May 08, 2024  
2022-2023 Graduate Catalog 
    
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2022-2023 Graduate Catalog [ARCHIVED CATALOG]

Course Descriptions

List of Course Description Prefixes  

Course Description by Department/Program  
 

Cybersecurity
  

  • CYB 530 - Project Management in Cybersecurity

    This course will analyze resources related to project management. Significant effort will be devoted to understanding global socioeconomic, political, environmental, and cultural issues. Case studies will broaden understanding of best practices and ability to create projects in a global economy. Students will be introduced to computer-based tools used in project management.

    Prerequisite(s): CYB 501  or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 551 - Cyber Laws, Policies, and Ethics

    This course introduces aspects of cybersecurity laws and policies to integrate these challenges into cyber planning, operations, and strategy. The class will explore privacy issues, legal considerations, codes of ethics, and ethical implications faced by cybersecurity professionals. Topics align to the Department of Homeland Security (DHS) organizational security knowledge area covering security laws, regulations, and regulatory standards such as the International Organization for Standardization (ISO). Students will analyze organizations to develop security profiles for public and private entities. The intent is to develop understanding as a security professional of governances and how they convey compliances to business verticals such as healthcare and eCommerce.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 576 - Network Security Management

    This cybersecurity course examines issues of securing the communications path between systems, including both physical and logical connections and interactions that network policies may help to defend them. Emphasis is placed on emerging technologies and standards, and defenses beyond the common firewall and IDS systems. Topics include approaches to securing networks using risk analysis, cost effective countermeasures, layered defenses, and network policy development and implementation procedures. Students are expected to have a basic understanding of computer networks prior to the start of the course.

    Prerequisite(s): CYB 501  or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 582 - Cybersecurity Investigations

    This course will examine how digital evidence is gathered, handled, and admitted to court. The course will focus on the forensic process and adherence to the law of legally obtaining digital evidence that will be admissible in court. Topics include conducting forensic investigations on computer systems, mobile devices, networks, embedded devices, Internet of Thins devices, documenting evidence, preparing a forensics report, and how to prepare for presenting evidence at a trial.

    Prerequisite(s): Graduate standing, CYB 501 , or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 583 - Database and Application Security

    This cybersecurity course examines the issues surrounding protecting data both at rest and in motion in data management systems including databases and similar high-value networked applications. Both the theory and practice of various data protection models will be explored. Topics include common vulnerabilities, access control, data integrity models, privacy controls, compliance, and data auditing. Students are expected to have a basic understanding of databases and SQL prior to the start of the course.

    Prerequisite(s): CYB 501  or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 584 - Cybersecurity Operations

    This course provides an in-depth look at the functions and topics for security operations in a computing environment. It teaches students what activities and processes are needed to defend against security vulnerabilities when operating networks, systems, information, and people. This course covers concepts to securely maintain systems in an organizational setting, to include both private- and public- sector environments.

    Prerequisite(s): Graduate standing, CYB 501 , or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 591 - Capstone Proposal

    This course is the foundation to the capstone option of the cybersecurity masters program. Students will complete a project on a topic from their chosen cybersecurity career field. A full-time faculty in cybersecurity is assigned as a mentor. At the end of the course, the student presents the project proposal to the Master’s in Cybersecurity Thesis and Capstone Committee.

    Prerequisite(s): CYB 515 .
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 592 - Capstone Presentation

    This course is the final step to the capstone option of the cybersecurity masters program. Students will complete the approved project from CYB 591 . A full-time faculty in cybersecurity is assigned as a mentor. At the end of the course, the student presents the final project to the Master’s in Cybersecurity Thesis and Capstone Committee.

    Prerequisite(s): CYB 591  or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Cybersecurity
  

  • CYB 698 - Thesis Research

    This course is a two-semester requirement. The course involves thesis research and preparation. Enrollment is required each term in which the thesis is in progress. This option provides structure and assistance to students wishing to complete a formal thesis rather than a research project. Upon completion, the student will present a verbal summary of the thesis at a formal thesis defense meeting. This option may be especially attractive for those students contemplating doctoral work.

    Prerequisite(s): CYB 515 , 15 credits of CYB courses, and permission of instructor.
    Co-requisite(s):
    Credits: 3

    May be repeated for credit, but no more that six credits will apply to the degree.
    Course Typically Offered:
    Course Type: Cybersecurity

Education
  

  • EDU 501 - Secondary Science Methods for All Students Including Those of Diverse Abilities and Backgrounds

    The course has an interactive laboratory/discussion field-based approach, modeling and focusing on the teaching and learning aspects of science in the high school and middle school. The emphasis is on content, process, and methodology and will help interns develop knowledge of how to teach (pedagogy) and, more specifically, knowledge of how to teach science (pedagogical content knowledge). Students will learn strategies for planning and providing core academic and behavioral experiences to all learners.

    Prerequisite(s): Open to matriculated ETEP interns or by permission of the Teacher Education Department.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 502 - English Methods for Secondary Teachers of All Students Including Those with Diverse Abilities and Backgrounds

    This course focuses on ways to organize and teach English Language Arts classes at the middle and high school levels for all students, including those with special needs and those who are from culturally and linguistically diverse backgrounds. It is based upon current research in literacy and national and state standards in English Language Arts. Students will examine various strategies involved in designing and managing a student-centered English Language Arts class. They will explore and apply different theories for teaching English and create classroom activities to develop and expand upon students’ capacities to read, write and speak effectively. Students will learn to see the necessary and important connections between reading and writing.

    Prerequisite(s): Open to matriculated students in ETEP or by permission of the Teacher Education Department
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 503 - World Language Methods for all Learners Including Those of Diverse Abilities and Backgrounds

    This course provides an introduction to the theory and practice of teaching and learning world languages at the elementary, middle, and high school levels. It is based upon current research and national and state standards with a central focus on communicative language teaching. Students examine theories of second language acquisition, techniques for teaching interpersonal, interpretive and presentational modes of communication, as well as literature and culture. The course explores task-based instruction, the use of culturally authentic materials, the integration of technology as well as means of performance-based assessment and grading.

    Prerequisite(s): Open to matriculated students in ETEP, the Modern and Classical Languages and Literature (MCLL) Education undergraduate Pathway, or by permission of the Teacher Education Department.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 504 - Secondary Social Studies Methods for All Students Including Those of Diverse Abilities and Backgrounds

    This course focuses on ways to organize and teach social studies courses at the middle school and high school levels. Students will examine various theories for teaching social studies, current research, and national/state standards in order to link theory and practice and create a vision of social studies that promotes student-centered pedagogy, interdisciplinary thinking, issues of diversity, and relevance to students’ lives.

