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2021-2022 Graduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Policy, Planning, and Management |
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PPM 708 - Economics for Policy, Planning and Management
This course introduces students to the basic concepts and analytical tools of microeconomics and demonstrates how these concepts are used in analyzing public policy problems and designing appropriate responses. The course assumes little or no familiarity with economics; students who have taken undergraduate courses in microeconomics will generally find the public policy focus of the course useful.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Public Policy
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PPM 715 - Governance, Democracy, and Public Policymaking
This course examines the relationship between the political process, public policymaking, and decision making. Topics include public policy formulation, adoption, implementation, and evaluation; the role of policy actors and stakeholders; effective policy communication; and the examination of contemporary public policy issues.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Public Policy
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PPM 716 - Organizational Leadership
This foundational course considers contemporary perspectives, issues and strategies regarding the management of public sector organizations, the importance of public service and provides a basic understanding of public management theory and the application of theory to governmental and other public and nonprofit sector institutions. Topics covered include a wide range of public management concerns including community governance and public participation, managing collective action, partnership and collaboration, strategy and innovation, nonprofit service delivery, leadership and trust. The course prepares students to become public and nonprofit managers and leaders of public and not-for-profit institutions who can enhance the capability of these institutions. The course presents a realistic view of effective management and leadership in government and nonprofit organizations and the ways in which these organizations work and interact, and focuses on the creation of social and public value, keeping in mind that economic and private value creation is often a part of public and non-profit management.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Public Policy
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PPM 742 - Introduction to Policy Analysis
The first part of the course covers the theoretical and conceptual frameworks that guide policy analysis, including neoclassical microeconomics and its extensions and political economic theories of distributive justice, public choice, and government failure. The second part of the course covers the steps of policy analysis process (problem identification and definition, specification of policy solutions, and the evaluation and comparison of the solutions) and the various data collection and analytic techniques used at each step. Real-life examples and case studies are used throughout to provide concrete illustrations of the components of policy analysis. The course will enable students to critically evaluate policies, policy analyses, and the policy analysis process itself.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Public Policy
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Special Education |
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SED 518 - Targeted and Individualized Instructional Strategies for Students with Disabilities
The primary purpose of this course is to learn and analyze principles and skills of teaching and learning which are effective in instructing students who need more intensive and individualized instruction. Such practices can be used with students who have an Individualized Education Program (IEP) or are participating in Tier 2 or 3 of the continuum of a multi-tiered system of student support (MTSS). Students who are English Language learners with suspected disabilities are included. The course will address applying and analyzing evidence-based instruction and assessment to evaluate progress toward learning goals.
Prerequisite(s): SED 235, or SED 540 , or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 520 - Multi-Tiered Systems of Classroom Support
This course introduces participants to the concepts of multi-tiered systems of academic and behavior support, from the schoolwide to the classroom perspective, including students with suspected or identified disabilities. Participants will develop an understanding of the defining characteristics of MTSS at Tiers 1, 2 and 3: prevention-based, focus on student performance, data-based decision making and problem solving, continuous progress monitoring, and using a continuum of evidence-based interventions. Students will develop classroom strategies for establishing a productive learning environment including establishing and teaching expectations, structuring the classroom, creating a system to acknowledge behavior and to address minor problem behavior. Students will apply learning in classroom settings. The course includes an applied project as part of a 24- hour school-based field experience unless the course is part of an initial graduate certification program such as ETEP.
Prerequisite(s): SED 235, or SED 540 , or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 540 - Students with Exceptionalities in General Education
The primary goal of this course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and those identified as gifted and talented. The course is based on the premise that students with exceptionalities should be educated and socially interact to the greatest extent possible with their peers in the general education curriculum and program. The general educator’s role in teaching learners who are exceptional will be emphasized. Topics include characteristics of areas of exceptionality; classroom management; assistive technology; state and federal legislation regarding exceptional students; Response to Intervention (RTI); Universal Design for Learning (UDL); individual education programs (IEP); building relationships with parents; students who are culturally and linguistically diverse; and inclusion and collaboration philosophy and practices.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 550 - Teaching Students who are Gifted in the Regular Classroom
This course is designed for classroom teachers whose responsibilities include serving gifted students within the regular classroom. The course is also for teachers of the gifted who serve students in a pull out program because that is considered their regular classroom. This course is also designed for consulting teachers of the gifted and talented who are responsible for helping classroom teachers differentiate instruction for gifted students in the regular classroom. Participants will examine popular and personal attitudes toward and beliefs about gifted students. They will identify gifted students through relevant and observable classroom behaviors. Participants will adapt required curriculum to meet the special needs of gifted students and work collaboratively with other teachers. Participants will also consider current issues in gifted child education that have implications specific to the regular classroom environment.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 586 - Integrated Internship for General Education and Special Education
The mentored internship is an extensive field experience for candidates in the double certification general education and special education pathway. Candidates demonstrate commitment and skill in educating students with diverse abilities and backgrounds using evidence-based practices. The 900-hour total internship is evaluated according to the Maine Teaching Standards and fulfills the student teaching requirement for general education and 282 Teacher of Students with Disabilities certification. This course is repeated for a total of 9 credits. The course can only be used for the double certification recommendation. The course may not be used for single certification in general education or special education.
Prerequisite(s): Matriculation in the integrated certification pathway of the Master of Science in Special Education and program permission.
Co-requisite(s):
Credits: 9 (1-3 credits per semester up to a total of nine credits)
Course Typically Offered:
Course Type: Special Education
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SED 604 - Behavioral Principles to Analyze Learning, Teaching, and Assessment
This introductory course introduces principles of teaching and learning demonstrated to be effective in improving student success in academics, behavior, and social skills. The course is based on the phases of learning: Acquisition, Fluency/Proficiency, Maintenance, and Generalization. Included in the course are preparing learning objectives and designing direct and explicit instruction and assessment to address the phases of learning. The course provides fundamental knowledge and skills used in several courses throughout the program focused on the multi-tier system of student support for academics and behavior, including Positive Behavioral Interventions and Supports and Progress Monitoring in reading and mathematics.
