1850,includingexploration of topics such as literary innovation, the Romantic self and imagination, Romantic ecology,theGothic,thehistoricalnovel,andsciencection.Alsoexaminedaretherelationshipbetween literature and key social developments, such as the French Revolution and Napoleonic Wars, the equality of the sexes, the anti-slave trade movement, industrialization, and the scienticrevolution.AuthorscoveredmayincludeBlake,Wollstonecraft,Scott,Wordsworth,Coleridge,Byron,PercyandMaryShelley,Keats,Austen,andHemans.ThiscoursesatisestheEarly Literature requirement.GENG 530 The Victorian Age in Britain, 3 cr.ThestudyofBritishpoetry,ction,drama,andnon-ctionprosefrom1837to1901,includingexploration of the relationship between literature and key cultural developments, including industrialization, Darwinism, Pre-Raphaelitism, Aestheticism, and the Women Question. Authors covered may include Tennyson, Elizabeth and Robert Browning, Dickens, Collins, George Eliot, Dante and Christina Rossetti, Barrett, Charlotte Bronte, Hopkins, and Wilde.

CAS Graduate Student Handbook and Course Catalog | 81GENG 532 20th-Century British Li, 3 cr.This course will focus on canonical texts of 20th-century British literature while also drawing attention to texts written by British writers of color and writers born outside of the United Kingdom. Potential authors may include T.S. Eliot, Forster, Shaw, Woolf, Joyce, Rhys, Lawrence, Huxley, Naipaul, Rushdie, Walcott, Heaney, Boland, Beckett, and Pinter.GENG 542 Colonial/Early American Lit, 3 cr.The study of American literature from European exploration through about 1800. The origins anddevelopmentofction,poetry,andautobiographywillbeexplored,withattentiongivento such uniquely American literary forms as the Jeremiad, the captivity narrative, and the slave narrative. Authors covered may include Columbus, Cabeza de Vaca, Bradstreet, Bradford, Equiano, Rowlandson, Franklin, Occom, Wheatley, Freneau, Iriving, Brown, Rowson, and Native Americanorators.ThiscoursesatisestheEarlyLiteraturedistributionrequirement.GENG 547 19th-Century Amer Lit, 3 cr.The study of the rich and varied strands of 19th-century American writing, beginning in about 1800 and culminating in turn-of-the-century literature. This course will explore intersections between literature and key intellectual, historical, and cultural events of the period. Potential authors studied include James Fenimore Cooper, Emily Dickinson, Nathaniel Hawthorne, Edgar Allan Poe, William Fuller, Herman Melville, Harriet Beecher Stowe, Frederick Douglass, Harriet Jacobs,MarkTwain,andWaltWhitman.ThiscoursesatisestheEarlyLiteraturedistributionrequirement.GENG 549 20th-Century American Lit, 3 cr.ThestudyofAmericanction,poetry,drama,andnon-ctionprosefrom1900tothepresent.The relationship between literature and key cultural developments will be explored, including immigration and Americanization, industrialization and mechanization, modernism, and the civil rights and feminist movements. Authors covered may include Wharton, O’Neill, Hemingway, Faulkner, Williams, Kerouac, Rich, Erdrich, and Morrison.GENG 558 Multicultural Literature, 3 cr.This course focuses on postcolonial writers, as well as writers from American communities of color. The course emphasis may be on the literature of one nation or ethnic community, on one geographic area, or on a group of authors who deal with a similar topic. Authors will vary, and may include Chinua Achebe, Julia Alvarez, Junot Diaz, Bessie Head, Jamaica Kincaid, Maxine Hong Kingston, Ngugi wa Thiong’o, or Derek Walcott. Credit may be earned more than onceunderthisnumberfordifferentemphases.ThiscoursesatisestheIdentityandPowerdistribution requirement.GENG 559 Native Amer Literature, 3 cr.The study of the literature of various Native American groups from its origins in such traditional forms as creation myths and the trickster cycle through literary responses to treaty, reservation, andboardingschoolerasandintocontemporaryction,poetry,andautobiography.Authorscovered may include Apess, Winnemucca, Zitkala-Sa, Eastman, Welch, Erdrich, and Silko. This coursesatisestheIdentityandPowerdistributionrequirement.

82 | CAS Graduate Student Handbook and Course CatalogGENG 560 African-American Literature, 3 cr.The study of the heritage of African-American literature, beginning with the vernacular tradition, colonial poetry, and the slave narrative; proceeding through the Harlem Renaissance, themodernperiod,andtheBlackArtsMovement;andculminatingincontemporaryction,poetry, drama, and other genres. Authors covered may include Equiano, Jacobs, Douglass, Wheatley, Chesnutt, DuBois, Hughes, Hurston, Wright, Eillison, Brooks, Baldwin, Baraka, and Morrison.ThiscoursesatisestheIdentityandPowerdistributionrequirement.GENG 562 Modern European Traditions , 3 cr.Reading in translation of representative masterpieces in the European tradition from the Renaissance through the 20th century, including such writers as Cervantes, Racine, Goethe, Flaubert, Sand, Dostoevsky, Kafka, and Mann. Areas of inquiry may also include the mutual interactions of the European tradition with modern African, Latin American, or Eastern literatures.GENG 572 Special/Thematic Topics, 1-3 cr.Possibletopicsmayincludeliteratureandlm,theBibleandliterature,thememoir,ecologyand literature, literatures of the Holocaust, and literary biography. Credit may be earned more than once under this course number for different emphases.GENG 573 Special/Thematic Topics, 1-3 cr.Possibletopicsmayincludeliteratureandlms,theBibleandliterature,thememoir,ecologyand literature, literatures of the Holocaust, and literary biography. Credit may be earned more than once under this course number for different emphases.GENG 577 Literature by Women, 3 cr.This course will offer a survey of literature by women. It will concentrate on some tradition of British, American (including American communities of color), and/or post-colonial women’s writing. It may address issues of the placement of women in the literary canon, the role of gender in the composition and criticism of literary texts, thematic issues in writing by women, along with relevant elements of women’s history and feminist theory. Credit may be earned more than once under this number for different emphases.GENG 597 Research Enrollment, 0 cr.This course enables students to retain registered student status while completing work associated with receipt of an incomplete in previous coursework. A $75 fee is attached. Prerequisite: GENG 699 with a grade of Incomplete. GENG 598 Topics in Lit/Writing, 3 cr.No description is available.GENG 599 Topics in Literature, 3 cr.No description is available.

CAS Graduate Student Handbook and Course Catalog | 83GENG 601 Writing Poetry , 3 cr.A workshop experience involving the ongoing exploration of subject matter and technique. Readings will include theoretical and creative texts. This course will also discuss poetry writing in publishing contexts--how literary works are written, revised, submitted, acquired, edited, and marketed by presses. The course will also give students insight into broader issues in the publishing world such as the rise of small and independent presses, university presses, traditional major presses, as well as online publishing, self publishing, and issues of access and diversity in the literary marketplace. The course will include guest lectures or other engagements with agents and/or editors from the publishing community.GENG 602 Writing Fiction, 3 cr.A workshop experience involving the ongoing exploration of subject matter and technique. Readingswillincludetheoreticalandcreativetexts.Thiscoursewillalsodiscussctionwritingin publishing contexts--how literary works are written, revised, submitted, acquired, edited, and marketed by presses. The course will also give students insight into broader issues in the publishing world such as the rise of small and independent presses, university presses, traditional major presses, as well as online publishing, self publishing, and issues of access and diversity in the literary marketplace. The course will include guest lectures or other engagements with agents and/or editors from the publishing community.GENG 603 Writing for Young People, 3 cr.A workshop experience involving the ongoing exploration of subject matter and technique. Readings will include theoretical and creative texts. This course will also discuss young adult writing in publishing contexts--how literary works are written, revised, submitted, acquired, edited, and marketed by presses. The course will also give students insight into broader issues in the publishing world such as the rise of small and independent presses, university presses, traditional major presses, as well as online publishing, self publishing, and issues of access and diversity in the literary marketplace. The course will include guest lectures or other engagements with agents and/or editors from the publishing community.GENG604 WritingCreativeNonction,3cr.A workshop experience involving the ongoing exploration of subject matter and technique. Readings will include theoretical and creative texts. This course will also discuss creative nonction writing in publishing contexts -- how literary works are acquired, edited, andmarketed by literary presses. The course will also give students insight into broader issues in the publishing world such as the rise of online publication and issues of access and diversity in the literary marketplace. The course will include guest lectures or other engagements with publishers in the local community.

84 | CAS Graduate Student Handbook and Course CatalogGENG 613 Topics in Literary Theory, 3 cr.An advanced examination of the major developments and debates in contemporary literary theory. Topics may include Marxism, psychologocial criticism, reader-response theories, hermeneutics, deconstruction, feminist criticism, and new historicism. Credit may be earned more than once under this number for different emphases. Prerequisite: GENG 513 or permission of the instructorGENG 618 Issues on Canon, 3 cr.An examination of theoretical debates over how literary works are or should be selected as worthy of academic scholarship and teaching. Incudes such practical issues as forming a curriculum, developing new critical assumptions and methods, and assessing scholarship. Prerequisite: GENG 513 or permission of the instructorGENG 621 Topic/Figures in Medieval Lit , 3 cr.Potential topics may include Geoffrey Chaucer, Tolkien: Middle Ages/Middle Earth, and Arthurian Literature. Credit may be earned more than once under this number for different emphases. This course satises the Early Literature distribution requirement. Prerequisite:GENG 513 or permission of the instructorGENG 622 Topics/Figures in English Ren, 3 cr.Potential topics may include the rise of the theater or developments in lyric poetry; potential guresincludeEdmundSpenser,ChristopherMarlowe,andWilliamShakespeare.Creditmaybe earnedmore than once under this number fordifferentemphases.This course satisesthe Early Literature distribution requirement. Prerequisite: GENG 513 or permission of the instructorGENG 623 Topics/Figs in 17th C. Brit. Lit. 3 cr.Potential topics may include religious literature, women’s writing, or the new subjectivity in poetry;potentialguresincludeJohnDonne,GeorgeHerbert,andJohnMilton.Creditmaybeearnedmorethanonceunderthsinumberfordifferentemphases.ThiscoursesatisestheEarly Literature distribution requirement. Prerequisite: GENG 513 or permission of instructorGENG 628 Topics/FigRest/18th C. Brit Lit, 3cr.Potential topics may include the women playwrights of the Restoration Period; the literature oftheWestIndies;Godwin,Wollstonecraft,andtheircircle;andJaneAustenonlm.Creditmaybeearnedmorethanonceunderthisnumberfordifferentemphases.Thiscoursesatisesthe Early Literature distribution requirement. Prerequisite: GENG 513 or permission of the instructorGENG 629 Topic/Fig in Brit Romantic Age, 3 cr.Potential topics may include literature after the French Revolution, the rst- or the second-generation Romantics, Blake and his composite art, Byron and his legacy, the Shellys and their circle, Romanticism and myth, Romantic ecology, Romantic philhellenism, and women writers of the long Romantic period. Credit may be earned more than once under this number for differentemphases.ThiscoursesatisestheEarlyliteraturerequirement.Prerequisite:GENG513 or permission of the instructor.