    Prerequisite(s): Open to matriculated interns in the MS. Ed in Teaching and Learning (ETEP) or by permission of the Teacher Education Department.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 505 - Elementary and Middle School Mathematics Methods for All Students Including Those of Diverse Abilities and Backgrounds

    This course is designed for those preparing to be elementary and middle school mathematics teachers and provides experiences to develop and apply mathematical content and pedagogical knowledge and skills. The primary focus of this course is on how to create positive learning communities that support all students in developing a deep understanding of mathematical concepts and procedures. Major areas of focus include: creating problem-based learning experiences; creating effective, supportive learning environments; the appropriate and effective use of models and tools for promoting understanding of mathematical ideas, including the use of technology and manipulatives; understanding learning progressions of important mathematical ideas; promoting the National Council of  Mathematics Teachers’ Process Standards; supporting students’ understanding of the Common Core Standards and Practices; assessing and building on students’ mathematical understandings; creating adaptive learning materials to differentiate instruction for individuals and groups of learners.

    Prerequisite(s):
    Co-requisite(s): This course should be taken concurrently with an internship experience, or with program permission.
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 510 - Creating Positive Learning Environments

    This course emphasizes creating, building, and sustaining a positive classroom environment as a foundation for learning. We will examine frameworks from a variety of disciplinary traditions including behaviorist multi-tiered systems of support (MTSS) and restorative justice practices. In the interest of meeting the needs of both group dynamics and the individual needs of K-12 students, the course emphasizes organization of the physical classroom, creating universal standard operating procedures (SOPs), and the importance of universal high expectations. Students will explore social frameworks, including culturally responsive teaching, teacher-student relationships, school-family partnerships, and community building. Students will gain strategies to promote motivation for learning by empowering K-12 students to engage in self-directed learning in inclusive, democratic classrooms.

    Prerequisite(s):  

     
    Co-requisite(s): Co-requisite enrollment in USM teacher education internship/student teaching course - EDU 543 or EDU 550
    Credits: 3

    Course Typically Offered:
    Course Type: seminar

  

  • EDU 512 - Teaching Literature in Grades K-12

    In this course, educators will examine the role of literature in literacy learning. Emphasis will be on the promotion of wide reading in a variety of genres and attending to the appropriate selection of literature to meet reading interests, needs, and abilities of students K-12. In addition to examining criteria for evaluating and selecting materials, participants will consider curriculum implications and learn creative strategies for teaching children’s and adolescent literature and enhancing reading for all students. Participants will have the opportunity to develop projects and investigate areas of interest to fulfill their professional needs.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 514 - Improving Teaching in Content Areas through Literacy for All Students Including Those with Diverse Abilities and Backgrounds

    This content area literacy course focuses on helping students develop strategies for strategic, independent learning. All students, including those with diverse abilities and culturally diverse backgrounds, will come to understand that learning is an active, constructive process. Therefore, teachers of all subjects and grade levels will demonstrate knowledge and application of sound reading and writing strategies to enhance learning in the classroom. These strategies will create readiness for learning, use reading and writing to promote content understanding, and provide a means for assessing what has been learned. Major emphasis is given to comprehension instruction, vocabulary acquisition, and metacognition.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 521 - Digital Literacies

    This course introduces students to the theoretical and pedagogical foundations of digital literacies. Students gain hands-on experience evaluating and using digital tools and resources for professional development and instructional design with particular emphasis on what it means to read, write, view, listen, and communicate in a digital world. Additionally, this course examines issues related to the safe and effective use of 21st century technologies with diverse learners.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 522 - Foundations of Language and Literacy Development

    This course is designed to examine theories and processes related to language and literacy development, and the implications of these theories and processes for curriculum and instruction, grades preK-12. The course includes practicum assignments to be completed during internship. Students will apply learning in classroom settings.

    Prerequisite(s): Matriculated into teacher education pathway or program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 525 - Invitational Summer Writing Institute

    This course is an introduction to the principles and practices of the Southern Maine and National Writing Projects. Fellows (i.e., those enrolled as students in the course) will explore and reflect upon the craft of writing through reading and discussion, and will learn effective practices for the teaching of writing. In addition, Fellows will produce portfolios of their writing, participate in writing groups, demonstrate writing strategies through various activities, and develop a philosophy on the teaching of writing.

    Prerequisite(s): Permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 526 - Invitational Fall Writing Institute

    This course builds on the principles and practices of the Southern Maine and National Writing Projects introduced in EDU 525 , Invitational Summer Writing Institute. Fellows (i.e., those enrolled as students in the course) will further explore and reflect upon the craft of writing through reading and discussion, and continue to learn effective practices for the teaching of writing. In addition, Fellows will complete portfolios of their writing, participate in writing groups, demonstrate writing strategies through various activities, and develop a philosophy on the teaching of writing. Lastly, Fellows will engage in reflection and/or research to develop their teaching practice and to share their learning with others.

    Prerequisite(s): EDU 525 .
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 529 - Planning and Formative Assessment Practices to Meet Learning Expectations

    Planning and Formative Assessment Practices to Meet Learning Expectations is a one-semester course, designed for the practicing teacher. It begins with an exploration of current research-based, outcomes-driven practices in the field as a means for enrolled teachers to examine their own classroom practices. Participants will consider the distinction between habits of work and academic achievement, using backward design to develop units and lessons and formative assessment tools rooted in district, state or national standards. They will begin to develop daily practices that intentionally encourage students to take responsibility for their learning. This course is designed specifically for practicing teachers in the K-12 system. Participants will consider their own current practices as they strive to ensure their work with students in all facets is rooted in the learning expectations. This work includes developing long term and daily learning targets, diagnostic and formative assessments, and exploring valid and reliable assessment methods that provide meaningful feedback and involve students in their learning. Participants will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 530 - Planning and Summative Assessment Practices to Meet Learning Expectations

    Planning and Summative Assessment Practices to Meet Learning Expectations is a one-semester course, designed for the practicing teacher. Teachers will explore their own summative assessment practices to better align them with learning expectations. They will use backward design to develop summative assessment tools rooted in district, state or national standards, and assessment practices that intentionally encourage students to take responsibility for their learning. This course is designed specifically for practicing teachers in the K-12 system. Participants will consider their own current practices as they strive to ensure their work with students in all facets is rooted in the learning expectations. This work includes developing specific summative assessment tools and a classroom assessment system. Teachers will give specific attention to ensuring their assessment tools are valid and reliable. They will practice providing meaningful feedback and involving students in the assessment process. Participants will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings.

    Prerequisite(s): EDU 529  or program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 532 - Instruction and Assessment Practices to Empower Learners

    In this course participants will examine the documented research that supports the effectiveness of specific instructional and assessment strategies and begin to learn how to shift to mind frames that support the most impactful use of these strategies. Students will then build their own units and assessments using well designed, high quality, and high impact instructional strategies and assessments. Participants will have the opportunity to design, use, and reflect on these strategies and assessments throughout the course as well as receive and act on feedback from peers and instructors through in-class discussions. This course is designed for the practicing teacher.

    Prerequisite(s): Practicing teachers in the K-12 system; EDU 529  and EDU 530  or program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 533 - Curriculum Design to Meet Learning Expectations

    This course is the culmination of a four-course sequence. It is student-designed and supported through regular peer and instructor consultation. The self-designed final projects students completed for earlier courses in the sequence will inform their choices for this course. Students will meet in small consultation groups facilitated by the course instructor throughout the semester and independently with the course instructor as needed to design and develop their projects. Students each choose an appropriate audience to whom they share their final project as a means for making their work public. While the presentations are not assessed, all written projects will be assessed according to the Maine Teaching Standards.