Prerequisite(s): Matriculated student in special education Online Maine program or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 615 - Positive Behavioral Interventions and Supports (PBIS)
This course examines the foundations (e.g., data, systems and practices) and essential features of Positive Behavioral Interventions and Supports (PBIS) as components of a multi-tiered system of supports (MTSS). Students learn the types of activities used as part of Tier 1 class-wide, Tier 2 targeted, and Tier 3 individualized supports for students in kindergarten through grade 12, including students with diverse abilities and backgrounds. Students will gain an understanding of the basic principles of behavior and create, implement, and evaluate data-driven intervention plans.
Prerequisite(s): Matriculated students or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 625 - Multi-Tier Mathematics Instruction and Assessment
This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive mathematics instruction and assessment for students with mathematics difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of math instruction (e.g., conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition), the course describes the features of universal (e.g., Tier 1) core math instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively more intensive math instruction based on student learning needs. Participants will learn how to select and use scientifically validated mathematics instruction and assessment practices for students needing supplemental (e.g., Tier 2) and intensive (e.g., Tier 3), and special education mathematics instruction and assessment.
Prerequisite(s): SED 653 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 627 - Multi-Tier Reading Instruction and Assessment
This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive reading instruction and assessment for students with reading difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of reading instruction (e.g., phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), the course describes the features of universal (e.g., Tier 1) core reading instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively more intensive reading instruction and assessment based on student learning needs. Participants will learn how to select and use scientifically validated reading instruction and assessment practices for students needing supplemental (e.g., Tier 2), intensive (e.g., Tier 3), and special education reading instruction and assessment.
Prerequisite(s): SED 653 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 653 - Assessment of Academic Achievement
This course is designed to prepare special educators to select, administer, score and interpret measures of academic achievement. Numerous measures of academic achievement, including published norm referenced tests, criterion-referenced tests, curriculum-based assessment and measurement, and performance-based assessments will be studied. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem-solving process that fits with responsive interventions in schools.
Prerequisite(s): Open to matriculated special education, ETEP students, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 654 - Assessment in Special Education
This course provides an overview of the academic assessments often used by special educators, including published norm referenced tests, criterion-referenced tests, curriculum-based assessment and measurement, and performance-based assessments. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem-solving process that fits with multi-tiered interventions in schools for students with diverse abilities and backgrounds.
Prerequisite(s): Matriculated student in special education Online Maine program or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 659 - Education of students who are Gifted and Talented
This course is for individuals responsible for initiating, mainstreaming, and/or extending services for gifted/talented students. Topics for study include: a) identification procedures, b) curriculum development and implementation, c) administration and classroom management, d) staff development and community involvement, and e) evaluation of student growth and program effectiveness.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 660 - Curriculum and Methods for Teaching Students who are Gifted
This course is for individuals responsible for a) developing or modifying learning experiences for gifted/talented students at the elementary or secondary school level, b) implementing differentiated learning experiences within the regular classroom or through a special grouping arrangement, and/or c) creating/selecting instructional materials to support the implementation of differentiated learning experiences.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 662 - Creative Intelligence and the Learners who are Gifted
This course is for individuals responsible for a) identifying creative potential within students, b) planning and implementing learning experiences for nurturing creative thinking, c) selecting or developing instructional materials for enhancing creativity, d) establishing learning environments conducive to creativity, and/or e) evaluating program effectiveness and student growth in creativity.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 666 - Models of Education for Students who are Gifted and Talented
This course is for individuals responsible for choosing, adapting, or designing a model to serve gifted and talented students. Selected models both conceptual and organizational prominent in the field are reviewed and critiqued. Individuals consider the implications of each model and its applicability to gifted programming and current educational initiatives.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 667 - Social/Emotional Needs of Students who are Gifted/Talented
This course is for classroom teachers, program coordinators, and teachers of the gifted and talented, parents, and other individuals who interact with gifted and talented students. Participants will investigate factors affecting social and emotional development, causes and effects of achievement and underachievement and curriculum particular to the affective domain. The course includes resources and strategies for responding to the needs of gifted and talented students.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 668 - Differentiation of Instruction: Practical Strategies
This course is designed to assist teachers to differentiate learning experiences so that all students benefit from an appropriate level of challenge. The theory, definition, and rationale behind differentiation will be addressed; however, the main emphasis of the course will be placed on practical application. Course participants will differentiate part of a unit of study that will show a progression of challenge i.e. required, extended, and differentiated. Specific topics that will be addressed in the course include: applying data collection to inform instruction; understanding the relationship of subject matter as it relates to the needs of low, average, and gifted learners; applying types of differentiation strategies; considering acceleration and enrichment options; scaffolding essential understandings to create tiered lessons; applying analytical and/or creative thinking; assessing for deep understanding and; managing tiered assignments.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 669 - Critical and Creative Thinking in the Classroom
This course is designed for individuals who are concerned with providing critical and creative thinking lessons for all ability learners in the classroom. This course will look at ways to adapt instruction in order to create flexible, interactive, and authentic, higher level activities. Emphasis will include: identifying elements of critical and creative thinking; utilizing instructional strategies/techniques such as graphic organizers; providing for a variety of grouping arrangements and; developing assessment tools.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 682 - Special Education Regulations, Procedures, and IEP Team
This course is for educators working directly with students who are suspected of, or who are identified with, disabilities. The course focuses on the role of special education in both a multi-tiered system of student support (MTSS) and the process for developing and implementing Individualized Education Programs (IEP). Participants examine current federal and state statutes and accompanying regulations governing special education services. Emphasis is placed on the functioning of the IEP team, including collaborating with families, from a teacher’s or service provider’s perspective.
Prerequisite(s): SED 235 or SED 540 , or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 684 - Introduction to Special Education Administration
This course is designed to offer experience in administering special education programs. The course emphasizes the organization and administration of special education programs. A goal of the course is to give participants clear understandings of the decisions faced by regular and special educational leaders and of the skills and knowledge base necessary to perform effectively as leaders.