CAS Graduate Student Handbook and Course Catalog | 85GENG 630 Topic/Fig: Brit Victorian Age, 3 cr.Potential topics include Charles Dickens, the Gothic novel, the Victorian sensation novel, detectiveliteratureoftheVictorianperiod,andliteratureofthendesiecle.Creditmaybeearned more than once under this number for different emphases. Prerequisite: GENG 513 or permission of the instructorGENG 632 Topics/Figs in 20th C. Brit Lit, 3 cr.Potential topics may include Britain between the wars, British Modernism, the Bloomsbury Group,T.S.Eliot’sinuenceonModernism,andpost-WorldWarIIBritishLiterature.Creditmaybe earned more than once under this number for different emphases. Prerequisite: GENG 513 or permission of the instructorGENG 637 Topics/Figs in Irish Lit, 3 cr.Potential topics may include James Joyce, W.B. Yeats, modern and contemporary Irish drama, and the poetry of Seamus Heaney and Eavan Boland. Credit may be earned more than once under this number for different emphases. Prerequisite: GENG 513 or permission of the instructorGENG 642 Topics/Fig Colonial/Early Am Lit, 3 cr.Potential topics may include early American women writers, race in colonial/early American literature, dissenting voices in colonial/early American literature, and the early American novel. Credit may be earned more than once under this number for different emphases. This course satisestheEarlyLiteraturedistributionrequirement.Prerequisite:GENG513orpermissionofthe instructorGENG 647 Topics/Figs: 19th C. Amer Lit, 3 cr. Potential topics may include Emily Dickinson, Henry James, Mark Twain, literature of the Civil War, the rise of the woman novelist, and Transcendental writing. Credit may be earned more thanonceunderthisnumberfordifferentemphases.ThiscoursesatisestheEarlyLiteraturedistribution requirement. Prerequisite:GENG 513 or permission of the instructorGENG 649 Topics/Figs in 20th C. Amer Lit, 3 cr.PotentialtopicsmayincludesuchguresasEdithWharton,F.ScottFitzgerald,ErnestHemingway,William Faulkner, and Willa Cather. Potential topics may include the rise of the American Theater, the Beats, and contemporary American literature. Credit may be earned more than once under this number for different emphases. Prerequisite: GENG 513 or permission of instructorGENG 658 Topics/Figs: Multicultural Lit, 3 cr.Potential topics may include Third World cinema, writing and resistance in the global age, and Mexican-American literature. Potential authors may include Ama Ata Aidoo, Assia Djebar, Frantz Fanon, C.L.R. James, Arundhati Roy, Salman Rushdie, or Ngugi wa Thinong’o. Credit maybeearnedmorethanonceunderthisnumberfordifferentemphases.Thiscoursesatisesthe Identity and Power distribution requirement. Prerequisite: GENG 513 or permission of the instructor

86 | CAS Graduate Student Handbook and Course CatalogGENG 659 Topics/Figs in Native Amer Lit, 3 cr.Potential topics may include Ojibway and Dakota literature, contemporary Native American literature, and the literature of Native American women. Credit may be eared more than onceunderthisnumberfordifferentemphases.ThiscoursesatisestheIdentityandPowerdistribution requirement. Prerequisite: GENG 513 or permission of the instructorGENG 660 Topics/Figs: African Amer Lit , 3 cr.Potential topics may include gures such as James Baldwin, Toni Morrison, or Zora NealeHurston; race, gender, and sexuality in the black novel; the Harlem Renaissance; and trauma and the 19th century American slave narrative. Credit may be earned more than once under thisnumberfordifferentemphases.ThiscoursesatisestheMulticulturalLiteraturedistributionrequirement. Prerequisite: GENG 513 or permission of the instructorGENG 672 Special/Thematic Topics, 3 cr.Potential topics may include the dialogue of self and other, the public intellectual and civic education, and discourse analysis. Credit may be earned more than once under this number for different emphases. Prerequisite: GENG 513 or permission of the instructorGENG 697 Independent Project, 3 cr.Students will work closely with a faculty mentor on an independent project. This project will involve substantial individualized reading, writing, and research.GENG 698 Independent Reading, 1-3 cr.No description is available. GENG 699 Master’s Project, 3 cr.The capstone for graduate programs in English is the master’s project course. For the MA in English,studentscompleteanessaythatprovidesanopportunityforlengthyreectionaboutselectedworksorauthors.Thepurposeistogivestudentsanalopportunitytodevelopanareaofexpertisewhiletheyrenetheirwriting,revising,andeditingskills.FortheMAinCreativeWriting and Publishing, students complete a chapbook-length portfolio of 40-50 pages such as a collection of poetry, literaryction, young adult ction or creative nonction. In eitherprogram, students will present their project to a review committee of a faculty advisor and two additional faculty readers and should demonstrate a high level of cogency and stylistic grace. The Master’s Project (GENG 699) is its own course with its own unique registration and counts for 3 credits toward the Master of Arts in English or Master of Arts in Creative Writing and Publishing degree.

CAS Graduate Student Handbook and Course Catalog | 87GRADUATE PROGRAMS IN MUSIC EDUCATIONThe University of St. Thomas Music Department and its Graduate degree programs and certicates are fully accredited by The Higher Learning Commission and the National Association of Schools of Music. Contact Information University of St. ThomasGraduate Programs in Music EducationBrady Education Center 1072115 Summit AvenueSt. Paul, MN 55105-1096 Graduate Director: Dr. Karen Howard Graduate Program Manager: Mindy Eschedor 651.962.5870 music@stthomas.eduWeb: https://cas.stthomas.edu/degrees-programs/graduate/music-education/ Faculty Listing: https://cas.stthomas.edu/departments/faculty/a-z/index.html?department=MusicApply online: https://www.stthomas.edu/application/index.html#_ga=2.54777643.1271048516.1617637242-729359069.1611099774 Mission StatementThe mission of Graduate Programs in Music Education is to raise the standard of music teaching intheUnitedStatesbypromotingartistic,intelligent,reective,andinspiredmusicteachingatall levels of music instruction. Our work encourages a continual process of music education reform. We initiate programs that address practitioners’ musical, intellectual, and professional needs. We value classroom practice, theory, and research equally in our quest to improve the quality of music education.

88 | CAS Graduate Student Handbook and Course CatalogMASTER OF ARTS IN MUSIC EDUCATIONThis distinctive, national degree program is designed for practicing music educators seeking a comprehensivecourse of study that combines theory and practice in a reective setting.Emphasis is placed on musical and pedagogical artistry, together with developing students’ research skills. In addition to taking core courses designed to develop an understanding of currentmusiceducationthoughtandpractice,studentsselectoneofveareasofinterest:• Choral Concentration• Instrumental Concentration• Diverse Perspectives• Kodály Concentration• Orff Schulwerk Concentration• Piano Pedagogy ConcentrationStudies in each concentration address the theoretical and practical needs of experienced music educators who work with school-aged choristers, instrumentalists, children in general music programs, and pianists. Nationally recognized practitioners teach courses in their respective areas of concentration, above.Program StructureThe Master of Arts in Music Education curriculum requires 33 semester hours and consists of three essential elements:• core courses that embody issues of teaching and learning, historical and philosophical foundations of music education, musicianship and ensemble, perspectives in music theory, and music education research methods;• aspecialized eldof concentrationthat offersopportunities to developspecic skillsinrequired and elective courses; and• amaster’sthesisornalprojectthatallowsstudentstoconductappliedresearchinmusiceducation.Core CoursesCorecoursesprovideopportunitiesforstudentstoplacetheirspecicskillswithinabroadermusical and educational context. Areas of study include: an introduction to scholarship and research methods in music education (GMUS 600); an examination of conditions that affect the learning process and ways they can be mediated to inuence student development(GMUS 601); a survey of ideas, forces, philosophies, and values that have shaped American music education in the U.S. (GMUS 608); an examination and application of traditional and contemporary music theory scholarship (GMUS 611); in-depth consideration of music history, literature, and culture (GMUS 612 or GMUS 536); systematic study of applied musicianship skills in tonic solfa and choral ensemble (GMUS 750); and the incorporation of music education researchtonalprojectsandthesiswriting(GMUS890).

CAS Graduate Student Handbook and Course Catalog | 89Fields of ConcentrationSixelds of concentrationareavailable intheMaster ofArtsprogram. Eachis designedtodevelop teaching expertise in an area of specialty in music education: Choral, Instrumental, Diverse Perspectives, Kodály, Orff Schulwerk, Diverse Perspectives, or Piano Pedagogy. Students may choose to combine up to two concentrations within the degree. Students choosing to complete two concentrations must have at least 24 non-duplicated graduate credits between the two concentrations. SchedulingThe Master of Arts in Music Education degree program is designed for working music teachers who wish to pursue graduate study without interrupting their professional lives. All courses required for the degree are available during the summer term in an interlocking arrangement of day and evening courses. Field of concentration courses are offered in rotations of even- and odd-numbered years. For the convenience of those teachers who live in the Twin Cities’ metropolitan area, most core courses are offered during the fall and spring semesters, and some of these are online and either synchronous or asychronous.AdvisingThe program director serves as academic advisor for all students until course work is completed. Degree plans are prepared during the admissions interview.Active StatusOnce accepted as a student in the St. Thomas Master of Arts in Music Education degree program, students must enroll in a course within one year. Matriculated students who do not register for two successive summer terms will be deactivated and must re-apply to resume work in the program.AdmissionsOur Admissions Committee thoroughly reviews every application to understand the strengths, skills and unique potential of each prospective student. A sound academic record – your undergraduate history and subsequent graduate work – is important, of course.In addition to your academics, the committee will carefully examine your personal statement and letters of recommendation looking for evidence of writing skills, evidence of successful workinthemusiceld,leadershipexperienceandcommitmenttothemissionofGraduatePrograms in Music Education. All information you submit is considered and we encourage you to be thorough and straightforward. We want to make sure that the University of St. Thomas GraduateMusicProgramisagoodtforyou,andthatyouareagoodtfortheUSTGraduateMusic Program.Application CriteriaApplicants for admission to the Master of Arts in Music Education degree program must meet the following minimal criteria: 1. baccalaureate degree and a major in music or music education from an accredited college or university with a minimum of a “B” grade average and

90 | CAS Graduate Student Handbook and Course Catalog2. evidenceofsuccessfulworkintheeldconrmedbythreelettersofrecommendationfrom teachers, administrators, or other professional colleagues.Meeting minimal application criteria does not guarantee admission. Likewise, minimum criteria exceptions may be made by the admissions committee based on other factors of professional achievement.Application Requirements:Applicants must submit the following materials to Graduate Programs in Music Education (GPME). Applications will not be processed without receipt of all items. Applicants will be notied,bymail,2-6weeksfollowingtheapplicationdeadline.1. Completed online application (which includes items 3 and 5 below).2. Ofcialtranscriptsofallbaccalaureateandgraduatestudies.3. Resume: include education, teaching experience, music performances, awards, professionalactivitiesandafliations.4. ThreecondentiallettersofrecommendationsentdirectlyfromreferencestoGPME.Your references should attach a separate letter addressing knowledge of your teaching or musical work and your interest in pursuing a Master of Arts degree.5. Personal Statement. Typed, double-spaced essay of 2-3 pages describing the following:• Why have you decided to pursue graduate study?• How the University of St. Thomas Master of Arts in Music Education degree program will help you meet your professional goals.• What outcomes you expect as a result of earning the M.A. degree at the University of St. Thomas.6. Performance Assessment Hearing. Ten-minute demonstration of the applicant’s music performance ability. Refer to the Performance Assessment Hearing section below.7. Admission Interview and Degree Plans. These are scheduled directly with Dr. Karen Howard,DirectorofGraduateProgramsinMusicEducation,karen.howard@stthomas.edu. 8. Music History and Theory Diagnostic Exam. All students admitted to the Master of Arts in Music Education program must take a diagnostic examination in music history and theory immediately following their acceptance into the program. For more information, refer to the Music History and Theory Diagnostic Exam section below.Performance Assessment HearingCandidates for the Master of Arts degree must demonstrate music performance ability in piano, voice, or other instrumental performance. The performance must be loaded to YouTube and available to the Graduate Programs in Music Education admissions committee. Applicants must perform two compositions showing contrasting styles. Instrumentalists must add a third piece that is a short a capella piece of their choosing. Performance Assessments are evaluated on technical competence (at the level of a senior recital) and musical expression, including stylistic understanding of the music presented. The emphasis in the Performance Assessment is on meaningful musical performance that demonstrates the student’s ability to expressively convey music.