    Prerequisite(s): Practicing teachers in the K-12 system; EDU 530 , 531, EDU 532  or instructor permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 543 - Professional Internship in Elementary Education

    This course is a supervised, year-long, internship experience in applying knowledge and skills to the practice of teaching. Each intern is assigned to a mentor teacher at an elementary or middle school, ideally in a partner district. Under the direction and guidance of their mentor teacher and supervisor, the intern builds skills in planning and instruction, and formative assessment for day-to-day practice.  The internship includes a site-based seminar that meets throughout the year. This course is repeated for a total of 6 credits. Prerequisite: Open to students matriculated in ETEP or undergraduate teacher education pathways pursuing elementary certification; must show proof of fingerprinting/CHRC.

    Prerequisite(s): Open to students matriculated in ETEP pursuing elementary certification; must show proof of fingerprinting/CHRC
    Co-requisite(s):
    Credits: 1-6

    Course Typically Offered:
    Course Type: Education
  

  • EDU 546 - Planning and Assessment I

    This is the first of a two course series designed for pre-service teachers to be taken concurrently with a school-based placement. Students will examine national and local learning standards, striving to build an understanding of the sociopolitical context of standards-based learning from an equity perspective. They will learn to build lesson plans and series of lessons for their grade level aligned with standards and child development. Students will develop a repertoire of assessment methods including diagnostic, formative, and summative assessments. They will learn to create an instructional practice predicated on communicating clear expectations, giving meaningful feedback, and involving students in assessment. Students will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings.

    Prerequisite(s): Matriculation into a graduate teacher certification pathway, or permission of Teacher Education Department.
    Co-requisite(s):
    Credits: 1-3

    May be repeated up to 3 credits.
    Course Typically Offered:
    Course Type: Education
  

  • EDU 547 - Planning and Assessment II

    This is the second of a two course series designed for pre-service teachers to be taken concurrently with a school-based placement. This course focuses on long term planning, communication about student progress (feedback and student-developed rubrics, self, and peer assessments.) Students will learn to build unit plans aligned with learning standards and assessment systems. They will share experiences and practices with each other, discuss and reflect upon relevant readings and apply learning in classroom settings.

    Prerequisite(s): EDU 546  and matriculation into a graduate teacher certification pathway.
    Co-requisite(s):
    Credits: 1-3

    May be repeated up to 3 credits.
    Course Typically Offered:
    Course Type: Education
  

  • EDU 550 - Professional Internship in Secondary Education

    This course is a supervised, year-long, internship experience in applying knowledge and skills to the practice of teaching. Each intern is assigned to a mentor teacher at a middle or high school, ideally in a partner district. Under the direction and guidance of her/his mentor teacher and supervisor, the intern builds skills in planning and instruction, and formative assessment for day-to-day practice.  The internship includes a site-based seminar that meets throughout the year. This course is repeated for a total of 6 credits. Prerequisite: Open to students matriculated ETEP or undergraduate teacher education pathways pursuing secondary certification; must show proof of fingerprinting/CHRC. 

    Prerequisite(s): Open to students matriculated ETEP pursuing secondary certification; must show proof of fingerprinting/CHRC
    Co-requisite(s):
    Credits: 1-6

    Course Typically Offered:
    Course Type: Education
  

  • EDU 551 - Elementary Social Studies Methods for All Students Including Those of Diverse Abilities and Backgrounds

    This course focuses on ways to organize and teach social studies courses at the elementary level. Students will examine various theories for teaching social studies, current research and national/state standards in order to link theory and practice and create a vision of social studies that promotes student-centered pedagogy, interdisciplinary thinking, issues of diversity, and relevance to student lives.

    Prerequisite(s): Open to matriculated interns in the ETEP program or by permission of the Teacher Education Department.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 552 - Elementary Science Methods for All Students Including Those of Diverse Abilities and Backgrounds

    This course has an interactive laboratory/discussion field-based approach, modeling and focusing on the teaching and learning aspects of science in the elementary and middle school. The emphasis is on content, process, and methodology. The course will be framed by the Department of Teacher Education’s Core Practices, Maine’s Learning Results, the National Science Education Standards, and by the students’ goals about the teaching and learning of science. Students will learn strategies for planning and providing core academic and behavioral experiences to all learners and differentiated academic and behavioral experiences for learners with special needs. Open to matriculated students in a graduate USM teacher certification pathway or by Teacher Education Department permission.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 554 - Secondary Mathematics Methods for All Students Including Those of Diverse Abilities and Backgrounds

    This course focuses on research-based, best practices in teaching mathematics in grades 7-12. It is designed for those preparing to be middle school and secondary mathematics teachers and provides experiences to develop and apply mathematical content and pedagogical knowledge and skills. A primary focus of this course is on how to create positive learning experiences that support all students in developing a deep understanding of mathematical concepts and procedures. Major areas of emphasis include: creating problem-based learning experiences; implementing high-level mathematical tasks; creating effective, supportive learning environments; the appropriate and effective use of models, other representation, and tools for promoting understanding of mathematical ideas, including the use of technology; promoting the National Council of Mathematics Teachers’ Process Standards; supporting students’ understanding of the Common Core Standards and Practices; assessing and building on students’ mathematical understandings.

    Prerequisite(s):
    Co-requisite(s): This course should be taken concurrently with an internship experience, or program permission.
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 557 - Teaching Writing to Multilingual Learners

    This course focuses on developing and improving writing skills for English language learners (ELLs), by examining second language acquisition and writing theories and how they inform classroom practice. It is designed to equip teachers with the dispositions, knowledge, skills and strategies to implement writing instruction for ELLs at all levels of proficiency. Students gain firsthand experience using the writing process. They will draw on current research, theory, and classroom practice, leading to the development of instructional programs that will meet the needs of their ELLs.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 558 - Content-Based Curriculum for English Language Learners

    This course focuses on the factors necessary for the development and implementation of relevant content learning for Culturally and Linguistically Diverse learners of all ages and proficiency levels. The course explores the theoretical background and models of strategies for ensuring competent delivery of appropriate language and content in a multilingual context. A participatory approach incorporating the backgrounds and experiences of course participants is the principal methodological approach. The pedagogical framework of the course incorporates scaffolding, differentiated instruction, independent learning strategies, critical thinking, and assessment.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 559 - Aspects of Reading for Multilingual Learners

    This course examines the role of literacy in the K-12 and adult classroom for linguistically and culturally diverse learners in local and global contexts. A critical analysis of the developmental nature of the reading process as it applies to young learners, as well as application to older learners with varying degrees of first language literacy, is a major emphasis. An examination of first language and cultural and linguistic diversity influences on reading in a second language and multiliteracies in the light of current applied linguistics research is also a major emphasis.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 560 - Aspects of Teaching English Language Learners in PreK-12 Schools

    This course introduces PreK-12 teachers to aspects of teaching English language learners in schools. Teachers will explore culture as it affects student learning, language acquisition and development, how to plan and implement standards-based content and language instruction, and how to conduct classroom-based assessment of content and language learning. Students in this course should have access to a classroom with ELLs to complete course assignments.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 561 - Aspects of the English Language