Prerequisite(s): SED 540 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 687 - Technology for Learning and Communicating
This course introduces students to the use of technology, including assistive technology, for the education and rehabilitation of all students, including those with special learning and communication needs. A range of technology systems will be examined from “low tech” devices such as simple switches to computers, adaptive devices, and software appropriate for individuals with disabilities. The course will introduce technology-related components of the Individuals with Disabilities Education Act (IDEA) as well as the Assistive Technology Act (ATA) related to supporting school-age students. A variety of equipment, materials, software, and hardware will be available for student use.
Prerequisite(s): Matriculated student or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 688 - Internship in Special Education for Students with Mild to Moderate Disabilities
This course includes a 15-week semester long or part-time equivalent mentored internship in special education services for students with mild or moderate disabilities in accordance with the Maine Teacher Certification Standards. Two semesters of SED 688, six credits total, are required.
Prerequisite(s): Program permission.
Co-requisite(s):
Credits: 3
May be repeated once for a total of 6 credits.
Course Typically Offered:
Course Type: Special Education
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SED 693 - Transitions Among Agency, School, and Community
This course introduces participants to the concepts of transition in four phases of special education services: (a) birth to five child development services to school programs, (b) special purpose schools and related services to school programs, (c) between schools in a school district, and (d) from school programs to post-secondary education and community life. Students develop knowledge of services and resources provided by agencies and special purpose schools birth to adult and skills in multi-disciplinary team planning.
Prerequisite(s): SED 235, or SED 540 , or program permission
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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SED 699 - Special Education Research Capstone
This course is an opportunity to gain, apply, and integrate knowledge and skills in planning and conducting an action research project for the improvement of professional knowledge about educating students with diverse abilities and backgrounds. The course involves defining a research question, designing data collection methodology, and submitting a project proposal, gathering and analyzing data, and reporting and presenting project findings.
Prerequisite(s): EDU 600 and matriculated students only, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Special Education
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School Psychology |
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SPY 601 - Behavioral Principles of Learning
This course provides a comprehensive review of the psychological principles of learning derived from experimental research and validated by applied studies. Topics include respondent behavior and conditioning, operant behavior and conditioning, stimulus control, motivating operations, schedule influences on behavior, and verbal and rule-governed behavior. The course is designed to provide students with a foundational understanding of the concepts and principles of behavior analysis and thereby provide a solid grounding for assessment and intervention courses with a behavior analytic orientation.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 602 - Single Case Research Methods
This course is designed to introduce students to research designs used in a comprehensive, systematic process of decision making and problem solving. This course will emphasize methods for evaluating the effectiveness of academic and behavioral interventions for school-aged children. A history of experimental design, types of experimental reasoning, and experimental validity lay the groundwork for understanding how single-case research designs are used to assess the efficacy of applied interventions. Students will learn how to identify and record behaviors, analyze and display data, match research designs to the research question, and flexibly employ research designs in applied settings. Finally, students will be exposed to technology and information resources applicable to conducting single-case research.
Prerequisite(s): Satisfactory completion of SPY 601 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 604 - Functional Behavioral Assessment
This course examines a variety of behavioral assessment methods for (a) identifying the variables that contribute to behavioral problems and (b) guiding the design of effective behavioral interventions. Functional behavioral assessment techniques covered in this course include interviews, observations, descriptive assessments, and functional analyses. Applied learning experiences integrated throughout the course provide students with opportunities to practice designing, conducting, and interpreting functional behavioral assessments.
Prerequisite(s): SPY 601 and SPY 602 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 605 - Principles and Procedures for Instructional Intervention
The primary focus of this course is to provide graduate students with exposure to evidence-based systematic instruction methods that are used within school/agency settings. This course will review functional assessment procedures used to identify appropriate educational programs for students/clients. This course will emphasize instruction and practice in implementing empirically supported interventions for promoting academic, social, communication, and life skills. Procedures such as shaping, chaining, discrete trial teaching, task analysis, incidental teaching, functional communication, and direct social skills instruction will be considered.
Prerequisite(s): SPY 601 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 606 - Principles and Procedures for Behavior Intervention
This course examines the philosophical underpinnings of behavior analysis and behavior analytic procedures for promoting socially meaningful behavior change in applied settings. Emphasis will be placed on the application of behavior analytic principles and procedures to (a) decrease behaviors that interfere with functioning and (b) strengthen adaptive replacement behaviors. The dynamic interactions between academic, social-emotional, behavioral, and diversity influences on human functioning will be considered. The course includes a blend of assigned readings, lectures, discussions, clinical case examples, and applied learning experiences to develop student competencies.
Prerequisite(s): SPY 601 and SPY 605 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 607 - Consultation and Collaborative Problem-Solving
This course examines how school psychologists and behavior analysts utilize collaboration and consultation skills to promote effective implementation of interventions that address the academic, social-emotional and behavioral needs of school-aged children and their families. This course will review varied models of consultation (e.g., behavioral, mental health, and problem-solving) and analyze the skills needed to collaborate effectively with diverse individuals (e.g., parents/caregivers, educators, and community professionals). The role of consultation will be explored within a data-based, collaborative problem-solving approach to the delivery of a continuum of services that include assessment (e.g., functional behavioral assessment), intervention (e.g., behavior intervention plans), staff supports (e.g., behavioral skills training), and the application of single case research designs to evaluate the effectiveness of interventions. This course includes a blend of lecture, discussion, role play and applied learning experiences.
Prerequisite(s): SPY 601 , SPY 602 , SPY 604 , SPY 605 , SPY 606 , and SPY 608 , or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 608 - Professional Ethics in Behavior Analysis
This course provides in-depth preparation for ethical practices in behavior analysis. Drawing from the ethical standards of the Behavior Analyst Certification Board (BACB), the course includes readings and application of ethical standards for clinical and school settings. This course includes lecture, practica experiences, small group discussion, and large group discussion learning experiences. The course is designed to meet the ethics training standards established by the BACB.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 609 - Professional Ethics in Psychology
This course provides in-depth preparation for ethical practices in school psychology. Drawing from national and international ethical standards from the American Psychological Association (APA), Association of State and Provincial Psychology Boards (ASPPB), and the National Association of School Psychologists (NASP), the course includes readings and application of ethical standards for school settings. The course is designed to meet the ethics training standards set by APA, ASPPB, NASP, and the Maine Board of Examiners of Psychologists. Special consideration is given to school psychologists’ ethical obligations to promote family-school collaboration.