CAS Graduate Student Handbook and Course Catalog | 91Any questions about the Performance Assessment should be directed to Dr. Karen Howard, DirectorofGraduateProgramsinMusicEducation,karen.howard@stthomas.edu.Nondegree StudentsYou may begin the Master of Arts degree in Music Education as a nondegree student. This option may be of interest to students with a desire to pursue graduate study but not necessarily in obtaining a degree. Enrolling in one or more courses at nondegree status will provide contact with faculty members and an opportunity to evaluate whether the program’s offerings match your needs, interests, and abilities. To enroll as a nondegree student, select the online application link.Transfer of Course WorkTransfer credits from another institution may not be applied to Level II or III of either the Orff orKodályeldsofconcentration;however,theymaybeappliedtothecorerequirementsandLevelIintheseeldsofconcentration.Six graduate credits earned as a nondegree student in UST courses that also are requirements for the graduate program may be transferred to meet the student’s course requirements. The total number of transfer credits from other institutions and the University of St. Thomas may not exceed six.Changing from Nondegree to Degree StatusNondegree students may apply for degree-seeking status at the regular admissions deadlines by submitting all required application materials. Letters of recommendation solicited from faculty in the program are allowable. Up to six credits taken as a nondegree student may be applied for credit towards the degree.International ApplicantsIt is recommended that international students complete their application at least six months prior to their anticipated arrival on campus.ChecklistGraduatestudentsmustrstcompletealloftheapplicationrequirementsfortheprogramtowhich they are applying. Submit the documents directly to the program, by the deadlines indicatedforeachspecicprogram.InternationalRecruitingandAdmissionsalsorequiresthefollowing submissions, which you can also submit directly to your graduate program.English• OfcialdocumentationofEnglishlanguageprociency.Financial• Completed International Student Questionnaire and Financial Certication Form(PDF).• Ofcialdocumentationofyournancialsupportcurrentwithinthelast3months.Immigration paperwork

92 | CAS Graduate Student Handbook and Course Catalog• A copy of the picture page from your passport.• Applicants who are already inside the U.S. must submit a copy of their current visa and a copy of their I-94 card.• Applicants who are already inside the U.S. on a J-1 visa must submit a copy of their most recent DS2019 form.• Applicants transferring an F-1 visa from another U.S. school must submit a copy of their most recent I-20 form and a SEVIS Transfer Form (PDF).Please mail these additional submissions directly to the graduate program to which you are applying.ELS (ELS Language Center)If you feel that you are unable to obtain the minimum score on any of the tests required, you may choose to apply directly to the ELS Language Center, located on the St. Thomas campus. Upon completionofELS,graduateapplicantsmustprovideproofofoneoftheEnglishprociencyrequirements listed above.Transcripts from institutions outside the U.S. must be evaluated before your application can be considered. For further information contact:Educational Credentials Evaluators Inc.P.O. Box 92970 Milwaukee, WI 533202Phone: (414) 289-3400 Fax: (414) 289-3411Please keep in mind that our program is primarily a summers-only program. Given current policies governing student visas, this does not make our program a good match for many international students. While we do offer graduate courses during the school year, low enrollment in a course might mean that the class is canceled. As a result, we cannot guarantee year-round course offerings. This may have an impact on your student visa. With this disclaimer, Graduate Programs in Music Education regrets that it cannot be held responsible for helping you maintain your status as a student in the United States.Choral Music Education Concentration CriteriaThe Master of Arts degree with concentration in choral music education features a broad range of theoretical courses balanced by requirements that apply directly to choral directors’ work with treble, emerging adolescent, and mature adolescent voices. Unique to this program is its emphasis on practical application in graduate study as well as cooperation among classroom, vocal, and instrumental music educators to produce superior music education in our schools.In this program students will:• sharpenconductingandrehearsalskillsnecessaryforefcientchoralartistry;• gain insights into historical and contemporary choral literature through analytical study;• improve musical competency;

CAS Graduate Student Handbook and Course Catalog | 93• broaden understanding of music history, theory, and literature;• gain pedagogical insights into vocal development, sight-singing/musicianship, and choral music learning for choirs of all ages and ability levels;• discover new applications for existing expertise; and• emphasize the commonality of the goals and techniques shared by music educators at all levels.Music Education Core CoursesStudents are required to take the following 14 semester credits.GMUS 600 Intro to Scholarship & Research Methods in Music Education (3 cr.)GMUS 601 Teaching and Learning (3 cr.)GMUS 608 Foundations of Music Education (3 cr.) GMUS 611 Perspectives in Music Theory (3 cr.)GMUS 750 Musicianship and Ensemble (1 cr.)GMUS 890 Culminating Thesis/Project (1 cr.) Choral Concentration CoursesStudentstake13requiredcreditsinthechoraleldofconcentrationand6elective credits.Through the required concentration courses, students expand and rene the informationneeded to work successfully with choral singers of all ages. Elective courses offer students opportunitiestofurtherdeneandhonethedepthandbreadthoftheirexpertise.Required Choral Courses (15 cr.)GMUS 518 Teaching Choral Music (2 cr.) GMUS 652 Global Traditions for Choir (2 cr.)GMUS 673 Choral Score Study and Literature I (2 cr.) GMUS 674 Choral Score Study and Literature II (2 cr.) GMUS 676 Voice Fundamentals (2 cr.)GMUS 726 Intermediate Choral Conducting (2 cr.) GMUS 727 Advanced Choral Conducting (2 cr.) GMUS 728 Advanced Choral Conducting Lab (1 cr.)Choral Elective Courses (choose 4 credits from the following electives):GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.)GMUS 537 Latin American Music (2 cr.)GMUS 544-xx Topics in Music Education (with Advisor approval) GMUS 574 Voice Performance (30-minute lessons) (1 cr.)GMUS 606 Realizing Diversity in Music EducationGMUS 612 Topics in Music History, Literature and Theory (3 cr.) GMUS 651 Dalcroze Musicianship (3 cr.)GMUS 670 East Asian Music Cultures (2 cr.)GMUS 731 Orff Level I (3 cr.)GMUS 741 Kodály Level I (3 cr.)Other courses considered for elective credit (with Advisor approval)

94 | CAS Graduate Student Handbook and Course CatalogInstrumental Music Education Concentration CriteriaThe Master of Arts degree with a concentration in instrumental music education features a broad range of theoretical courses balanced by requirements that apply to instrumental directors’ work with elementary, middle, and high school instrumental ensembles. Unique to this program is its emphasis on practical application in graduate study as well as cooperation among classroom, vocal, and instrumental music educators to produce superior music education in our schools. Informed, practical pedagogy is the cornerstone of this concentration.In this program, students will:• sharpenconductingandrehearsalskillsnecessaryforefcientinstrumentalartistry;• gain insights into historical and contemporary instrumental literature through analytical study;• improve musical competency;• broaden understanding of music history, theory, and literature;• gain pedagogical insights into instrumental pedagogy, sight- reading/musicianship and instrumental music learning for ensembles of all ages and ability levels;• discover new applications for existing expertise; and• emphasize the commonality of the goals and techniques shared by music educators at all levels.Music Education Core CoursesStudents are required to take the following 17 semester credits.GMUS 600 Intro to Scholarship & Research Methods in Music Education (3 cr.)GMUS 601 Teaching and Learning (3 cr.)GMUS 608 Foundations of Music Education (3 cr.)GMUS 611 Perspectives in Music Theory (3 cr.)GMUS 612 Music History —or— GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.)GMUS 750 Musicianship and Ensemble (1 cr.)GMUS 890 Culminating Thesis/Project (1 cr.)Instrumental Concentration Course CriteriaStudentstake11requiredcreditsintheinstrumentaleldofconcentrationandveelectivecredits.Throughtherequiredconcentrationcourses,studentsexpandandrenetheinformationneeded to work successfully with instrumentalists of all ages. Elective courses offer students opportunitiestofurtherdeneandhonethebreadthanddepthoftheirexpertise.Required Instrumental Courses (11 cr.)GMUS570-592 AppliedPerformanceStudies(2cr.asspeciedbelow):• Private study; 12, 30-minute lessons on the major instrument, arranged with the instructor and determined in consultation with the director. (1 credit)• Private study; 12, 30-minute lessons on a secondary instrument, arranged with the instructor and determined in consultation with the director. (1 credit)

CAS Graduate Student Handbook and Course Catalog | 95GMUS 665 Instrumental Musicianship Pedagogy (3 cr.)GMUS 687 Advanced Instrumental Score Study and Literature (3 cr.) GMUS 690 Advanced Instrumental Conducting (3 cr.)Instrumental Elective CoursesChoose 5 credits from the following electives:GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.)GMUS 537 Latin American Music (2 cr.)GMUS 544-xx Topics in Music Education (with Advisor approval)GMUS 606 Realizing Diversity in Music Education (3 cr.)GMUS 651 Dalcroze Musicianship (3 cr.)GMUS 670 East Asian Music Cultures (3 cr.)GMUS 671 African Music Ensemble (2 cr.) Other courses considered for elective credit (with Advisor approval)Kodály Concentration CriteriaThe Master of Arts degree with concentration in Kodály music education features a broad range of theoretical courses balanced by requirements that apply to the general music teacher’s work with students of all ages using the Kodály approach. This developmentally sequential, active music-making approach emphasizes singing, artistry, literacy, authentic music materials, reective practice, and inquiry-based learning within a prepare-present-practice-assessinstructional model for teaching musical concepts and skills. In this program, students will:• sharpen performance skills necessary for achieving artistic ensemble and solo performance;• gain insights into historical and contemporary art and folk music and performance stylethroughanalyticalstudy,classicationandperformance;• improve musical competency and conducting skills;• broaden understanding of music history, theory, and literature;• gain pedagogical insights into developmentally appropriate, sequential music instruction using a spiral curriculum with children of all ages and ability levels;• discover new applications for existing expertise;• experience, explore, and create strategies for developing successful preparation, presentation, practice, and assessment experiences; and• articulate ways in which Kodály-inspired music teaching serves the common goals of the music education profession.Music Education Core CoursesStudents are required to take the following 16 semester credits.GMUS 600 Intro to Scholarship & Research Methods in Music Education (3 cr.)GMUS 601 Teaching and Learning (3 cr.)