    This is a practical course for the prospective or continuing ESL teacher which will examine the various linguistic elements of the English language and their relevance to the teaching process of English as a Second or Other Language. We will be focusing on analyzing the grammatical and phonological aspects of the English language as well as looking at morphology and lexis, semantics, and such social aspects of the language as register and speech variation. Primary emphasis will be placed on a better understanding of English through class discussion, oral presentations, and practical application for teaching in the ESL classroom.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 562 - Linguistic and Cultural Diversity in the Classroom

    This course examines the nature of language and cultural differences among learners of various ethnic and racial backgrounds. The exploration of diversity provides opportunities for participants to develop a personal awareness of the role of cultural conditioning in classroom encounters; to reflect on and to confront personal biases as they relate to teaching; to acquire the skills and resources for an ethno-relative approach to delivering instruction; and to make language- and topic-related choices compatible with learner differences.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 563 - ESL Testing and Assessment

    This course covers assessment principles used to analyze and interpret multiple and varied assessments for preK-adult English Learners (ELLs), including classroom-based, standardized, and language proficiency assessments to prepare educators to advocate for equitable assessment for ELL students. Emphasis is on formative and standards-aligned assessment practices for academic purposes. Participants will develop assessment literacy in order to analyze and interpret data to make informed and equitable decisions to promote English language and academic learning.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 565 - Teaching Reading for All Students in Grades K-8, Including Those with Diverse Abilities and Backgrounds

    In this course students will learn to use evidence-based instruction to teach reading in grades K-8. Students will examine theories and current research on reading development and process in order to effectively instruct and assess all readers, including students with special needs and from culturally and linguistically diverse backgrounds. Students will learn how to implement multiple strategies to support reading development and promote children’s proficiency in state standards. Additionally, digital literacies, reading across the curriculum, and ways to engage and motivate readers will be emphasized. Students will apply learning in classroom settings.

    Prerequisite(s): Must be matriculated in a graduate teacher education program or Literacy, Language, and Culture Department approval.
    Co-requisite(s): Enrollment in a USM graduate teacher education internship.
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 566 - Teaching Writing for All Students Including Those with Diverse Abilities and Backgrounds

    In this course students will learn to use evidence-based instruction to teach writing for all students. Students will examine theories and current research on writing development and process in order to effectively instruct and assess all writers, including students with special needs and from culturally and linguistically diverse backgrounds. Students will learn how to implement multiple writing strategies across various genres to support writing development and promote children’s proficiency in state standards. Additionally, students will explore the use of technology and participate in writing sessions to develop as writers and teachers of writing. Students will apply learning in classroom settings.

    Prerequisite(s): Must be matriculated in a graduate teacher education program or Literacy, Language, and Culture Department approval.
    Co-requisite(s): Enrollment in a USM graduate teacher education internship.
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 599 - Independent Study in Teacher Education

    This course provides students the opportunity to pursue a project independently, planning and exploring an area of interest within the field of teacher education. Most independent study projects are library based; all are intellectually sound and reflect a high caliber of performance. Specific content and methods of evaluation are determined in conjunction with the instructor. An approved proposal is a necessary prerequisite to registration.

    Prerequisite(s): Matriculation into MTL program.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 600 - Research Methods and Techniques

    This course studies the concepts, principles, and techniques of educational research with an emphasis on scientific inquiry and problem solving, designed for both the producer and consumer of educational research. Individual critiques and research reviews are completed.

    Prerequisite(s): Open to matriculated students.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 603 - Analysis of Teaching and Assessment

    This course provides an opportunity to view teaching from the perspective of selected conceptual frameworks and research findings in the theory and practice of teaching and assessment. Analysis of individual teaching behavior and classroom assessment is an important aspect of this course.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 604 - Curriculum Development

    This course provides graduate students with an understanding of curriculum and curriculum development. Using a collaborative approach, teachers, administrators, and ideally their students plan the design of a curriculum consistent with personal ideals and a given context. Graduate students analyze the curriculum in terms of knowledge, skills, learning processes, equity, and affective dimensions. Special emphasis is given to the processes of curriculum development, implementation, and evaluation. This course focuses on the theoretical foundations of learning and their practical applications for classroom teaching and for instructional leadership. Students will refine their skills of developing curriculum using backward design models and frameworks.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 605 - Testing and Assessment

    This course develops students’ knowledge of testing and assessment and provides opportunities for students to apply that knowledge to instruction and curriculum issues. Students will review the critical roles of educational leaders in testing and assessment. Participants will examine concepts such as curriculum alignment, opportunity to learn, equity, fairness, and effectiveness and relate these concepts to classroom assessments, as well as to district, statewide, national, and international standardized assessments. Students will address issues such as validity, reliability, and standard setting in the context of diverse perspectives about the construction, production, and interpretation of knowledge.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 607 - Teacher Research in Literacy and Language Development

    The purpose of this course is to enable students to become generators of new contextualized knowledge through their own classroom-based research. Students will be introduced to major research paradigms and will learn and practice techniques of data collection and analysis. Naturalistic methods of studying literacy and language learning in real classroom contexts will be emphasized. Each student will generate a research question, design an empirical research study that will help answer the question, collect and analyze sample data, and summarize findings or revisions necessary to improve the study. The class will function as a community of researchers; a substantial portion of class time will be spent working in small groups.

    Prerequisite(s): EDU 565 , EDU 620 , or EDU 559  and EDU 566 , EDU 626  or EDU 557  and open to matriculated students in the MSEd. in Literacy Education or TESOL, or program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 614 - Disciplinary Literacies

    This course provides an introduction to disciplinary literacies and their applications in core academic subjects. In particular, it examines approaches and strategies for apprenticing K-12 students into disciplinary habits of thought and communication. It also emphasizes the role language plays in developing disciplinary reading, writing, speaking, and listening practices.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 615 - Middle Level Curriculum Organization

    This course provides an opportunity to examine realities and possibilities of middle school curriculum design and content and to explore various long standing controversies about the relationship between curriculum and the world, curriculum and learners, curriculum and the academic disciplines, and curriculum and educational aims. Moreover, it delves into conceptions of knowledge, knowing, and learning and into who has access to all three. The course investigates both middle school curriculum theory and curriculum practices, invites students to critique current and past approaches, and then develops a curricular approach of their own. It looks closely at the impact of curricular practices on the welfare of students and society. An important goal of the course is to provide opportunities for students to develop their own standards and naming the institutional contexts necessary for supporting those standards. Students should leave the course with a clear idea about what curricular approaches they think serve the welfare of middle school students and the larger society.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 617 - Teaching at the Middle Level

    This course provides an understanding of the role the teacher plays in the intellectual, social, emotional, and personal development of young adolescents. Students investigate, try out, and evaluate responsive teaching strategies and explore the design and structure of advisor/advisee programs and curricula.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 620 - Literacy Development and Instruction