Prerequisite(s): Matriculation in School Psychology program, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 610 - Systems-Level Services to Promote Social, Emotional, and Behavioral Health
This course provides knowledge of principles and research related to multitiered prevention systems, resilience and risk factors associated with social-behavioral problems, and evidence-based strategies for crisis intervention. Emphasis will be placed on developing skills necessary to achieve collaboration between school and family systems to enhance the social-behavioral outcomes of students.
Prerequisite(s): Matriculation in School Psychology program, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 620 - Multitiered Systems of Academic Support for General and Special Education
This course provides training in knowledge and skills for the implementation of a multitiered system of support (MTSS) in school settings, including students with suspected or identified disabilities. Students will gain knowledge about school system structures and organization, including general and special education. Through a problem-solving framework, students will learn how to conduct universal academic screening in order to identify students who might be at risk for later academic difficulties. Based on knowledge of human development and effective instructional methods, students will learn to select, implement, and use evidence-based instructional methods and progress monitoring to evaluate individual and group outcomes. Emphasis will be placed on the principles of effective instruction and the importance of collaboration among school personnel to help all students access effective instruction through a multitiered continuum of services. Students will gain knowledge about the importance of intervention integrity and regular data review procedures in order to support the academic learning needs of all students.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 640 - Supervision and Performance Management in Applied Behavior Analysis
This seminar provides training in behavior-analytic approaches to personnel supervision and management. Primary course topics include (a) ethical, competency-based models of supervision, (b) evidence-based staff training procedures, including behavioral skills training; and (c) performance management practices. Students will gain an understanding of the purpose of supervision, learn strategies to deliver effective supervision to trainees and personnel responsible for delivering behavior-analytic services, and gain skills in applying behavior-analytic assessment and intervention procedures to improve personnel performance. Students also will conduct a self-assessment of professional competencies in applied behavior analysis in order to design individualized professional development plans. Class sessions will include a blend of lecture, discussion, role plays, and case-based application activities.
Prerequisite(s): Successful completion of SPY 601 , SPY 602 , and SPY 604 and matriculation in the Certificate in Applied Behavior Analysis or MS in Educational Psychology (Concentration in Applied Behavior Analysis) program; or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 670 - Cognitive Affective Bases of Behavior
This course provides an in-depth study of cognition and affect, including perception, attention, learning and thinking, memory, executive functioning, self-control, motivation, and language. The course provides students with knowledge about (1) biological, cultural, and social influences on cognitive skills, (2) human learning, cognitive, affective, and developmental processes, and (3) biological, cultural, social, and developmental influences on behavior, mental health, and learning.
Prerequisite(s): Matriculation in the School Psychology program, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 671 - Physical Bases of Behavior
This course examines the biological bases of behavior. Biological, anatomical, physiological, neurological, biochemical, and endocrinological factors that influence behavior are explored. The course also considers the structure and function of the nervous system in relation to both typical and atypical patterns of child development and functioning. Accordingly, biological influences on learning, memory, attention, motivation, emotion, and other domains of educational performance will be discussed.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 672 - Assessments and Interventions to Develop Academic Skills
This course is designed to prepare students to engage in a comprehensive systematic process of effective decision making and problem solving while conducting academic assessments and designing academic interventions for children of all backgrounds. Students will learn to select, administer, score, and interpret measures of academic achievement including published norm-referenced tests, criterion-referenced tests, curriculum-based assessments, and performance-based assessments as part of the data collection process relevant to assessment. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem solving process that provides data to determine the effectiveness of instructional interventions. During the assessment and intervention processes, students will learn how to apply their knowledge of human learning, cognition, development, and technology as well as knowledge of biological and social factors to enhance children’s cognitive and academic skills.
Prerequisite(s): Successful completion of EDU 600 and HCE 605 and matriculation in the School Psychology program, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 673 - Social Foundations of Behavior
This course examines the social foundations of behavior. Students will gain an understanding of the science of social psychology by reading and critically evaluating both classic and current research in the field. Topics such as conformity, mass communication and persuasion, social cognition, self-justification, human aggression, stereotypes and prejudice, group dynamics, and inter-group relations will be explored. Emphasis will be placed on understanding the implications of social psychology research for promoting prosocial behavior in school environments.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 674 - Psychopathology
This course explores current conceptualizations of psychopathology by examining clinical, empirical, and theoretical information related to psychological disorders across the lifespan. The course reviews diagnostic classification systems; the symptomology, etiology, and treatment of common disorders; and major issues in the field of psychopathology. Emphasis will be placed on (a) the biological, developmental, social, and cultural influences on behavior and mental health and (b) the extent to which psychological disorders impact social, emotional, behavioral, and academic/occupational functioning.
Prerequisite(s): Matriculation in Educational or School Psychology programs, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 675 - Indirect Behavioral Assessment
This course examines a variety of analog behavior assessment methods addressing social emotional behavior issues. Assessment techniques covered in the course include psycho-social interviews, behavior rating scales, social skills assessments, and adaptive behavior assessments. This course includes practical experiences in which students are supervised in the administration, scoring, and interpretation of assessment procedures.
Prerequisite(s): Matriculation in the School Psychology program and satisfactory completion of EDU 600 and HCE 605 , or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 677 - Cognitive Assessment
This course is designed to prepare students to conduct cognitive assessments which inform academic interventions. Students will learn to select, administer, score, and interpret measures of intellectual functioning. Students will develop an understanding of how to use measures of intellectual functioning as part of a comprehensive problem-solving process that drives effective accommodations and interventions.