96 | CAS Graduate Student Handbook and Course CatalogGMUS 608 Foundations of Music Education (3 cr.) GMUS 611 Perspectives in Music Theory (3 cr.)GMUS 612 Topics in Music History, Literature and Theory (3 cr.) —or— GMUS 536 Smithsonian Folkways World Music PedagogyGMUS 890 Culminating Thesis/Project (1 cr.)Kodály Concentration CoursesStudentstake15requiredcreditsintheKodályeldofconcentrationand5electivecredits.Throughtherequiredconcentrationcourses,studentsexpandandreneinformationneededto successfully use the Kodály-inspired teaching in their classrooms and rehearsals with children ofallages.Electivecoursesofferstudentsopportunitiestofurtherdeneandhonethebreadthand depth of their expertise.Required Kodály Courses (15 cr.)GMUS 651 Dalcroze Musicianship (3 cr.) GMUS 731 Orff Schulwerk I (3 cr.) GMUS 741 Kodály Level I (3 cr.)GMUS 742 Kodály Level II (3 cr.) Prerequisite: GMUS 741GMUS 743 Kodály Level III (3 cr.) Prerequisite: GMUS 741 and GMUS 742Kodály Elective CoursesChoose 2 credits from the following electives:GMUS 518 Teaching Choral Music (2 cr.) GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.)GMUS 537 Latin American Music (2 cr.)GMUS 544 Topics in Music Education with Advisor approvalGMUS 570-592 Performance Studies (1 cr.)GMUS 606 Realizing Diversity in Music Education (3 cr.)GMUS 670 East Asian Music Cultures (2 cr.)GMUS 671 African Music Ensemble (2 cr.) GMUS 676 Voice Fundamentals (2 cr.)GMUS 726 Intermediate Choral Conducting (2 cr.)Other courses considered for elective credit (with Advisor approval)Orff Schulwerk Concentration CriteriaThe Master of Arts degree with an Orff Schulwerk concentration features a broad range of theoretical courses balanced by requirements that apply to the general music teacher’s work with students of all ages using Orff Schulwerk. In the Orff approach, teachers create an environment in which children become active, creative participants in their musical education. They experience music through movement, song, speech, and instrument playing, which prepares them for music reading and writing. Independent musicianship is developed through a teaching process that includes imitation, exploration, improvisation, composition, and literacy.

CAS Graduate Student Handbook and Course Catalog | 97In this program, students will: • sharpen performance skill necessary for achieving artistic ensembles;• gain insights into historical and contemporary Orff ensemble literature through analytical study and orchestration;• improve musical competency;• broaden understanding of music history, theory, and literature;• examine pedagogical uses of Orff media to teach music concepts, develop musical ideas and skills, and facilitate ensemble performance with children of all ages and ability levels;• discover new applications for existing expertise;• experience and explore strategies for developing successful improvisation and composition experiences; and• articulate ways in which Orff Schulwerk serves the common goals of the music education profession.Music Education Core CoursesStudents are required to take the following 17 semester credits.GMUS 600 Intro to Scholarship & Research Methods in Music Education (3 cr.)GMUS 601 Teaching and Learning (3 cr.)GMUS 608 Foundations of Music Education (3 cr.) GMUS 611 Perspectives in Music Theory (3 cr.)GMUS 612 Topics in Music History, Literature and Theory (3 cr.) —or— GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.) GMUS 750 Musicianship (1 cr.)GMUS 890 Culminating Thesis/Project (1 cr.)Orff Schulwerk Concentration CoursesStudentstake11requiredcreditsintheOrffSchulwerkeldofconcentrationand5electivecredits. Through the required concentration courses, students expand and rene theinformation needed to successfully use the Orff Schulwerk approach with children of all ages. Electivecoursesofferstudentsopportunitiestofurtherdeneandhonethebreadthanddepthof their expertise.Required Orff Courses (11 cr.)GMUS 731 Orff Schulwerk I (3 cr.) GMUS 732 Orff Schulwerk II (3 cr.) GMUS 733 Orff Schulwerk III (3 cr.)GMUS 735 Curriculum Development (2 cr.) Prerequisite: GMUS 731

98 | CAS Graduate Student Handbook and Course CatalogOrff Schulwerk ElectivesChoose 5 credits from the following electives:GMUS 532 Orff Master Class (2 cr.)GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.)GMUS 537 Latin American Music (2 cr.)GMUS 544-xx Topics in Music Education with Advisor approvalGMUS 651 Dalcroze Musicianship (3 cr.)GMUS 652 Global Traditions in Choir (2 cr.)GMUS 671 African Music Ensemble (2 cr.) GMUS 741 Kodály Level I (3 cr.)Other courses considered for elective credit with Advisor approval. Diverse Perspectives Concentration CriteriaThe Diverse Perspectives concentration celebrates and explores all musical traditions and their attendant sociocultural and sociohistorical dimensions along with recognition of the people who create, perform, and listen to music. This program places a unique emphasis on matters of equity in music education including: identity, diversity, justice, and action leading to a more empathetic and socially just education. Practical application within individual teaching settings are examined and implemented.In this program, students will:• sharpen performance skills necessary for achieving artistic ensembles;• gain insights into social movements in music and music education through historical analysis and performance;• improve overall musical competency;• broaden understanding of music history, theory, and literature across a diverse range of music traditions and cultures;• discover new applications for existing areas of expertise;• articulate ways in which diversifying our dispositions and pedagogical practices contributes to students’ sense of belonging in music education;• develop practical teaching and learning tools to implement in one’s own setting;• articulate ways in which equity-minded music teaching serves the common good of the music education profession.Diverse Perspectives Concentration CoursesStudents take 16 required credits in the Diverse Perspectives concentration and 3 elective credits.Throughtherequiredconcentrationcourses,studentsexpandandreneinformationneeded to successfully craft equity-minded and socially just teaching and learning experiences in their classrooms and with students of all ages. Elective courses offer students opportunities tofurtherdeneandhonethebreadthanddepthoftheirexpertise.

CAS Graduate Student Handbook and Course Catalog | 99Diverse Perspectives Elective CoursesAny GPME courses are acceptable electives for this concentrationGMUS 537 Latin American Music (2 cr.)GMUS 652 Global Traditions in Choir (2 cr.)GMUS 653 Diverse Perspectives in Instrumental Ensembles (2 cr.)GMUS 671 African Music Ensemble (2 cr.)GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.)GMUS 606 Realizing Diversity in Music Education (3 cr.)GMUS 670 East Asian Music Cultures (2 cr.) Elective Credits (4); total Credits 33Piano Pedagogy ConcentrationThe Master of Arts degree with a concentration in piano pedagogy features a broad range of theoretical courses balanced by requirements that apply to piano teachers’ work with students of all ages and abilities. The program places emphasis on practical aspects of teaching elementary, intermediate and advanced students to develop their musicianship and technical skills.In this program, students will:• sharpen and improve personal competence in performance on the piano;• learn the principles of a healthy and effective technique and how to develop it in students;• broaden understanding of music history, theory, and historic piano performance practices;• develop a good working knowledge of literature forthe piano, as well as specicpiano teaching methods, sources, and editions available;• gain insights into individual learning styles and performance psychology;• gain pedagogical insights into the pedagogy of sight-reading, improvisation, keyboard theory, practicing, and expressive interpretation;• discover new applications for existing expertise;• expand organizational skills in areas of studio policy, goal-setting, and curriculum development; and• discover the commonality of the goals and techniques shared by all music educators.• performance skills necessary for achieving artistic ensembles.Music Education Core CoursesStudents are required to take the following 14 semester credits.GMUS 600 Intro to Scholarship & Research Methods in Music Education (3 cr.)GMUS 601 Teaching and Learning (3 cr.)GMUS 608 Foundations of Music Education (3 cr.) GMUS 611 Perspectives in Music Theory (3 cr.)GMUS 750 Musicianship (1 cr.)GMUS 890 Culminating Thesis/Project (1 cr.)

100 | CAS Graduate Student Handbook and Course CatalogPiano Pedagogy Concentration CoursesStudents take 13 required credits in the piano pedagogy eld of concentration and 6electivecredits.Throughtherequiredconcentrationcourses,studentsexpandandrenetheinformation needed to work successfully with pianists of all ages. Elective courses offer students opportunitiestofurtherdeneandhonethebreadthanddepthoftheirexpertise.Required Piano Pedagogy Courses (13 cr.)GMUS 571 Advanced Applied Piano Studies (1 cr.) Offered every semester. Three semesters required.Private study; 12, 50-minute lessons arranged with the instructor GMUS 619 Keyboard Literature (3 cr.)GMUS 771 Elementary Materials and Teaching Techniques (3 cr.) GMUS 772 Intermediate Materials and Teaching Techniques (3 cr.) GMUS 800 Supervised Teaching (1 cr.)Piano Pedagogy Elective CoursesChoose 6 credits from the following electives:GMUS 536 Smithsonian Folkways World Music Pedagogy (3 cr.)GMUS 544-xx Topics in Music Education (with Advisor approval)GMUS 571 Advance Applied Piano Studies (1 cr.) Offered every semester. Must take two semesters.GMUS 615 Performance Practices (3 cr.)Private study; 12, 50-minute lessons arranged with the instructor (1 cr.)GMUS 606 Realizing Diversity in Music Education (3 cr.)GMUS 615 Performance Practices (3 cr.)GMUS 773 Advanced Teaching Techniques (3 cr.)GMUS 800 Supervised Teaching (1 cr.: additional semester) Other courses considered for elective credit (with Advisor approval)Other Piano Pedagogy RequirementsPiano Recital• Length–minimum of 30 minutes• Content–a portion of the recital may be an artistic performance of intermediate repertoire• When–at the completion of required piano studies; student must be taking lessons during or immediately before the semester the recital is given.• Prerequisite–Student must satisfactorily perform the entire recital in a hearing for the piano faculty no later than one month before the planned recital date.Graduate Certicate in Piano PedagogyTheCerticateinPianoPedagogyisaprogramdesignedforprofessionalteachersandthosewishing to enter the profession who would like to formally pursue studies in piano pedagogy, butwhodonotwishtoattainagraduatedegree.Certicatestudentswillreceiveacademiccredit through the Graduate Programs in Music Education as non-degree students.