    Becoming a reader is a developmental process, and literacy acquisition is continuous throughout a person’s life. This course examines theoretical frameworks for literacy instruction based on this perspective. Current issues in the teaching of reading will be examined with an emphasis on applications for Pre-K-12, adult learners, English language learners, and learners with special needs. Effective instructional methods and authentic assessment tools will be modeled and practiced. Readings represent contemporary research and practice, and assignments are intended for purposeful application. Through class sessions, classroom practice, and professional reading, students will be expected to synthesize information, generate implications for literacy instruction, and apply their learning by assessing and creating an instructional plan for a learner.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 621 - Literacy Assessment

    This course will explore literacy development, focus on the use of assessments in determining struggling learners’ reading and writing skills, and analyze how areas of possible growth in the area of literacy may present in PreK-12 classrooms. Students will examine, create, evaluate and reflect on a variety of assessments as they are connected to data-driven instruction, monitoring learner progress, and learner literacy achievement. Students will become familiar with a range of assessments and how to use data from these assessments in developing lessons and activities for small group and individual instruction. Throughout the course, students will be engaged in the research related to the assessments as well as conceptualize assessment as a process of understanding the whole child. Through class sessions, classroom practice, and professional reading, students will be expected to synthesize information, generate implications for literacy assessment, and apply their learning by implementing and analyzing literacy assessments for a learner.

    Prerequisite(s): EDU 620 or program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 623 - TESOL Practicum

    The practicum in Teaching English to Speakers of Other Languages is designed to accommodate students in the TESOL program who are ESL teachers, mainstream teachers working toward ESL endorsement by the state, international students, adult educators, and other students matriculated into the MSEd in TESOL program. Students acquire practical ESL/EFL teaching experience in the field while applying knowledge gained through coursework and research; 40 hours of observation and practice teaching in an appropriate setting determined by the student and instructor are required. Students in the initial K-12 ESL certification concentration must complete their field experience in a public K-12 school. The 24 hours of program coursework must be completed prior to or concurrent with practicum.

    Prerequisite(s): Matriculated into MSEd in TESOL; completion of 24 hours of program coursework, including EDU 557 , EDU 558  or EDU 560 , EDU 559 , EDU 561 , EDU 562 , and EDU 563 .
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 626 - Writing Development and Instruction

    This course emphasizes the advancement of writing through all the developmental stages in grades K-12. Writing growth and its relationship to reading and oral language development are examined. Current research and theory relating to the composition process is studied and implemented with students’ writing. Students gain experience with the writing process through participation in writing sessions. This course is intended for practicing teachers and other educators who support students’ writing development.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 633 - Advanced Applications in Literacy and Language Development

    Independent study opportunities to apply course experiences in field-based situations are encouraged. Considerable latitude is possible in pursuing options of professional interest in literacy and language development with approval of an instructor. Examples of activities include: writing project (meeting standards of professional journals), intensive clinical experiences and practica, educational consultation, and research. Independent options must be approved in writing by the program faculty and department chair.

    Prerequisite(s): Instructor permission.
    Co-requisite(s):
    Credits: 1-6

    Course Typically Offered:
    Course Type: Education
  

  • EDU 634 - Seminar in Literacy Research

    This course involves inquiry into all facets of literacy education, including historical and contemporary issues and trends in research, theory, and leadership. This course addresses issues, problems, and topics in literacy, through analysis and reflection of readings applied to current classroom practices. Students will synthesize their learning in literacy development, language acquisition, classroom practice, cultural diversity, and assessment to real-life situations. This seminar is open to matriculated students only; the seminar is a second-tier course and should be one of the final courses in the Literacy Education Master’s sequence.

    Prerequisite(s): Matriculated students only and 24 credits in literacy, and program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 635 - Seminar in Second Language Literacy

    This course involves inquiry into all facets of literacy and second language education, including historical and contemporary issues and trends in research, theory, and leadership. Students will synthesize their learning in literacy and language development, classroom practice, cultural diversity, policy, and advocacy. This course is intended to be the last class in the TESOL master’s sequence (except EDU 623 and EDU 640); advanced CAS students may request permission to enroll.

    Prerequisite(s): Matriculated students only who have completed 24 credits, and program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 637 - Contemporary Approaches to Literacy Leadership

    This course will examine contemporary approaches to school-wide literacy and build capacity for teachers and school leaders to carry out the school’s literacy mission. It will offer direction and support to those charged with organizing and delivering effective literacy instruction to K-12 students, as well as adult education students. Topics will include the roles of literacy specialists, literacy coaches, and literacy interventionists; methods for working with struggling readers and writers and their teachers; strategies for assessment and analysis of data; theories of adult learning and development; strategies for leading professional development, peer coaching, and collegial support; ways to involve families and the community in literacy; and the changing design of our schools to best meet the needs of all students through culturally responsive leadership. Practicing teachers, literacy interventionists and specialists, school leaders, and adult educators are encouraged to enroll.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 639 - Practicum in Literacy Education

    The Practicum in Literacy Education is designed to be an intense capstone experience that prepares candidates for endorsement as a literacy specialist. According to the International Literacy Association, literacy specialists are responsible for 1) developing, leading, or evaluating the school or district pre-K-12 reading and writing program, 2) supporting teacher learning, and 3) working with students who struggle with reading. This practicum is open to matriculated students only; the seminar is a second-tier course and should be one of the final courses in the Literacy Education Master’s sequence.

    Prerequisite(s): 21 credits in literacy coursework including the following literacy content courses: EDU 565  or EDU 620 , and EDU 566  or EDU 626 , and EDU 512  , and EDU 514 , EDU 614  , and EDU 621 , and permission of instructor.
    Co-requisite(s):
    Credits: 6

    Course Typically Offered:
    Course Type: Education
  

  • EDU 640 - Professional Internship in English as a Second Language

    This internship is a full-time supervised student teaching experience in which interns will apply knowledge and skills to the practice of teaching ESL and culturally and linguistically diverse students. An intern completes a public school classroom placement working cooperatively with a mentor teacher and a university supervisor in addressing Maine’s Initial Teacher Certification Standards (InTASC and NETS-T) and TESOL Standards. The culminating event is a lead teaching experience during which the intern has primary responsibility for guiding the instructional program. An intern may pursue the internship part-time over two semesters if the hours are equivalent to a 15-week, full-time student teaching experience. The course is pass/fail, and students must pass 3 credits of internship to complete the program and be recommended for initial K-12 ESL certification.

    Prerequisite(s): Prerequisites: Matriculation in the MSEd in TESOL, Initial K-12 ESL Certification program; 30 credits of program coursework, including EDU 623 .
    Co-requisite(s):
    Credits: variable, up to 3

    may be repeated one time.
    Course Typically Offered:
    Course Type: Education
  

  • EDU 643 - Inquiry in Education

    This course focuses on inquiry in the field of education, including the development, implementation and evaluation of research project focused on classroom practice or educational policy issues. This course is designed as a capstone for the master’s in Teaching and Learning and is taken in the last semester of the MTL program. Candidates completing special education or ESL certification will conduct research in their respective field.