Prerequisite(s): EDU 600 , HCE 605 , and matriculation in the School Psychology program.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 679 - Diversity in the Science and Practice of Psychology
This course provides conceptual foundations and skills needed by psychologists to work with diverse client populations. Students will identify individual differences and diverse characteristics that impact student learning. Readings and discussion will emphasize understanding the influence of diversity factors in order to promote effective and equitable assessment and intervention practices. The identification and development of skills to collaborate with school staff, interpreters, cultural brokers, and community liaisons will be explored through case studies and role-play. Students will participate in activities to help recognize in themselves and others subtle racial, class, gender, and cultural biases that may influence decision-making, instruction, behavior, and outcomes for students. Ethical and legal considerations for working with students of diverse backgrounds will also be highlighted.
Prerequisite(s): Matriculation in School Psychology program or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 688 - Specialist-Level Internship in School Psychology
The specialist-level internship is the culminating training experience within the MS in Educational Psychology (School Psychology Concentration) program. The internship requires completion of 1500 hours of practice in a school setting under the supervision of a credentialed school psychologist. Students may complete the internship on a full-time basis for one academic year or on a part-time basis for two academic years. The internship provides broad training in assessment, intervention, consultation, and applied research to prepare students for entry-level professional practice.
Prerequisite(s): Matriculation in the MS in Educational Psychology (School Psychology Concentration) program; successful completion of all required courses and practica within the degree program; and program permission.
Co-requisite(s):
Credits: 9 total (1-3 per semester)
Course Typically Offered:
Course Type: School Psychology
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SPY 693 - School Psychology Practicum I
The 300 clock hour Practicum I is an introductory supervised experience in school psychology. Practicum I provides students with introductory experiences in school psychology and an opportunity to gain familiarity with the culture, systems, and educational practices within schools. Students in the School Psychology Program must complete 3 credits of SPY 693 during the first 2 years in the program, and they typically complete 1 credit per semester. Students complete practicum experiences on an individualized basis under the joint supervision of an appropriately certified/licensed school psychologist in the placement setting and a member of the core School Psychology Program faculty. Supervisors work individually with students to plan and complete a sequence of activities representing the core domains of school psychology practice.
Prerequisite(s): Matriculation in the School Psychology program and program permission.
Co-requisite(s):
Credits: 1-3
Course Typically Offered:
Course Type: School Psychology
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SPY 694 - School Psychology Practicum II
The 300 clock hour Practicum II is an advanced experience within a school or related clinical setting. Practicum II provides students with supervised experiences in psychological assessment, intervention, consultation and other aspects of school psychology practice. Students in the School Psychology Program must complete 3 credits of SPY 694 during the last 2 years of coursework, and they typically complete one credit per semester. Students complete practicum experiences on an individualized basis under the joint supervision of an appropriately licensed/credentialed school psychologist in the placement setting and a member of the core School Psychology Program faculty. Supervisors work individually with students to plan and complete a sequence of activities representing a broad range of psychological services and all domains of school psychology practice.
Prerequisite(s): Satisfactory completion of 3 credits of SPY 693 and program permission.
Co-requisite(s):
Credits: 1-3
Course Typically Offered:
Course Type: School Psychology
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SPY 697 - Statistics
This course is designed to introduce students to quantitative research designs used in a comprehensive, systematic process of decision making and problem solving. This course will emphasize the application of inferential statistics for program evaluation and applied research projects in education and psychology. Students will learn and apply basic parametric and non-parametric statistical procedures, including t-tests, Chi Square, Regression, and ANOVA. Students will learn how to analyze and display data, match research designs to the research question, and flexibly employ research designs in applied settings. Finally, students will be exposed to technology and information resources applicable to conducting statistical research. Cross-listed with EDU 705 .
Prerequisite(s): Satisfactory completion of EDU 600 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 699 - Independent Study in School Psychology
This course provides students with an opportunity to pursue a project independently, planning and exploring a topic of interest within the field of school psychology. The project must be research-based, intellectually sound, and reflect a high caliber of performance. Specific content and methods of evaluation will be determined in collaboration with the instructor. An approved proposal is a necessary prerequisite to registration.
Prerequisite(s): Matriculation in Psy.D. in School Psychology.
Co-requisite(s):
Credits: variable
Course Typically Offered:
Course Type: School Psychology
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SPY 709 - History, Systems, and the Profession of Psychology
This course covers the history of modern psychology and describes the development and role of school psychology as a specialty area. The history of multiple service delivery models and methods of school psychology will be explored through readings and research. Additionally, students will develop knowledge related to professional dispositions and effective practice as a school psychologist. To enhance professional practice, students will learn about relevant technology and identify professional development opportunities.
Prerequisite(s): Matriculation in PsyD in School Psychology Program or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 727 - Seminar in Academic Assessment and Intervention
This course provides in-depth training in knowledge and skills for academic assessment and intervention practices. Through a problem-solving framework, students will learn advanced practices in screening and individual assessment methods to inform interventions aimed at improving academic engagement and learning for all students including those of diverse backgrounds. Students will increase their ability to use ethical practices to evaluate the suitability, acceptability, and usability of academic interventions by reviewing relevant research and other data sources. Based on knowledge of cognition, learning, and developmental processes, students will broaden their ability to select, implement, and use data to evaluate evidence-based academic interventions. Emphasis will be placed on developing collaborative skills to be able to work with other school personnel in the assessment and intervention process. Students will gain advanced knowledge in the use of information and assistive technology resources to enhance learning, intervention acceptability, and treatment fidelity.
Prerequisite(s): Matriculation in PsyD in School Psychology program and completion of SPY 620 and SPY 672 , or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 729 - Seminar in Behavioral Assessment and Intervention for Individuals with Developmental Disabilities
This doctoral seminar provides training in knowledge and skills pertaining to best practices in conducting functional behavioral assessment and using the results of assessments to design individually tailored function-based interventions. This course will emphasize the application of a behavior analytic problem solving approach to address a wide range of referral concerns (e.g., self-injurious, aggressive, stereotypic, destructive oppositional, and other forms of interfering behaviors) with a focus on developing strategies that minimize interfering behaviors and maximize prosocial replacement behaviors. This course will also include practice in report writing and in developing procedures for documenting the effectiveness of interventions.