CAS Graduate Student Handbook and Course Catalog | 101EligibilityThosewhowishtoworktowardthecerticatemaydosoregardlessofacademicbackgroundorteachingexperience;however,itisassumedthatstudentswillhavesufcientbackgroundin piano study and preferably some teaching experience. An application, interview, and (when appropriate)academictranscriptswilldetermineeligibilityforthecerticate.Therearecertainrequirements for those who do not have an undergraduate degree in music.Students without a Baccalaureate Degree in MusicThose students wishing to enter the certicate program who have not completed abaccalaureate degree in music will have as a prerequisite the successful completion of either the Elementary Materials and Teaching Techniques or the Intermediate Materials andTeachingTechniquescoursebeforebeingacceptedintothecerticateprogram.Students without College Music History or Theory CoursesStudents must complete at least one college semester of music theory and one college semester of music history. These may be taken from any college offering these undergraduate courses, and may be taken at any time, but must be completed before the certicatecanbeawarded.Itishighlyrecommended,however,thatstudentstakethemas soon as possible, as the knowledge gained will provide an important background for other courses in the program.Piano Pedagogy Certicate RequirementsTofulllrequirementsofthecerticatestudentswill:• choosevepianopedagogyconcentrationcourses.• two pedagogy methods courses required, of which Elementary Materials and Teaching Techniques (GMUS 771) must be one.• a minimum of three semesters of piano lessons (GMUS 571).• twelve 50-minute lessons per semester.• one semester of Supervised Teaching (GMUS 800).Recitals. Students are not required but are encouraged to perform in a recital. Students must be enrolledasdegreeornondegreegraduatestudentsforcoursestoapplytowardthecerticate.Piano Pedagogy CoursesThe following courses are offered as part of both the Master of Arts in Music Education and theCerticateinPianoPedagogy.Studentsfrombothprogramswillparticipateinthecoursestogether,andwillbeexpectedtofulllthesamerequirementsineachcourse.GMUS 571 Applied Piano Studies, 1 cr. Twelve 50-minute individual lessons.GMUS 613 Theory for Pianists, 3 cr.GMUS 615 Performance Practices, 3 cr.GMUS 619 Keyboard Literature, 3 cr.GMUS 771 Elementary Materials and Teaching Techniques, 3 cr.

102 | CAS Graduate Student Handbook and Course CatalogGMUS 772 Intermediate Materials and Teaching Techniques, 3 cr.GMUS 773 Advanced Teaching Techniques, 3 cr.GMUS 800 Supervised Teaching, 2 cr.Certicate in Teaching World MusicThe University of St. Thomas offers high-quality continuing education opportunities for music educators who wish to teach world music in the schools. These experiences will give you new ideas that will support and revitalize teaching. These experiences may count toward the CerticateinTeachingWorldMusicortheexistingMasterofArtsinMusicEducationdegree.PurposeTheCerticateinTeachingWorldMusicisaprogramdesignedforprofessionalteachersandthose wishing to enter the profession who would like to formally pursue studies in world music pedagogy,butwhodonotwishtoattainagraduatedegree.Certicatestudentswillreceiveacademic credit through the Graduate Programs in Music Education as both degree and nondegree students.EligibilityThosewhowishtoworktowardthecerticatemaydosoregardlessofacademicbackgroundorteachingexperience;howeveritisassumedthatstudentswillhavesufcientbackgroundin musical study (at least an undergraduate degree in music) and preferably some teaching experience. An application, interview, and (when appropriate) academic transcripts will determineeligibilityforthecerticate.Teaching World Music Certicate RequirementsTofulllrequirementsofthecerticatestudentswill:• take six required courses (13 credits)• select elective courses (4 credits) in consultation with the Director of Graduate Programs in Music Education• complete a Teaching World Music Capstone (1 credit)• Students must be enrolled as degree or nondegree graduate students for courses to apply towardthecerticate.Teaching World Music CoursesThe following courses are offered as part of both the Master of Arts in Music Education and theCerticateinTeachingWorldMusic.Studentsfrombothprogramswillparticipateinthecoursestogether,andwillbeexpectedtofulllthesamerequirementsineachcourse.GMUS536SmithsonianFolkwaysCerticateCourseinWorldMusicPedagogy,3cr.GMUS 537 Latin American Music, 2 cr.GMUS 606 Realizing Diversity in Music Education (3 cr.)GMUS 670 East Asian Music Cultures (2 cr.)GMUS 671 African Music Ensemble, 2 cr.GMUS 538 Teaching World Music Capstone, 1 cr.

CAS Graduate Student Handbook and Course Catalog | 103WorldMusicCerticateElectiveCourses,3cr.GMUS 652 Global Traditions in Choir, 2 cr.GMUS 611 Perspectives in Music Theory, 3 cr.GMUS 651 Dalcroze Musicianship, 3 cr.GMUS 653 Diverse Perspectives: Instrumental Ensembles, 2 cr.GMUS 731 Orff Schulwerk Level I, 3 cr. GMUS 741 Kodály Level I, 3 cr.Additional courses with consent of Program Director.Doctorate in Educational Leadership and Learning with a Concentration in Music EducationIn its 28th year, the Doctorate in Leadership is a distinctive program that prides itself on artfully weavingtheorywithreal-lifeapplication.Here,youareimmersedinthereectivepracticeofleadership with your fellow cohort members and are able to apply everything you learn – from academic research ndings to brainstorms with classmates – to your organization’s criticalissues and challenging situations. CourseworkThe Doctorate in Leadership program is built on four areas of coursework: core, research, collateral and dissertation. Courses focus on the ideas and issues central to leadership over a three-year period, and students attend core courses with their cohort. Students may concurrently take collateral and research courses, which are offered one evening a week and include online components.CreditsThe Doctorate in Educational Leadership and Learning degree consists of 66 total credits that encompass core courses, research, electives and dissertation.Core Courses (18 Credits)EDLD 910 Leaders and Organizations: Multidisciplinary Perspectives 1 EDLD 911 Leaders and Organizations: Multidisciplinary Perspectives 2 EDLD 912 Critical Issues in Their Political, Social and Economic ContextsEDLD 913 Power, Freedom and ChangeEDLD 914 Ethical Dimensions of Leadership EDLD 915 Leadership Narrative SeminarResearch Courses (9 Credits)EDLD 902 Survey ResearchEDLD 904 Qualitative Methods of Research and Evaluation EDLD 905 Analysis of Qualitative DataConcentration in Music Education Courses (15 Credits)GMUS 601 Teaching and Learning in Music Education GMUS 608 Foundations of Music EducationGMUS 840 Philosophical Foundations and Aesthetics in Arts Education GMUS 841 Curriculum Development in Arts EducationGMUS 842 Psychological Foundations of Arts Education

104 | CAS Graduate Student Handbook and Course CatalogCollateral (9 Credits)Each student, working with faculty, will outline a program of concentrated study with courses from education and other university offerings, including business communication, business administration, international management, computer software design, counseling psychology, social work or divinity.Dissertation (15 Credits)This major paper demonstrates the doctoral student’s ability to research an important question ineducation,andtopresentandinterpretthendingsinclearandlogicalwrittenform.Thedissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee.External RelationshipsLocalAfliatesKodály Chapter of Minnesota Minnesota Music Educators Association The Minnesota OperaMinnesota Orchestra Minnesota OrffMinnesota Youth SymphoniesRegionalAfliatesMusic Theory Midwest Shell Lake Arts CenterWisconsin Music Educators Association Wisconsin School Music AssociationNationalAfliatesAmerican Choral Directors Association American College of Musicians American Orff Schulwerk AssociationCollege Band Directors National Assocation Dalcroze Society of AmericaEnsembleThe International Association for Jazz Education MENC: The National Association for Music Education Music Teachers National AssociationOrganization of American Kodály Educators The Society for Music TheoryJournals and PublicationsChoral JournalKodály Envoy Music and Meaning The Orff EchoResearch and Issues in Music Education Reverberations

CAS Graduate Student Handbook and Course Catalog | 105GRADUATE MUSIC EDUCATIONCOURSE CATALOG GMUS 504 Special Topic Research (1, 2, or 3 cr.)This course enables students to undertake additional research on topics chosen in consultation with, and with the permission of, the Director of Graduate Studies. Number of credits will be determined on the basis of the project.GMUS 518 Teaching Choral Music, 2 cr.This course is designed for elementary and middle school choral teachers who hope to teach musical skills and concepts while teaching choral repertoire to their ensembles. Topics covered include” pedagogical analysis of choral pieces, techniques for teaching melodic, rhythmic, and formal elements while teaching choral repertoire, daily lesson planning, and short-term and long-term rehearsal planning. Students will actively participate using appropriate repertoire from a choral packet.Additional course fee: $40.GMUS 532 Orff Master Class, 2 cr.For the experienced Orff teacher. Topics will vary.GMUS536 SmithsonianFolkwaysCerticateCourseinWorldMusicPedagogy,3cr.Audio, video, print, electronic, and human resources will be sampled in this intensive course, with the aim of learning as well as developing an understanding of ways to teach music of the world’s cultures. Attention will be given to learning culture through songs, movement and dance experiences, instrumental music, and contextualized cultural components. Participants will be guided through recordings and curricular materials from the Smithsonian Folkways archives thatttheneedsofstudentsinknowingmusic(andknowingculturethroughmusic).Musicalexperiences will be tailored for use at various levels, including in classes for children, youth, and adults in university and community settings, with occasional small group sessions to decipher and discuss applications for particular teaching contexts and aims. Enrolled participants will join together to share particular means of teaching world music, and will receive documentation fromtheSmithsonianInstitutionthatcertiestheirspecializedstudyinWorldMusicPedagogy.GMUS 537 Latin American Music, 2 cr.Participants will be guided through musical experiences that cover selected musical cultures and genres from throughout Latin America including but not limited to: Puerto Rican plena, Mexican son Jarocho, Dominican merengue, and Brazilian samba. This hands-on workshop is appropriate for vocal and instrumental educators who teach at the elementary, middle, or high school level.

106 | CAS Graduate Student Handbook and Course CatalogGMUS 544-xx Topics in Music Education, 1 or 2 cr.Topics vary. Examples follow.GMUS 544-xx Group Piano Pedagogy, 1 cr.This introductory course is designed to prepare piano teachers and classroom music instructors to teach piano to students in a group setting. It will emphasize repertoire, musicianship skills, and creative activities for beginning and intermediate children and adults. Topics will include logistical issues of setting up a keyboard lab or class piano studio, philosophies and learning theories concerning group teaching, curriculum development and lesson planning, a survey of methods and materials for a variety of learning styles, the use of technology, group management skills and resources for further learning. GMUS 558 Solo & Small Ensemble Literature, 1 cr.Opportunityfor instrumental music educatorsto reviewand study standardand signicantsolo and small ensemble literature. Examination, analysis, and listening to important solo works for all instruments and a variety of small ensembles. Emphasis will be on a review of literature for all levels of solo small ensemble playing., pedagogical techniques, and resources.GMUS 570-92 Applied Performance Studies, 1 cr.Twelve 50-minute individual lessons: 1 cr.; Twelve 30-minute individual lessons: 1 cr. Arrange private lessons with the instructor before registering. Specify the instructor and duration of lessons on the course registration form.GMUS 570 Harpsichord GMUS 571 Piano GMUS 572 Lute GMUS 573 Recorder GMUS 574 Voice GMUS 575 Organ GMUS 576 Flute GMUS 577 Oboe GMUS 578 Clarinet GMUS 579 Bassoon GMUS 580 Saxophone GMUS 581 Trumpet GMUS 582 French HornGMUS 583 TromboneGMUS 584 EuphoniumGMUS 585 TubaGMUS 586 PercussionGMUS 587 ViolinGMUS 588 ViolaGMUS 589 CelloGMUS 590 Double BassGMUS 591 GuitarGMUS 592 HarpGMUS 593 Composition