    Prerequisite(s): Completion of ETEP teacher certification internship and EDU 600 ; or permission of Teacher Education Department.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 652 - Curriculum Design for Secondary Teachers of All Students Including Those with Diverse Abilities and Backgrounds

    This course is designed to help teachers learn to develop curriculum for units, grade levels and subject areas for all students at the middle and high school levels, including those with special needs and those who are from culturally and linguistically diverse backgrounds. Major areas of focus include the examination of existing curricula and some of the motivating factors that underlie those curricula, the backwards planning design process, curriculum mapping, and the development of a conceptual framework which demonstrates the interconnections of curriculum, instruction and assessment.

    Prerequisite(s): Content Methods Course (EDU 501  or EDU 502  or EDU 503  or EDU 504  or EDU 554 ) and matriculation in ETEP, or permission of the Teacher Education Department.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 659 - Special Education Law for School Leaders

    This course acquaints prospective school leaders at the building and district level with the general principles of special education law as found in the interpretation of constitutional and statutory provisions by the higher courts. Laws governing pupils, teaching personnel, administrators and boards of education will be stressed.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 661 - Literacy, Language, and Culture Capstone

    This capstone is a culminating experience to synthesize Literacy Education and TESOL graduate students’ learning and is completed as the last course of the program. This capstone course provides Literacy Education or TESOL Certificate of Advanced Studies (CAS) graduate students with an opportunity to spend the session or semester researching and creating a project in their area of specialization.

    Prerequisite(s): Matriculated students only, 24 credits, and program permission
    Co-requisite(s):
    Credits: 3-6

    up to one time for a total of six credits
    Course Typically Offered:
    Course Type:
  

  • EDU 665 - CAS Directed Study

    This course provides CAS students with an opportunity to focus on long-term applied research projects near the beginning of their programs of study, rather than wait until they have completed their regular CAS coursework. Some students enter the program having embarked upon long-term projects that will positively impact their schools or school systems. This capstone option gives them the opportunity to combine work on those projects at the same time that they take other graduate courses in their individual CAS programs. This project will be carried out through the program, but the culminating synthesis should take place in the last academic year of the program.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3-6

    Course Typically Offered:
    Course Type: Education
  

  • EDU 667 - Teacher Leadership Capstone

    This course is designed for students who are completing the Teacher Leadership Program. It provides students with the opportunity to: (1) complete a capstone inquiry project in an area related to teaching and learning and that is of particular concern or interest, (2) to develop a final product that describes the topic of inquiry, methods, and findings or insights, and (3) to make public the process of inquiry and its results. The final product will take the form of an action research project. The course takes the form of a professional community where students and the instructor engage in collegial interaction, peer learning, and reciprocal feedback.

    Prerequisite(s): Completion of at least 24 of 30 credits towards the MS. Ed in Teacher Leadership.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 670 - Introduction to Educational Leadership

    This course is designed to be one of the initial courses taken in the Educational Leadership Program leading to certification as a principal, special education director, and/or curriculum coordinator, or as part of the Teacher Leadership Program. The course is organized around the domains, qualities, and values of leadership work that research and practice have shown to contribute to students’ academic success and well-being. Graduate students will gain understandings of themselves and of their potential to function effectively as leaders. This course gives participants a clear understanding of the decisions faced by educational leaders, the skills and knowledge necessary to perform effectively, and the opportunity to explore strategies for balancing the demands of the job and personal commitments and responsibilities.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 671 - Organizational Behavior

    Organizational Behavior is the utilization of theory and methods of academic disciplines of understanding and influencing behavior of people in organizations. In general, this course will explore the interactions between individuals and the systems in which they live and work.  Individual and group levels of analysis are included in covering such topics as diversity, communications, motivation, power, conflict, school culture, group development and performance, innovation, quality, individual effectiveness & development, leadership, and intergroup behavior. In addition to conceptual inputs, this course will utilize structured activities, simulations, case analysis and student presentations in order to: 1) provide opportunities to actually experience the behavioral dynamics being studied; and 2) to provide situations wherein students can assess the relevance of the dynamics being studied.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 677 - Seminar in School Management

    The course, through the use of case studies, simulations, readings, presentations and discussions will focus on students: (1) learning the nuts and bolts needed for daily school leadership; (2) examining current issues facing school administrators; (3) learning strategies for managing and understanding oneself within the administrator’s role; (4) studying specific financial skills required of the school administrators; and (5) articulating positions on current educational practices.

    Prerequisite(s): Program permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 678 - School Law

    This course acquaints students with general principles of school law as found in the interpretation of constitutional and statutory provisions by the higher courts. Laws governing pupils, teaching personnel, and boards of education and special education will be stressed with particular emphasis on Maine school law.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 679 - Evaluation and Supervision of Teaching

    This course is focused on evaluating and supervising teaching performance. EDU 679 offers a framework of supervisory concepts and asks students to apply these concepts to the settings and clientele they would likely encounter from elementary through adult education. A major course goal is for students to acquire the knowledge and skills required for effective supervision and evaluation of teachers and other school personnel so that student achievement is enhanced. Students will conduct multiple clinical supervision sequences (e.g., mini-observations, walkthroughs, classroom observations, etc.) in an educational setting using various data-gathering tools and techniques, align these observations to various professional standards, and practice their feedback and questioning skills.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 680 - Professional Learning in Schools

    This course is designed for students in educational administration and teacher leadership. It examines the theory and practice of promoting professional learning in schools. Building on current research on adult development, professional learning communities, organizational capacity-building, and school improvement, students develop an understanding about professional learning and development, including purposes, models, theories, strategies, designs, and assessments. Students design and implement a final project, which demonstrates course learning in a school setting.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 683 - School Finance

    This course provides a working knowledge and understanding of Maine state law and of school system finances and the funding process. An historical perspective is explored as well as current issues and problems on a statewide and national level. Specific emphasis is given to revenue generation and distribution, state and federal influences, local tax issues, budget development, budget management, and budget administration and control.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 685 - Internship in School Administration (Principalship)

    This three semester (9 credit hour) course serves as the capstone experience in the Educational Administration program for aspiring principals.  The internship is designed to immerse the graduate student in the everyday tasks of the building administrator, providing an opportunity for the student to actually apply the skills and knowledge gained throughout the Educational Leadership program.  The early focus of the course is on the internship in a school setting designed jointly by the student, the internship faculty member, and a school-based principal.  Throughout the remainder of  the internship, students complete an ongoing journal, develop a leadership platform (portfolio), conduct an investigation on an aspect of financial management, and formulate a leadership project based on an issue of importance to the school.  Each graduate student is required to produce a written report on the leadership project and to present it at the conclusion of the course. Taken at the conclusion of the Educational Leadership program.

    Prerequisite(s): Program permission.
    Co-requisite(s):
    Credits: 9

    This course may be repeated twice, for 3 credits each, for a total of 9 credits.
    Course Typically Offered:
    Course Type: Education
  

  • EDU 686 - Internship in Special Education Administration

    This three semester (9 credit hour) course serves as the capstone experience in the Educational Administration program for aspiring special education directors. The internship is designed to immerse the graduate student in the everyday tasks of the special education director, providing an opportunity for the student to actually apply the skills and knowledge gained throughout the Educational Leadership program. The early focus of the course is on the internship in a district setting designed jointly by the student, the internship faculty member, and a district special education director. Throughout the remainder of the internship, students complete an ongoing journal, develop a leadership platform (portfolio), conduct an investigation on an aspect of financial management, and formulate a leadership project based on an issue of importance in special education at the school or district level. Each graduate student is required to produce a written report on the leadership project and to present it at the conclusion of the course. Taken at the conclusion of the Educational Leadership program.