Prerequisite(s): Matriculation in PsyD in School Psychology program and completion of SPY 601 , SPY 602 , SPY 604 , SPY 606 , and SPY 607 , or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 730 - Seminar in Behavioral Assessment and Intervention for Individuals with Emotional and Behavioral Disorders
This doctoral seminar provides students with advanced training in the application of best-practices assessment and treatment of behaviors evoked by depression, anxiety, and other related mental health disorders in children, adolescents and young adults. This advanced course uses a problem solving framework for assessing behavior, designing evidence-based interventions, and collecting data to document the effectiveness of interventions.
Prerequisite(s): Matriculation in PsyD in School psychology program and completion of SPY 601 , SPY 602 , SPY 604 , SPY 606 , and SPY 607 or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 740 - Supervision in School Psychology
This doctoral seminar provides training in knowledge and skills pertaining to best practices clinical supervision within the field of School Psychology. Behavioral skills training and performance management strategies will be featured as models for increasing clinical skills of supervisees. Students will review supervision standards established by the National Association of School Psychologists, the American Psychological Association, the Maine Department of Education, and the Maine Board of Examiners of Psychologists. Readings, discussions, and case examples will be used to develop competencies. Students will also (a) conduct a self-assessment of professional competencies in School psychology (e.g., assessment, collaborative problem solving consultation, clinical interventions, evaluating the efficacy of interventions) and (b) use the self-assessment data to design an individualized professional development plan to guide pre-doctoral internship goals, objectives, and learning experiences.
Prerequisite(s): Open to matriculated PsyD in School Psychology students preparing for internship within a year, or program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 751 - Directed Study in Clinical Research
This course provides an opportunity for directed study in the clinical research techniques appropriate for educational and clinical settings. Students will select a research topic that advances current knowledge in the field of school psychology and promotes children’s academic, social, emotional, or behavioral success within school or clinical settings. Students will conduct a comprehensive literature review, identify a clinically relevant research question, design a research methodology and data analysis plan, prepare hypothesized results, and defend their proposal. Graded Pass/Fail.
Prerequisite(s): Open to matriculated Psy.D. students who have successfully completed the Psy.D. Comprehensive Examination.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: School Psychology
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SPY 759 - Dissertation in School Psychology
This course includes the activities necessary to implement, evaluate, and summarize a research project (dissertation) related to the field of school psychology. After submitting a proposal for approval by the Institutional Review Board and obtaining informed consent from potential research participants, students will implement the research protocol, analyze the resulting data, develop a manuscript to report their findings, and publicly defend their work. Graded Pass/Fail.
Prerequisite(s): Open only to matriculated Psy.D. students who have successfully completed SPY 751 .
Co-requisite(s):
Credits: 3
May be repeated for credit.
Course Typically Offered:
Course Type: School Psychology
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SPY 788 - Pre-Doctoral Internship in School Psychology
The pre-doctoral internship is the culminating supervised field experience in school psychology. The pre-doctoral internship includes a planned sequence of educational and training experiences to promote students’ development of professional-level competencies in the areas of assessment, intervention, consultation, supervision, and applied research. Students enrolled in the pre-doctoral internship complete 1,500-2,000 hours of work experience while receiving a minimum of 4 hours per week of field-based supervision, regular opportunities for peer interaction and support, and systematic formative and summative performance-based evaluations. Students complete a minimum of 750 hours of the pre-doctoral experience in school settings delivering psychological services to children and adolescents, and they complete all hours in educational or clinical settings that provide evidence-based psychological services. The experience may be completed on a full-time basis over one year (no less than 48 weeks) or on a half-time basis over two years (no more than 104 weeks).
Prerequisite(s): Matriculation in the PsyD in School Psychology Program; successful completion of all required academic courses and the comprehensive exam; and instructor permission.
Co-requisite(s):
Credits: variable (total of 9 semester hours for the internship)
Course Typically Offered:
Course Type: School Psychology
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STA 501 - Ethical Issues in Biostatistics
This course examines a variety of ethical controversies in biotechnology, medicine, and the environment. It also examines the major ethical principles in conducting biomedical research including ethical aspects related to the production and use of biomedical statistical analyses.
Prerequisite(s):
Co-requisite(s):
Credits: 2
Course Typically Offered:
Course Type: Statistics
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STA 561 - Deterministic Models in Operations Research
Formulation and analysis of deterministic models in operations research, linear programming, integer programming, project management, network flows, dynamic programming, non-linear programming, game theory, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 152 or MAT 295 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 562 - Stochastic Modeling in Operations Research
Formulation and analysis of stochastic models in operations research, Markov chains, birth-death models, Markov decision models, reliability models, inventory models, applications to real-world problems, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 563 - System Modeling and Simulation
Basic simulation methodology, general principles of model building, model validation and verification, random number generation, input and output analysis, simulation languages, applications to computer and communication networks, manufacturing, business, and engineering will be considered, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 564 - Queuing Networks
Queuing and stochastic service systems, birth-death processes, Markovian queues, open and closed Jackson networks, priority queues, imbedded Markov chain models, optimal control and design, stochastic scheduling, applications to computer and communication networks, manufacturing, business, and engineering will be considered, and projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 574 - Statistical Programming
This course focuses on statistical programming using software SAS and R. Emphasis will be placed on the data manipulation, including reading, processing, recoding, and reformatting of data. The approach will be to teach by example, with an emphasis on hands-on learning. Topics include, but are not limited to, data management, database programming, statistical graphics, generating statistical reports, Basic statistical procedures (routine), modifying and creating MACROs (Routines), and R functions for non-standard statistical methods. The course will also cover the basic SQL statements with SAS PROC SQL and use them to optimize SAS programs.
Prerequisite(s): MAT 282 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 575 - Graduate Internship and Writing
The course is intended to give students work experience with statistical data analysis through paid or unpaid internship opportunities. The student is expected to spend a minimum of ten weeks working with area businesses on statistical problems approved by the Graduate Committee. The student will submit to the Graduate Committee a formal written report on the internship experience. The report format should adhere to all the elements of a formal project/ thesis. At least one oral presentation to the public is expected before the student receives a pass/fail grade. Students within the Biostatistics track are required to take three credits; two for the internship experience and one for the writing component.