CAS Graduate Student Handbook and Course Catalog | 107GMUS 600 Introduction to Scholarship and Research Methods, 3 cr.This course will guide students toward: comprehending research articles and methodologies that they will encounter over the course of their careers; building skills in working with library resources, database and other bibliographic materials; developing skills generally in academic writing. GMUS 601 Teaching and Learning, 3 cr.Comprehensive overview of learning theories, instructional theories, and implications for the teaching of music to children in grades K-12. Applications of principles and concepts inherent in these theories to the teaching and learning of music.GMUS 606 Realizing Diversity in Music Education, 3 cr.This course is designed to introduce the four domains of social justice in education: identity, diversity, justice, and action. Considerations of engendering empathy, developing a critical consciousness, and crafting a more socially just education are central to the seminar. As a result of the course, students will: develop a working understanding and focabulary of the social movements in education leading to the current state of diversity; draft a refurbished approach toselectingrepertoirethatisbasedonareectiveandinclusivedenitionofqualityandcreatemeaningful teaching and learning experiences that embody the underlying tenets of identity, diversity, justice, and action.GMUS 608 Foundations in Music Education, 3 cr.Consideration of cultural, philosophical, and historical contexts of music education through reading assignments and student presentations.GMUS 611 Perspectives in Music Theory, 3 cr.Creative construction of conceptual frameworks that blend traditional analytical techniques with recent trends in music theory scholarship. Development of methodology for the perceptual andreectivestudyofmusicalprocesses,style,andmeaning.Criticallistening,scorereading,composing, and writing about music. GMUS 612 Topics in Music History, Literature and Theory, 3 cr.This course explores the history and ideas surrounding American song, from works performed by voice as well as instrumental versions of songs. Topics covered will include 19th c. song, Sousa and his inuence, Irving Berlin, Blues, Jazz, Chuck Berry and Rock, Musical Theater,Country Music, Women’s Voices in Music and Ragtime. GMUS 613 Advanced Theory for Pianists, 3 cr.Study of theory literature from the beginning of the 18th century to the present.GMUS 615 Performance Practices, 3 cr.In-depth study of performance practices associated with stylistic interpretation of piano music from the 18th century to the present, including issues of phrasing, articulation, rhythm and tempo, dynamics, pedaling, and ornamentation correlated with the evolution of the instrument.

108 | CAS Graduate Student Handbook and Course CatalogGMUS 619 Keyboard Literature, 3 cr.Study of keyboard literature from the beginning of the 18th century to the present.GMUS 651 Dalcroze Musicianship, 3 cr.Musicianship development based on the Dalcroze approach. Study of eurhythmics (training the body in rhythm and dynamics), solfege (training the ear, eye and voice in pitch, melody andharmonyusingxed-do),improvisation(combiningeurhythmics and solfegeaccordingto the students’ own invention – in movement, with the voice, on an instrument) and methods (application tools for the classroom and studio).GMUS 652 Global Traditions for Choirs, 2 cr.Participants will experience singing and choral traditions from a wide variety of musical cultures. Emphasis will be placed on musical characteristics and healthy vocal techniques to achieve particularculturallyspecictimbresandstyles.Themusicwillhailfromavarietyofcountriesincluding (but not limited to) Bulgaria, Macedonia, Tahiti, Ghana and Tanzania. This course is appropriate for singers and choral directors with a particular focus on upper elementary through secondary choral settings.GMUS 653 Diverse Perspectives: Instrumental Ensembles, 2 cr.Diverse musics and experiences are often misrepresented in the instrumental music ensemble due to the lack of resources available to educators as well as the problems connected to the authenticity of the existing repertoire and arrangements. This course will explore the theoretical perspectives and practical approaches that can help music educators develop a more inclusive instrumental music program. The course will offer students the opportunity to discover and contemplate original music for bands and orchestras from all over the world. In addition, experiences with different types of instrumental ensembles will be provided. The goal of the course is to help music educators consider how an inclusive approach to instrumental pedagogy can enrich and expand the opportunities provided by performing and rehearsing diverse musics.GMUS 665 Instrumental Musicianship Pedagogy, 3 cr.Examination of issues related to teaching instrumental music such as the application of music learning theory to instrumental rehearsals for all levels, comprehensive musicianship, pedagogical development of the ensemble, demonstrated rehearsal techniques, long-term and short-term lesson planning, and literature review.GMUS 670 East Asian Music Cultures, 2 cr.This course explores traditional and contemporary music as a social and communal activity within multiple Asian cultures including: Japan, China, and Korea. It employs an anthropological and ethnomusicological approach that analyzes music in cultural context rather than solely as an object of art. Pedagogical strategies and curricular innovations will be developed with attention to avoiding appropriation and othering while aiming toward equity with a more socially just music education. Additionally, each student will select an additional music culture within East Asia to study across the semester. This course is designed to enable graduate music students to increase their understanding of diverse music cultures. The listening, research, and curriculum development skills and knowledge acquired will provide a foundation to become more critical and discerning music educators.

CAS Graduate Student Handbook and Course Catalog | 109GMUS 671 African Music Ensemble, 2 cr.Study of traditional African music (Ghanaian culture) through music performance. Performance of chants, songs, music for social and festive occasions, and other vocal and instrumental examples selected from a variety of styles.All instruments provided, except ute and CD’swhich can be purchased in class.GMUS 672 Teaching Gospel Music, 1 cr.Participants in this course will explore music from the black gospel traditions and its context within an historical overview of African American music. Students will learn to produce vocal timbres and style nuances appropriate for this music as strategies for arranging, teaching, and learning gospel music.GMUS 673 Choral Literature and Analysis I, 2 cr.Study of choral literature representing the Classic, Romantic, and Twentieth Century style periods. Survey of historical and style evolution of major choral genres and analysis of representative works for each era.Additional course fee: $30.GMUS 674 Choral Literature and Analysis, 2 cr.Study of choral literature representing the Classic, Romantic, and Twentieth Century style periods. Survey of historical and style evolution of major choral genres and analysis of representative works for each era.Additional course fee: $30.GMUS 676 Voice Fundamentals, 2 cr.Practical training for working with PreK-adult voices of all ranges, while preserving and protecting your voice and your students’ voices for long- term use. Examination of literature and practice of appropriate techniques that foster vocal health. Various teaching approaches fromscientictoempiricalarepresentedanddiscussed. GMUS 687 Advanced Instrumental Score Study and Literature, 3 cr.Designed for the experienced conductor interested in deepening skills in practical score analysis. Primary attention to addressing performance problems in the score through rehearsal preparations and physical conducting technique. Literature appropriate to class membership is selected for use in the course. Prerequisite for GMUS 690 Advanced Instrumental Conducting.GMUS 690 Advanced Instrumental Conducting, 3 cr.Intensive laboratory seminar of conducting concepts and mechanics. Instruction in advanced score analysis as it relates to physical gesture and rehearsal/performance application, stylistic interpretation, rehearsal pacing, and podium communication. Daily opportunity to conduct an instrumental ensemble during the second week of the course. Prerequisite: GMUS 687 Advanced Instrumental Score Study & Literature. Additional course fee: $45.

110 | CAS Graduate Student Handbook and Course CatalogGMUS 726 Intermediate Choral Conducting, 2 cr.Designed for the intermediate choral conductor. Laboratory course with in- depth study of conducting gesture and its effect on choral sound. Individual lessons in the choral lab setting constitute a major component of this course. Score study, rehearsal techniques, and performance practice issues. Additional course fee: $45.GMUS 727 Advanced Choral Conducting, 2 cr.For the advanced choral conductor. Laboratory course with in-depth study of conducting gesture and its effect on choral sound. Individual lessons in the choral lab setting constitute a major component of this course. Challenging SATB and treble choir pieces and choral/orchestral repertoire. Score study, rehearsal techniques, and performance practice issues.Prerequisite: GMUS 726 Intermediate Choral Conducting. Additional course fee: $45.GMUS 728 Advanced Choral Conducting Lab, 1 cr.During this course, advanced choral conducting students will extend their skills by choosing, analyzing, teaching, rehearsing and conducting a choral octavo in a conducting lab setting.Prerequisite: Advanced Choral Conducting (GMUS 727) Additional course fee: $45. GMUS 731 Orff Schulwerk Level I, 3 cr.Basic Orff elemental musicianship, including study of pentatonic melodies, ostinati, bordun accompaniments, and elemental forms; soprano recorder technique; classroom application, technique, and improvisation; basic movement skills and classroom application, and folkdance.GMUS 732 Orff Schulwerk Level II, 3 cr.Study of pentatonic, diatonic and modal melodies; melodic ostinato, bordun, and shifting chord accompaniments; irregular and changing meters; alto recorder and classroom applications and improvisation; sequential teaching of dance forms and folk dances. Prerequisite: GMUS 731 or equivalent.GMUS 733 Orff Schulwerk Level III, 3 cr.Improvisation in diatonic modes, asymmetric meters, and harmonic accompaniments; ensemble performance of all recorder voices; choreography and improvisation relative to movement and music. Prerequisite: GMUS 732 or consent of Orff director. GMUS 735 Orff Curriculum Development, 2 cr.Classroom application of basic Orff vocabulary, theory, sequential skills, and concepts to the classroom. Implementation of typical Orff activities in learning experiences designed for elementary students. In-depth objectives for each grade; development of supporting teaching strategies, and lesson plans; skills and concepts curriculum grid. Emphasis on application of studies through small-group and peer teaching. Prerequisite: Orff Levels I and II from any AOSA approved course.GMUS 741 Kodály Level I, 3 cr.KodályLevelIstudiesinmusicianshipandchoralensemble;materials,analysis,classication&retrieval systems; and curriculum, pedagogy and instructional techniques. Emphasis is placed on teaching grades K and 1. Additional course fee: $45.

CAS Graduate Student Handbook and Course Catalog | 111GMUS 742 Kodály Level II, 3 cr.KodályLevelIIstudiesinmusicianshipandchoralensemble;materials,analysis,classication& retrieval systems; and curriculum, pedagogy & instructional techniques. Emphasis is placed on teaching grades 2 and 3. Prerequisite: Kodály Level I (MUS 741 or GMUS 750, GMUS 751, and GMUS 753) or equivalent.Additional course fee: $45GMUS 743 Kodály Level III, 3 cr.KodályLevelIIIstudiesinmusicianshipandchoralensemble;materials,analysis,classicationand retrieval systems; and curriculum, pedagogy & instructional techniques. Emphasis is placed on teaching grades 4 and 5. Prerequisite: Kodály Level II (MUS 742 or GMUS 753, GMUS 754, and GMUS 755) or equivalent.Additional course fee: $45.GMUS 750 Musicianship, 1 cr.Studies in musicianship, including systematic sight-reading, aural transcription, and analytical skill development. This course is required for all Master of Arts students. GMUS 773 Intermediate to Advanced Piano Pedagogy, 3 cr.Topics will include those that are applicable to all student as well as, addressing the issues that arespecictotheadvancingstudent.Subjectsinclude:planningrepertoirethattakesstudentsfrom the intermediate level to the advanced level; developing advanced technique; how to devisepracticestrategiestosolve specictechnical problems;howtorecognizeandavoidphysical injuries; performance anxiety; interpretation and analysis; history of piano pedagogy and current pedagogical theory; how to practice; memorizing and preparation for performance.GMUS 800 Supervised Teaching, 1 cr.Faculty direction and observation of each student’s teaching. Students will videotape their own piano students for the basis of the class. Prerequisite: completion of pedagogy courses. GMUS 840 Philosophical Foundations and Aesthetics in Arts Education, 3 cr. Applicationofphilosophical theoryto practicalissues andproblemsfacing theeldof artseducation. One of the primary goals of the course is the development of a personal philosophy of arts education. Topics include art and feeling, the creative process, aesthetic meaning, aesthetic experience, musical meaning and experiences in arts education. Please note that the primary artistic area explored will be music.GMUS 841 Curriculum Development in Music Education, 3 cr.Curriculum development and evaluation in music education raises fundamental questions about the purposes and characteristics of music programs in school settings. Curriculum as a eldofstudyoftendrawsuponcloselyrelatedfoundationaldisciplines-history,philosophy,psychology, sociology, and educational policy studies - to examine what is taught and learned in music classrooms. We will also draw upon these elds to understand contemporarycurriculum theory and practice, as well as to examine educational policies and their impact on music programs, particularly in this climate of school reform. Students will analyze and critique available curricular models and design comprehensive programs to foster students’ musical growth. Please note that the primary artistic area explored will be music.