    Prerequisite(s): Program permission.
    Co-requisite(s):
    Credits: 9

    This course may be repeated twice, for 3 credits each, for a total of 9 credits.
    Course Typically Offered:
    Course Type: Education
  

  • EDU 687 - Internship in the Superintendency

    This two-semester, six-credit course (three credits each semester) is designed to immerse the student in the everyday tasks of the superintendent of schools providing an opportunity for the student to actually apply the skills and knowledge gained throughout the educational leadership program. This course, made up of field experiences in the school superintendency, is designed to meet certification requirements and to prepare individuals for the position. The internship is designed to encourage application of formal coursework to the leadership and management issues that face superintendents in the workplace. Out of the internship experience, students will develop a project, in which they will be expected to take a leadership role in designing, implementing, and assessing a project that addresses an important district-wide educational issue. Program capstone.

    Prerequisite(s): Permission of instructor.
    Co-requisite(s):
    Credits: 6

    Course Typically Offered:
    Course Type: Education
  

  • EDU 688 - Internship in Curriculum Administration

    This three semester (9 credit hour) course serves as the capstone experience in the Educational Administration program for aspiring curriculum coordinators.  The internship is designed to immerse the graduate student in the everyday tasks of the curriculum coordinator, providing an opportunity for the student to actually apply the skills and knowledge gained throughout the Educational Leadership program.  The early focus of the course is on the internship in a district/central office setting designed jointly by the student, the internship faculty member, and a curriculum coordinator.  Throughout the remainder of the internship, students complete an ongoing journal, develop a leadership platform (portfolio), conduct an investigation on an aspect of financial management, conduct a study of community demographics, and formulate a leadership project based on an issue of curriculum/instructional importance at the school or district level.  Each graduate student is required to produce a written report on the leadership project and to present it at the conclusion of the course. Taken at the conclusion of the Educational Leadership program.

    Prerequisite(s): Program permission.
    Co-requisite(s):
    Credits: 9

    This course may be repeated twice, for 3 credits each, for a total of 9 credits.
    Course Typically Offered:
    Course Type: Education
  

  • EDU 695 - Special Topics in Teacher Leadership: Coaching and Mentoring Teachers

    This course is designed for students in the Teacher Leadership Program. It will serve students who enroll in a cohort concentration through the Teacher Leadership Program, providing them with the opportunity to become familiar with a topic of common interest or concern that lays the foundation for future study. Special topics may include such topics as coaching and mentoring teachers, STEAM education, English education, etc. The course takes the form of a professional learning community where students and the instructor engage in collegial interaction, peer learning, and reciprocal feedback.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 699 - Independent Study

    This course provides an opportunity for students to pursue a topic of interest on an independent basis. The specific content and evaluation procedures are arranged with an instructor.

    Prerequisite(s): Permission of supervising instructor and the department chair.
    Co-requisite(s):
    Credits: variable

    Course Typically Offered:
    Course Type: Education
  

  • EDU 701 - Foundations of Education Policy and Research

    This six hour, two-semester course focuses on selected educational reform policies from historical, social, and political perspectives and the research designs that are appropriate for studying them empirically. Students will engage in careful readings and critical analyses of primary, empirical, and peer-reviewed studies of educational reform policy formation and implementation, and they will examine appropriate designs for doctoral research along these lines. The reform policies that will be considered will reflect recurring issues and the dilemmas they pose for educational leaders. These include, but are not limited to: multiple and conflicting educational aims and purposes, upgrading the teaching profession (preparation, recruitment, retention, development), evaluating student achievement and teaching effectiveness, reducing inequalities in student opportunities and outcomes, and the interplay between corporate and non-corporate models of schooling. The following research designs will be emphasized: qualitative and mixed methods case studies, interview studies, content analyses, survey research, correlation studies, experimental studies, and ex-post /causal comparative studies.

    Prerequisite(s): Matriculated in the Ph.D. program.
    Co-requisite(s):
    Credits: 6 (three each semester)

    Course Typically Offered:
    Course Type: Education
  

  • EDU 702 - Contemporary Issues in Education Policy and Leadership

    This course builds on EDU 701  and examines the role of the local, state, and federal government in creating educational policy to address contemporary education-related issues, and the impacts and challenges they pose for leadership in the context of federal, state, and local environments. As a group and individually, students will engage in careful readings and critical analyses of position papers, primary, empirical, and peer-reviewed studies that deal with current issues in educational policy drawn from various topics and from diverse political paradigms.

    Prerequisite(s): Successful completion of EDU 701 .
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 705 - Data Collection and Analysis in Education Research

    This six-credit hour, two-semester course follows EDU 701 . This course focuses on mixed methods for conducting research in education policy and leadership. The course’s emphasis is on the quantitative and qualitative methods of data collection and analysis that are appropriate for studying issues in the fields of education policy and leadership. Students will develop research questions and appropriate data collection and analysis methods for studying these questions. The following research designs will be emphasized: qualitative and mixed methods case studies, interview studies, survey research, correlation studies, experimental studies, and ex-post /causal comparative studies.

    Prerequisite(s): Acceptance into the Ph.D. program and successful completion of EDU 701 .
    Co-requisite(s):
    Credits: 6 (three each semester)

    Course Typically Offered:
    Course Type: Education
  

  • EDU 706 - Evidence Based Analysis: Policy, Programs, and Accountability Systems

    This course focuses on conducting evidence-based reviews and analyses of the design, implementation, and impacts of current international, national, and state education policy, policy initiatives, and education reforms. Using the frameworks articulated by researchers and policy analysts such as Canon, Rushcamp & Freeman (1990), Spillane (1996), Hill (2001), students will analyze approaches countries, states, and school districts take in implementing education policy. Phase I of the course will focus on an analysis of educational reform efforts in American states as well as comparisons of US national efforts with those of other countries. Review of international assessment systems and educational commentary will be examined in light of reform efforts. Phase II of the course will focus on using evidence from Phase I to construct accountability systems for monitoring and assessing the impacts of reform efforts both nationally and in Maine. Students will examine state and local policy implementation, develop accountability systems, and present their reports to state policy makers.

    Prerequisite(s): Successful completion of EDU 701 .
    Co-requisite(s):
    Credits: 6 (three each semester)

    Course Typically Offered:
    Course Type: Education
  

  • EDU 708 - Dissertation Proposal Seminar

    This course is designed to lead students through the process of completing a dissertation proposal. At the end of the course, students will have completed a dissertation proposal that includes: a problem statement, complete research review, a research question, hypotheses, if appropriate and a methodology section. The course will address each of the proposal components in a recursive fashion, developing, sharing, and refining of content. Students will be expected to work closely with their dissertation chair in finalizing the proposal. Successful completion and dissertation committee approval of the proposal are prerequisites for continuation toward the dissertation.