Prerequisite(s):
Co-requisite(s):
Credits: variable
Course Typically Offered:
Course Type: Statistics
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STA 580 - Applied Statistical/Biostatistical Methods
Basics in distribution theory (focus on CLT and sampling distributions); standard one-, two-sample problems (both parametric and nonparametric); one-, two-way ANOVA; estimation and testing theory (focus on normal theory and the principles of likelihood), various chi-square tests (Wald, Likelihood ratio, and Score tests); and analysis of contingency tables.
Prerequisite(s): MAT 153, MAT 282.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 583 - Sample Survey Design and Analysis
In this course, students will develop an understanding of alternative probability sample designs and the statistical and practical factors that impact design choices. Develop the ability to select an estimator for a population parameter and an estimator of its variance, given a sample design and auxiliary information (covariates). Introduce statistical principles and methods used to study disease and its prevention or treatment in human populations in clinical trials, including phase I to IV clinical trials. Ways of treatment allocation that will ensure valid inference on treatment comparison will be discussed. Other topics include sample size calculation, early stopping of a clinical trial, and noncompliance.
Prerequisite(s): MAT 282.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 584 - Advanced Design and Analysis of Experiments
Topics covered include: one-way and two-way layouts, factorial experiments, fractional replications in factorial experiments, BIB and PBIB designs, and repeated measure design.
Prerequisite(s): MAT 282.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 585 - Linear Models and Forecasting
This is an introductory regression and forecasting modeling course. Topics include basic concepts of linear models and forecasting, simple and multiple linear regression, model building and diagnostics, time series regression and smoothing, and forecasting time series with ARIMA (Autoregressive Integrated Moving Average) and Box-Jenkins models.
Prerequisite(s): MAT 282.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 586 - Predictive Modeling with Big Data
This is an introductory course of big data and predictive analytics covering foundational techniques and tools required for data science. The course focuses on concepts, principles, and techniques applicable to industry and establishes a baseline that can be enhanced by further formal training and additional real-world experience. Topics include basic database management systems, data pre-processing, association rules, decision trees, naive Bayes, clustering, memory-based reasoning, support vector machine, and some ensemble learning algorithms. The class follows a learning-by-doing approach in which the students will complete projects on real-world data sets.
Prerequisite(s): MAT 282 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 587 - Categorical Data Analysis
Topics to be examined include: two-way tables, generalized linear models, logistic and conditional logistic models, loglinear models, fitting strategies, model selection, and residual analysis.
Prerequisite(s): MAT 282.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 588 - Introduction to Statistical Data Mining
This is an introductory course in statistical data mining and machine learning. The course emphasizes the understanding and application of data mining and machine learning methods and algorithms. Topics include both supervised and unsupervised learning algorithms for clustering and classification. Some advanced algorithms such as boosting, bootstrap aggregation, random forests, shrinkage regression, principal component, and factor analysis will also be covered. Applications to real-world data will be illustrated using standard computer packages.
Prerequisite(s): MAT 282 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 589 - Survival Analysis
Survival and reliability concepts, mathematics of survival models, parametric and non-parametric estimates from complete and censored data, Kaplan-Meier estimators, regression models including Poisson regression and Cox’s proportional hazards model, time-dependent covariates, and analysis of rates.
Prerequisite(s): MAT 282.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 590 - Master’s Project/Thesis
The project must be approved by the Graduate Committee in advance. Offered only as a pass/fail course.
Prerequisite(s): Full graduate standing and faculty approval.
Co-requisite(s):
Credits: 6
Course Typically Offered:
Course Type: Statistics
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STA 591 - Topics in Biostatistics
Course will be offered on demand. Based on students’ interests, the course may cover one or more of the following topics: clinical trials, computer intensive statistical methods, statistical methods in bioinformatics, environmental statistics, or a combination of these topics.
Prerequisite(s): Full graduate standing and faculty approval.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 596 - Practical Data Science
This is an introductory course in data science. It will cover a full technical pipeline from database management to data analytics and the final data product. Topics include data manipulation at scale, machine learning and data mining algorithms, statistical modeling, information visualization, and special topics chosen from text mining and social network analysis. After completing this course, students will be able to work with large datasets and perform predictive analytics using a range of tools. Course projects will include cleaning, processing, and analyzing data at scale, along with formal technical writing with appropriate data visualizations.
Prerequisite(s): MAT 282 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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STA 597 - Independent Study
An opportunity for graduate students to pursue areas not currently offered in the graduate curriculum.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Statistics
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Social Work |
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SWO 501 - Multicultural Social Work
This introductory course provides content on culturally diverse populations and serves as the basis for the infusion of cultural diversity issues throughout the graduate curriculum. The premise of this course asserts that the United States is a multicultural society in which social work cannot function effectively unless there is an understanding of how diversity strengthens and enriches us all. Open to non-matriculated graduate students.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 502 - Critical Thinking about Human Behavior I
This course examines the theories which address human behavior in mezzo and macro systems. The cultural context of behavior at all levels is an integral and underlying theme of the course. Systems theories, conflict theories, and social constructionist theories are presented.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 503 - Generalist Social Work Practice I
This course provides the student with an opportunity to acquire beginning generalist practice knowledge and skills in working with individuals, families, groups, and communities. Emphasis is placed on the development of basic practice, interpersonal, self-reflection, and communication skills.
Prerequisite(s): Prior or concurrent enrollment in SWO 501 or SWO 554 .
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 504 - Social Welfare Policy I
This introductory policy course provides an overview of the history of social welfare as well as an introduction to current social policy issues and dilemmas. Emphasis is placed on historical continuities in analyzing the American system of social welfare provision and lack of provision. Open to non-matriculated graduate students.
Prerequisite(s): Prior or concurrent enrollment in SWO 501 .