112 | CAS Graduate Student Handbook and Course CatalogGMUS 842 Psychological Foundations of Music Education, 3 cr.This course explores the cognitive foundations of music. The course will examine the full range of physical, psychophysical and cognitive mechanisms that lead to musical experience. The course begins with the physics of musical instruments and the physical qualities of musical pitch. This leads to the psychophysics of hearing and why some sounds are experienced as consonant and others as dissonant. The course will then turn to perceptual organization and develop the sense in which music is an emergent phenomenon. Finally, we examine the structures in working memory that allow individual pitch events to be organized into musical expressions. Along the way, we will look at the general principles that govern the structure of music and also investigate the extent to which other species understand and hear music as music. The course will also include a deep analysis of musical expectancy in terms of fractal structure and dynamic systems.GMUS 890 M.A. Project, 1 cr.Graduate Music Education FacultyRequiredforallstudentscompletingnalprojectorthesisworkandlingforgraduation.GMUS 890-01 Dr. Karen Howard GMUS 890-03 Dr. Bruce Gleason GMUS 890-05 Dr. Vanessa Cornett-Murtada GMUS 890-07 Dr. Doug Orzolek GMUS 890-09GMUS 890-11 Dr. Shersten Johnson GMUS 890-13 Dr. Sarah Schmalenberger

CAS Graduate Student Handbook and Course Catalog | 113GRADUATE PROGRAMS IN SPANISHUniversity of St. ThomasGraduate Programs in SpanishMail # OEC 320-C2115 Summit AvenueSt. Paul, MN 55105-1096 Graduate Director: Dr. Juli Krolljakroll@stthomas.eduGraduate Program Manager: 651.962.5293Web: https://cas.stthomas.edu/degrees-programs/graduate/spanish/index.htmlFaculty Listing: https://cas.stthomas.edu/departments/faculty/a-z/index.html?department=Modern%20and%20Classical%20Languages#_ga=2.267112270.1923656844.1674232753-1289577491.1673981240Apply online: https://www.stthomas.edu/application/index.html#_ga=2.54777643.1271048516.1617637242-729359069.1611099774Master of Arts in Spanish Mission StatementThe Master of Arts degree in Spanish at the University of St. Thomas provides students with in-depth understanding of one or more of the following: Hispanic Cultures, Literatures and Linguistics; Spanish Teaching and Language Pedagogy; and Spanish for the Professions. Customizable according to student needs, the M.A. in Spanish offers a solid foundation in the intellectual and cultural history of Latin America, Spain, and the U.S. with training in Hispanic linguistics,languagepedagogy,andSpanishforawiderangeofprofessions.Weofferaexibleprogram that students design in consultation with their graduate advisor, accessible course delivery with evening and summer courses, and traditional, hybrid, and online course formats. The M.A. in Spanish prepares students for a variety of careers including college-level teaching; bilingualworkineldssuchaseducation,business,law,governmentandsocialservices,socialwork, and medical professions; and continued study at the doctoral level.

114 | CAS Graduate Student Handbook and Course CatalogGraduate Certicate in Hispanic Cultures, Literature and Linguistics Mission StatementThe Graduate Certicate program in Hispanic Cultures, Literature, and Linguistics at theUniversity of St. Thomas prepares its students for the intercultural and linguistic demands of the Spanish-speaking professional world. Students who complete the Graduate Certicatewill develop their verbal and written ability in Spanish, engage with the vivid intellectual and cultural history of Latin America, Spain, and the U.S., and learn about Hispanic linguistics and languagepedagogy.Theseskillswillhelpourstudentsprepareforvariousprofessionaleldsand become compassionate global citizens.Deadlines for Online Application and Receipt of All Required Materials1. A completed application (online) to the Director of Graduate Studies in Spanish2. A bachelor’s degree from an accredited college or university with an overall GPA of3.0orbetter.OfcialsealedandstampedtranscriptsmaybesentdirectlytotheDirector of Graduate Studies in Spanish.3. AminimumofveundergraduateSpanishcoursesbeyondthesecond-yearlevelwitha grade of “B” or better.4. Threecondentiallettersofrecommendation.Itisimperativethatyourlettersaddressyour relevant academic abilities and achievements, and ideally at least two of your letters should be written by your former professors. Recommenders should submit the letters via a secure link that they will receive via e-mail from St. Thomas.5. A writing sample, in Spanish, of literary, cultural, or linguistic analysis. This 7-15 page, double-spaced paper (one-inch margins) should be a close, analytical reading of a text, a cultural phenomenon, or a linguistic phenomenon rather than a broad overview ofatopic.Youmayconsiderrevisingapreviouspapertoreectyourcurrentwritingand analytical abilities. Please include any research references in a bibliography. This paper can be sent as an e-mail attachment to the Director of Graduate Studies in Spanish.Program Requirements for the Graduate Certicate in Hispanic Cultures, Literature, and LinguisticsProgram Requirements: 18 credits distributed as follows:*Required: Foundational course: GSPA 510 Topics in World Languages Teaching (3 cr.)Plus: An additional 15 credits distributed as follows:At least one course (three credits) in each of the following areas:Hispanic Culture and Civilization- GSPA 515 Hispanic Cinema Studies- GSPA 523 Hispanic Visual Culture and Literature- GSPA 524 Hispanics in Minnesota and the U.S.- GSPA 530 Exile and Migration in Contemporary Spain

CAS Graduate Student Handbook and Course Catalog | 115Hispanic Literature- GSPA 512 Chicano and U.S. Latino Literature(s) and Culture(s)- GSPA 522 Mexican Literature and Society- GSPA 525 Caribbean Literature and Cultures- GSPA 540 Topics in Hispanic Culture and Literature Hispanic Linguistics- GSPA 517 Spanish Phonetics and Phonology for Teachers - GSPA 519 Spanish Sociolinguistics- GSPA 550 Topics in Hispanic LinguisticsAn additional three (3) credits may be distributed between any of the remaining Hispanic Culture and Civilization, Hispanic Literature, and Hispanic Linguistics courses AND the following area:Spanish for the Professions- GSPA 518 Spanish Translation Workshop (3 cr.)- GSPA 541 Topics in Spanish for the Professions (3 cr.)- GSPA 620 Advanced Spanish Professional Writing (3 cr.)Finally, students will complete a required capstone course: SPAN 698 Independent Project (integrative activity) (3 cr.)In the case of a course that is cross-listed for graduate and undergraduate credit, graduate students will be held to a higher academic standard than undergraduate students, with a higher level of academic rigor expected of graduate students. Further, students may not repeat a cross-listed course for graduate credit if the class has already been taken for undergraduate credit at the University of St. Thomas. Exceptions: The topics courses GSPA 540 Topics in Hispanic Culture and Literature and GSPA 550 Topics in Hispanic Linguistics may be taken for credit more than once with different topics at the graduate level. Admission RequirementsDeadlines for Online Application and Receipt of All Required Materials:1. A completed application (online) to the Director of Graduate Studies in Spanish2. A bachelor’s degree from an accredited college or university with an overall GPA of3.0orbetter.OfcialsealedandstampedtranscriptsmaybesentdirectlytotheDirector of Graduate Studies in Spanish.3. AminimumofveundergraduateSpanishcoursesbeyondthesecond-yearlevelwith a grade of “B” or better.4. Three condential letters of recommendation. It is imperative that your lettersaddress your relevant academic abilities and achievements, and ideally at least two of your letters should be written by your former professors. Recommenders should submit the letters via a secure link that they will receive via e-mail from St. Thomas.5. A writing sample, in Spanish, of literary, cultural, or linguistic analysis. This 7-15 page, double-spaced paper (one-inch margins) should be a close, analytical reading of a text, a cultural phenomenon, or a linguistic phenomenon rather than

116 | CAS Graduate Student Handbook and Course Catalogabroadoverviewofatopic.Youmayconsiderrevisingapreviouspapertoreectyour current writing and analytical abilities. Please include any research references in a bibliography. This paper can be sent as an e-mail attachment to the Director of Graduate Studies in Spanish.Program Requirements for the M.A. in Spanish 30 credits distributed as follows:Required: At least one course (three credits) in each of the following areas:Hispanic Culture and Civilization- GSPA 515 Hispanic Cinema Studies (3 cr.)- GSPA 523 Hispanic Visual Culture and Literature (3 cr.) - GSPA 524 Hispanics in Minnesota and the U.S. (3 cr.)- GSPA 530 Exile and Migration in Contemporary Spain (3 cr.)Hispanic Literature- GSPA 512 Chicano and U.S. Latino Literature(s) and Culture(s) (3 cr.)- GSPA 522 Mexican Literature and Society (3 cr.)- GSPA 525 Caribbean Literature and Cultures (3 cr.)- GSPA 540 Topics in Hispanic Culture and Literature (3 cr.)Hispanic Linguistics and World Languages Teaching- GSPA 510 Topics in World Languages Teaching (3 cr.)- GSPA 517 Spanish Phonetics and Phonology for Teachers (3 cr.)- GSPA 519 Spanish Sociolinguistics (3 cr.)- GSPA 550 Topics in Hispanic Linguistics (3 cr.)PLUS: Six additional courses (18 credits) chosen from the above areas and the following area, in consultation with the graduate advisor: Spanish for the Professions- GSPA 518 Spanish Translation Workshop (3 cr.)- GSPA 541 Topics in Spanish for the Professions (3 cr.)- GSPA 620 Advanced Spanish Professional Writing (3 cr.)CapstoneStudents will complete a capstone course: GSPA 699 – Master’s Project (3 cr.)More information: https://www.stthomas.edu/mcl/graduate. Graduate Academic Expectations Statement The goal of the University of St. Thomas graduate Spanish programs is to deepen and broaden your linguistic skills, sharpen your intellectual ability, and increase your knowledge of Hispanic cultures, literature and linguistics, and Spanish for the Professions. While in the program, you may take a number of courses in periods or thematic areas new to you. As most of our graduate seminars are topic-driven, it is expected that you will work as an independent researcher develop a greater comfort level within the area of study.