    Prerequisite(s): Successful completion of  EDU 701  and EDU 705  .
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Education
  

  • EDU 799 - Dissertation in Education

    This course is designed to lead students through the process of completing a dissertation. At the end of the course, students will have completed a dissertation that includes: a problem statement and research questions, a review of research, data collection and analysis, findings and implications. The course will address each of the components in a dissertation in a recursive fashion, developing, sharing, and refining of content. Students will be expected to work closely with their dissertation chair and other committee members in finalizing the dissertation. Students must register for a total of nine dissertation credits to graduate. Successful completion of the dissertation and oral presentation to the dissertation committee and their approval are prerequisites for completing the Ph.D. (9 credits required).

    Prerequisite(s): Successful completion of EDU 708 .
    Co-requisite(s):
    Credits: Variable credit of 1-6 for a total of 9 credits

    Course Typically Offered:
    Course Type: Education

General Engineering
  

  • EGN 517 - Introduction to Robotics

    This course covers the contents of EGN 317 Introduction to Robotics, plus additional content at the graduate level. It may substitute EGN 317 for undergraduate credit, and be applied toward degree requirements of a graduate program. Lecture 3 hrs. Lab 1 hr.

    Prerequisite(s): EGN 160 or COS 160, EGN 248, permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: General Engineering
  

  • EGN 546 - Micro Electromechanical Systems

    This course covers the contents of EGN 446 Micro Electromechanical Systems, plus additional content at the graduate level. It may substitute EGN 446 for undergraduate credit, and be applied toward degree requirements of a graduate program. Lecture 3 hrs. Lab 1 hr.

    Prerequisite(s): ELE 217, permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: General Engineering
  

  • EGN 598 - Graduate Topics in Engineering

    Topics in engineering at the graduate level not regularly covered in other courses. The content can be varied to suit current needs. The course may, with advisor permission, be taken more than once. Consult the Department for current offerings and prerequisites.

    Prerequisite(s):
    Co-requisite(s):
    Credits: 3-4

    Course Typically Offered:
    Course Type: General Engineering
  

  • EGN 602 - Graduate Design Project

    Design and implementation of a device or system to perform an engineering function, or an engineering research project at the graduate level. May be done individually or in small groups, but the contribution is evaluated on an individual basis. This course is cross-listed with MBA 698  Practicum and is used to fulfill the practicum requirement of the Masters in Business Administration (MBA).

    Prerequisite(s): EGN 402 or equivalent, MBA 611 , MBA 660 , MBA 674 , and permission of advisor. Weekly meetings (MBA 698 ) and Project.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: General Engineering

Electrical Engineering
  

  • ELE 527 - Energy and Power Systems

    This course covers the contents of ELE 327 Energy and Power Systems, plus additional content at the graduate level. It may substitute ELE 327 for undergraduate credit, and be applied toward degree requirements of a graduate program. Lecture 3 hrs. Lab 1 hr.

    Prerequisite(s): ELE 323, permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Electrical Engineering
  

  • ELE 544 - Analog Integrated Circuits and Design

    This course covers the contents of ELE 444 Analog Integrated Circuits and Design, plus additional content at the graduate level. It may substitute ELE 444 for undergraduate credit, and be applied toward degree requirements of a graduate program. Lecture 3 hrs. Lab 1 hr.

    Prerequisite(s): Prerequisites: ELE 343, instructor permission.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Electrical Engineering
  

  • ELE 583 - Communications Engineering

    This course covers the contents of ELE 483 Communications Engineering, plus additional content at the graduate level. It may substitute ELE 483 for undergraduate credit, and be applied toward degree requirements of a graduate program. Lecture 3 hrs. Lab 1 hr.

    Prerequisite(s): ELE 314, permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Electrical Engineering
  

  • ELE 586 - Digital Signal Processing

    This course covers the contents of ELE 486 Digital Signal Processing, plus additional content at the graduate level. It may substitute ELE 486 for undergraduate credit, and be applied toward degree requirements of a graduate program. Lecture 3 hrs.

    Prerequisite(s): EGN 160 or COS 160, ELE 314, permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Electrical Engineering
  

  • ELE 587 - Digital Image Processing

    This course covers the contents of ELE 487 Digital Image Processing, plus additional content at the graduate level. It may substitute ELE 487 for undergraduate credit, and be applied toward degree requirements of a graduate program. Lecture 3 hrs. Lab 1 hr.

    Prerequisite(s): EGN 160 or COS 160, ELE 217, permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Electrical Engineering

Environmental Science & Policy
  

  • ESP 512 - Field Ecosystem Ecology

    This course provides a fundamental understanding of ecosystem ecology, with an emphasis on forested and aquatic ecosystems and impacts of the physical and chemical environment on ecosystem functioning. The course is writing intensive and includes hypothesis generation, field research, computer analysis, and journal article interpretation and writing. The laboratory is field intensive and includes local field trips, team research exercises, and independent field research projects.

    Prerequisite(s): Graduate standing or permission of instructor.
    Co-requisite(s):
    Credits: 4

    Course Typically Offered:
    Course Type: Environmental Science & Policy
  

  • ESP 513 - Forest Ecology

    This course provides students with an understanding of what constitutes a healthy forest ecosystem and a sustainable forest environment. Special emphasis is placed on the function, spatial variability, evolution of forest ecosystems, and the need for forest ecology as the foundation of forest management. The laboratory session is field-intensive.

    Prerequisite(s): Graduate standing, acceptance into an accelerated graduate pathway, or permission of instructor.
    Co-requisite(s):
    Credits: 4

    Course Typically Offered:
    Course Type: Environmental Science & Policy
  

  • ESP 517 - Site Planning and Assessment

    An introduction to environmental planning and assessment concepts and skills associated with the development of sites for human use. Emphasis is given to the development of particular tracts or parcels of land in Maine.

    Prerequisite(s): Graduate standing, acceptance into an accelerated graduate pathway, or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Environmental Science & Policy
  

  • ESP 526 - Environmental Economics

    This course considers the economic aspects of resource and environmental issues, such as pollution, the use and management of natural resources, environmental justice, and global climate change. In addressing each of these issues we will investigate the implications of various public policy responses such as regulation, marketable permits, and tax incentives.

    Prerequisite(s): Graduate standing, acceptance into an accelerated graduate pathway, or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Environmental Science & Policy
  

  • ESP 540 - Environmental Regulations

    This course is an intensive introduction to the federal and Maine environmental regulatory structure. This course is designed to provide basic competency in the knowledge and application of environmental laws and regulations, including air, surface water, drinking water, spill reporting, land use, and hazardous and solid waste.

    Prerequisite(s): Graduate standing, acceptance into an accelerated graduate pathway, or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Environmental Science & Policy
  

  • ESP 545 - Environmental Education and Interpretation

    Students explore the basics of classroom and non-formal environmental science education and interpretation using an inquiry-based approach. Topics include teaching ecosystem and environmental science principles, selecting and designing environmental curricula, and assessment.

    Prerequisite(s): Graduate standing, acceptance into an accelerated graduate pathway, or permission of instructor.
    Co-requisite(s):
    Credits: 3

    Course Typically Offered:
    Course Type: Environmental Science & Policy
 

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