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 505 - Social Work Research I
This course introduces a body of knowledge, skills, and attitudinal perspectives designed to produce a high level of competence in the use of social scientific methods of knowledge building. Structured, analytical processes of inquiry are introduced, as well as a rigorous adherence to social work values and ethics. Both qualitative and quantitative methods of inquiry are discussed.
Prerequisite(s): Open to nonmatriculated graduate students.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 544 - Costa Rica Immersion: Social Work Perspectives on Culture, Language, and Service Learning
This 2-week course takes place in Costa Rica and will introduce students to the colonial heritage, indigenous cultures, and the contemporary sociopolitical, ecological, and economic issues facing this Central American country. Students will receive 4 hours per day of Spanish language instruction, a class in dance and cooking, visits to cultural and recreational sites, lectures on Costa Rican social problems and social work agencies, and service-learning in a local organization such as an orphanage or refugee camp. Two all-day Saturday classes will be held at USM prior to the course trip.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 552 - Critical Thinking about Human Behavior II
The course is designed to locate the interplay of biological, psychological, and sociological influences on human behavior within the broader context of culture. Cultural diversity and oppression are seen as central to understanding human behavior and evaluating human behavior theories. The course explores a range of psychological theories such as psychodynamic, narrative, cognitive, and behavioral to understand the person within the complexity of his/her life circumstances.
Prerequisite(s): SWO 501 , SWO 502 .
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 553 - Generalist Social Work Practice II
This course builds on the concepts presented in Practice I. This course further develops students’ values, knowledge, and skills for planned change with a particular focus on work with populations of special concern to social work. The course content emphasizes practice within organizations and communities.
Prerequisite(s): SWO 503 (Social Work Practice I) and SWO 554 (Field Seminar I).
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 554 - Field Seminar I
This seminar accompanies the graduate internship in an approved community agency, designed to relate social work theory to practice under professional supervision. Fall semester.
Prerequisite(s):
Co-requisite(s): SWO 503 .
Credits: 3.5
Course Typically Offered:
Course Type: Social Work
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SWO 555 - Field Seminar II
A continuation of SWO 554 . Spring semester.
Prerequisite(s): SWO 554 .
Co-requisite(s): SWO 553 .
Credits: 3.5
Course Typically Offered:
Course Type: Social Work
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SWO 575 - Gender and Aging
A theoretical and practical course that informs students about aging issues affecting women and men differentially. Students will analyze the manifestations of aging and apply concepts drawn from the behavioral and social sciences.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 583 - Social Work with Immigrants, Refugees, and Asylum Seekers
Considers migration patterns and flows across the globe, introduces critical concepts in immigration and US immigration policies. Community based services will be explored with a focus on concepts such as cultural competence, diversity, empowerment, anti-oppressive social work and critical multicultural approaches. Service delivery efforts/approaches with the population will be considered.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 588 - Alcohol and Other Drug Abuse Issues
Examines the use and abuse of psychoactive substances: street drugs, prescriptions drugs, alcohol, caffeine, and nicotine. Consideration of the history, pharmacology, and physical and psychological effects of each substance. Exploration of prevention and treatment models, with special reference to those in use locally.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 597 - Independent Study
Individual or group projects for independent study may be developed by students in consultation with a particular faculty member. Students collaborate with an instructor to write a brief proposal for an area of study they wish to pursue that is not offered within the MSW curriculum. An Independent Study may be taken during foundation or concentration years and it serves as an elective course.
Prerequisite(s): Permission of the Director of the MSW Program and faculty instructor supervising the project prior to registration.
Co-requisite(s):
Credits: 1-3
Course Typically Offered:
Course Type: Social Work
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SWO 599 - Topics in Community Social Work Practice
A variety of elective courses under this title are offered to cover a wide spectrum of micro and macro practice issues. These courses facilitate students’ exploration of new practice areas or enhancement of advanced practice skills.
Prerequisite(s): May be required for some elective courses.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 603 - Social Work Practice III: Group Practice
This course focuses on social group work practice that builds upon students’ foundation level social work practice skills. The course emphasizes theory about groups and group processes and demonstrates the skills necessary for effective practice. In order to take SWO 603, students must be enrolled in either the Fieldwork Seminar SWO 654 or the Fieldwork Experience SWO 655 .
Prerequisite(s): SWO 553 , SWO 555 .
Co-requisite(s): SWO 654 or SWO 655 .
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 604 - Social Welfare Policy II
This course provides a theoretical and critical model of analyzing policy processes. It contains an overview of policy analysis with particular emphasis on social conflict theory and social constructionist theories of policy formation.
Prerequisite(s): SWO 504 , SWO 554 , SWO 555 , and matriculated MSW students.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 605 - Social Work Research II: Social Data Analysis
This course provides an interactive learning environment in which students learn to analyze quantitative and qualitative existing social data. The goal of this course is to increase the analytical competencies of students in the planning, and eventual execution, of a community-based research project.
Prerequisite(s): SWO 505 , and matriculated MSW students.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 651 - Social Work Practice IV: Individuals and Families
This course contextualizes the facilitation of change with individuals and families within organizations and communities. Approaches to social work practice are taught within an ecosystems, strengths-based framework that reflects a commitment to the values of social and economic justice, cultural diversity, and individual and collective self-determination. In order to take SWO 651, you must be enrolled in either Fieldwork Seminar 654 or Fieldwork Experience SWO 655 .
Prerequisite(s): SWO 555 .
Co-requisite(s): SWO 654 or SWO 655 .
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 652 - Social Work Research III: The Research Project
This course involves the utilization of the research knowledge and skills learned in SWO 505 Social Work Research I and SWO 605 Social Work Research II, and their application to selected social problems or issues of relevance to the needs of special populations or to the social work profession.
Prerequisite(s): SWO 605 .
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Social Work
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SWO 654 - Field Experience and Seminar III
A graduate internship during the concentration year at an approved community agency, designed to relate social work theory to practice under professional supervision. Fall semester.
Prerequisite(s):
Co-requisite(s): SWO 603 or SWO 651 .
Credits: 4.5
Course Typically Offered:
Course Type: Social Work
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