CAS Graduate Student Handbook and Course Catalog | 117Our graduate classes are conducted in a seminar format with a limited number of students. In each you should expect: • an intensive amount of reading • an intensive amount of discussion • an extensive amount of time devoted to research • some formal presentations to the class • an intensive amount of writing. Regular attendance and informed participation is mandatory in all courses. Participants are expected to have completed the assigned readings/homework and arrive at the meeting ready to analyze and discuss it.Incompletes are only given in cases of extreme need. It is, therefore, important to organize your time effectively and plan your work in advance. Researching topics will require that you use a wide array of libraries, including the St. Thomas library and others in the Twin Cities. You should expect to make heavy use of interlibrary loan and plan accordingly. Materials may take days to be delivered to campus (but can often arrive in hours depending on circumstances). Both inside and outside of the classroom, our program excels due a strong sense of collegiality among all students, faculty, and staff. While this creates a demanding and supportive learning environment, graduate students are expected to support the program outside the classroom. Graduate participation is expected at all Spanish-related department events. This includes talks byvisitingscholars,lmscreeningsandlectures,andotherevents—butmostimportantisyourattendance at events featuring your fellow graduate student colleagues.On a more general level, it is important that all graduate students familiarize themselves with the policies and deadlines contained in the graduate handbook. Transfer Credits Upon approval by the Spanish Graduate Advisory Board, up to one graduate-level course (3 credits)willbeacceptedtowardstheGraduateCerticateinHispanicCultures,Literature,andLinguistics. Up to two graduate-level courses will be accepted for transfer for the Master of Arts degree in Spanish (six credits).Advising The Director of Graduate Studies in Spanish serves as general advisor for all students. Degree students are required to meet with the Director of Graduate Studies once per semester for advising purposes. After students select a topic area for their GSPA 698 or GSPA 699 course, they will choose a professor for the course who has the expertise to give counsel and direction throughout the research, development of the prospectus, writing of the paper, and its formal presentation. The Spanish Graduate Studies Director will also be available to answer any specicquestionsrelatedtotheCerticate.

118 | CAS Graduate Student Handbook and Course CatalogGRADUATE SPANISHCOURSE CATALOG GSPA 504 Special Topic Research (1, 2, or 3 cr.)This course enables students to undertake additional research on topics chosen in consultation with, and with the permission of, the Director of Graduate Studies. Number of credits will be determined on the basis of the project.GSPA 510 Topics in World Languages Teaching, 3 cr.This course presents how current second language acquisition theory informs the teaching of Spanish at the college level. Through the observation of language instructors, the discussion of course readings, and the development of a teaching portfolio, among other activities, students will gain a working knowledge of adult second language acquisition theory and become familiar with a variety of instructional approaches. The main goal of the course is to equip students with the theoretical background and practical skills to teach Spanish at the college level. GSPA 512 Chicano and U.S. Latino Culture(s) and Literature(s), 3 cr.This course provides an introduction and overview of the different issues that concern the ChicanoandU.S.Latinopopulations.Throughreadings,discussions,lms,presentationsandotheractivities,wewilllearnaboutthevariousdifferentgroupsthatcomprisethissignicantpart of the U.S. population. Students will read and discuss texts produced by Chicano and U.S. Latino Writers. The reading of literary works will be complemented by the historical, socio-cultural and political context in which these texts are produced. Through literary texts, movies and documentaries, and other forms of art, we will explore the intricacies of living between cultures. Class discussions and readings will also offer students a critical perspective on the diversity of American society and culture.GSPA 515 Hispanic Cinema Studies, 3 cr.This course examines topics in Hispanic Cinema, starting from early twentieth-century images, throughcinema’sGoldenAgetotheinternationallyproducedtwenty-rstcenturylms.Withan eye toward understanding basic cinematographic technique and terminology, narrative structure, major cinematic movements, and salient sociocultural themes, students will view and analyzelmsrepresentingSpain,Mexico,Argentina,Chile,Cuba,andPeru.Theviewingoflmswill be accompanied by study of critical texts on cinema theory, the history of Hispanic cinema, and scholarly articles on the lms. Topics covered include nationalism and the individual;history and memory; urban and rural life; women, gender, and society; machismo and identity; non-traditional relationships and the family; religious identity; race relations and ethnicity; indigenismo in cinema, human rights, land and labor rights.

CAS Graduate Student Handbook and Course Catalog | 119GSPA 517 Spanish Phonetics and Phonology for Teachers, 3 cr.This course is designed to expand students’ knowledge of Spanish phonetics using the most current texts and approaches. Concurrently, the course will also present: 1) recent research articles on the acquisition of second language phonetics and phonology, and 2) current teaching methodologies and resources for teaching the Spanish sound system. The main goal is to provide students and teachers with a greater repertoire of teaching tools to use in a variety of Spanish classes and levels.GSPA 519 Spanish Sociolinguistics, 3 cr.In this course, students will be introduced to the theoretical foundations of sociolinguistic variation (dialectal, social, historical, language contact) in the Spanish-speaking world. The sociolinguisticvariationofspecicSpanishfeatures(phonological,morphosyntactic,discursive)along with theoretical and methodological concepts of sociolinguistic research (types of linguistic variation, types of variables, sampling, types of instruments for the collection of data, etc.) will be discussed. GSPA 522 Mexican Literature and Society, 3 cr.In this class, students will learn about Mexican history, culture, and identity by reading and analyzing texts corresponding to various critical moments in Twentieth- and Twenty-First Century Mexico. These include the Mexican Revolution; mid-Twentieth-Century indigenismo and feminism; mid-century modernization and social movements of the 1960s, post-colonialism, andtheTwenty-FirstCentury’snarcoandborderconicts.Studentswillreadandanalyzenovels,essays, short narrative, poems, and works of art, architecture and political protest; participate in class discussion and presentations; and create original research on selected topics.GSPA 523 Hispanic Visual Culture and Literature, 3 cr.This course is a survey of the literatures and arts in the Iberian Peninsula from the Eighth Century untiltoday.Studentswillreaddifferenttypesoftexts:fromtherstmarginaliacontainingearlysigns of Castilian and Basque, to some of the most recent examples of interdisciplinary writing in Spanish. These readings, together with the discussions and the analysis of selected iconic buildings, paintings, sculptures, and movies will provide students with a broad understanding of Spanish cultural production and Spanish history. GSPA 524 Hispanics in Minnesota and the U.S., 3 cr.In this course, we will explore the culture of Hispanics in Minnesota in order to better understand our local Hispanic community. Together we will discuss issues of identity, housing, economic opportunity and education. We will end the course with a series of presentations based on course readings and personalized research of community organizations. GSPA 525 Caribbean Literature and Cultures, 3 cr.This course explores multicultural identity of the Hispanic Caribbean through a study of literature and cultures from the populations of Cuba, Puerto Rico, the Dominican Republic, Caribbean Hispanics in mainland Latin America, and beyond. Beginning with indigenous civilizations and tracing the effects of colonialism through the era of independence to the present day, this course looks at Caribbean history as background for understanding contemporary Caribbean literature and culture from a post-colonial perspective. Students will read works of literature and analyze music and visual culture, participate in class discussions, and engage in research on key topics of Caribbean literature and culture.

120 | CAS Graduate Student Handbook and Course CatalogGSPA 530 Exile and Migration in Contemporary Spain, 3 cr.This course introduces students to the notion of the historical forms of exile and, in relationship toit,theformsofanotherexiblebutcomplexconcept:migration.ThroughastudyofSpain’scultural artifacts, students will learn about the nation’s contemporary history with a particular emphasis on the migratory phenomena. Students will read poems, essays, novels and short stories, as well as watch movies that cover the period from the Civil War until the present. Throughtheexaminationofthesetexts,studentswillalsoreectaboutrelatedtopicssuchasmemory, violence, repression, censorship and transnationalism. Not only that, the analysis of literary, cinematic, visual and musical texts will also help students locate Spain in a transnational context ranging from Latin and North America to Europe. GSPA 540 Topics in Hispanic Culture and Literature, 3 cr.This course examines a cultural and/or literary movement from Spain and/or Latin America from a historical and interdisciplinary perspective. Includes theoretical approaches and can include the study of novels, poems, theater, lm, art,music, and performance.Topics may include:Colonial Latin America and its relationship to the present, Border Culture: Mexico and the U.S., or From Farm to Table: Fair Trade, Economics, and Latin American culture, etc. Credit may be earned more than once under this number for different emphases.GSPA 541 Topics in Spanish for the Professions, 3 cr.In this class, students will learn Spanish-language skills, cultural information, and communicational strategiesneededintheprofessionaleldsinordertocommunicatewithSpanish-speakingindividuals competently and professionally. Emphasis is placed on specialized, advanced vocabulary building, role play, and an understanding of Hispanic cultures. Topics may include Spanish for law enforcement, social services, education, medicine, business, and communications.GSPA 550 Topics in Hispanic Linguistics, 3 cr.This course provides an in-depth study of a particular area of Spanish Linguistics. Topics may vary with each offering and may include History of the Spanish Language, Spanish Pragmatics, and Spanish in the U.S. Credit may be earned more than once under this number for different emphases. GSPA 599 Research Enrollment, 0 cr.This course enables students to retain registered student status while completing work associated with receipt of an incomplete in previous coursework. A $75 fee is attached. Prerequisite: GSPA 699 with a grade of Incomplete. GSPA 620 Advanced Spanish Professional Writing, 3 cr.This course seeks to advance students’ professional writing skills in Spanish, including analysis of professional discourse production, intense practice of writing strategies, and implementation of techniques for the production of texts in Spanish. The course prepares students to successfully deal with academic and professional writing in Spanish through preparation, production, and editing of diverse discourse genres including those relevant to business and professional contexts.

CAS Graduate Student Handbook and Course Catalog | 121GSPA 698 Independent Project, 3 cr.Each student will work independently with a faculty member on an individualized research projectintheeldofHispanicCultures,Literature,orLinguisticsand/orwillprepareaprojectincurricular development in the area that they teach. This project will require extensive reading, writing, and research.GSPA 699 Master’s Project , 3 cr.Each student will work independently with a faculty member on an individualized research project in the eld of Hispanic Cultures, Literatures, or Linguistics; Spanish LanguagePedagogy; or Spanish for the Professions. This project will require extensive reading, writing, and research. Students will create a written research project and will share their research in an oral presentation as part of the course.

122 | CAS Graduate Student Handbook and Course CatalogVisit us online to learn more about our graduate programs in the College of Arts and Sciences at the University of St. ThomasApply online! All students considering Graduate School at the University of St. Thomas should use the application aligned for their program of interest.Graduate Tuition Rates and Financial Aid InformationThe College of Arts and Sciences at the University of St. Thomas offers a variety of graduate degrees for you to pursue and take the next step in your educational career. All of our programs are anchored in collaborative study and fueled by the uplifting power of the liberal arts. Throughout your time in the college, you will engage in activities such as peer-to-peer learning and faculty mentorship, all of which transforms you into an engaged scholar that actively contributes to your discipline. You will gain invaluable critical thinking and research skills that prepare you for success in both your career and personal life.Graduate PoliciesIn the absence of a more stringent policy at the school or college level the University Graduate Academic Policies apply. Should a graduate program not have a specic policy or shouldtherebeomissionsorgapsinthepolicyforaspecicgraduateschoolprogram,theUniversityGraduate Policy shall govern. Archived CatalogsPreviously published catalogs are available for review.