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Occupational Therapy |
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OTH 503 - Reflective Practitioner
Addressing the artful elements of occupational therapy practice, this course engages students in developing and refining skills for reflective practice. Topics include self-awareness, therapeutic use of self, intentional therapeutic relationships, professional communication, teaching and learning, and leadership skills for practice.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall
Course Type: Occupational Therapy
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OTH 504 - Research and Evidence Based Practice I
This course introduces the student to evidence-based practice and the spectrum of investigative strategies that can be used to answer questions of concern to occupational therapists. Students will learn foundational research principles and use these to critically examine current research and master basic evidence-based practice and research skills. Targeted assignments will support the development of skills in designing practice-based and research questions; searching, critiquing, and synthesizing relevant literature, and designing an evidence-based project proposal.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall and Spring
Course Type: Occupational Therapy
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OTH 505 - Impact of Mental Health on Occupational Performance Lecture
In this first practice course, students will be introduced to the OT process employed when working with adults experiencing mental health challenges. The etiology, symptoms, and course of mental health conditions are integrated with analysis of occupational performance through the person-environment-occupation model of OT practice. Contextual considerations for this area of OT practice are examined, including characteristics of the individual, families and caregivers, and the mental health care system. During lab sessions, students will explore assessment tools and intervention strategies focusing on the intersection of mental health conditions, cognition, and sensory processing in the adult population.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 508 and OTH 509
Credits: 3
Course Typically Offered: Spring and Summer
Course Type: Occupational Therapy
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OTH 506 - Contextual Considerations in Occupational Therapy
This course introduces students to the context of practice for the profession of occupational therapy. Students will learn the role and functions of OT practitioners; local, national, and international associations; and the foundation of documentation and reimbursement for OT services. Students will be introduced to various contexts, such as professional, social, cultural, economic, and ecological, in which occupational therapy services are provided.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall and Spring
Course Type: Occupational Therapy
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OTH 507 - Ethics and Occupational Justice
This course is designed to assist students to understand the larger social, cultural, ethical, professional, and systematic issues that impact health care and occupational therapy practice. This course will focus on strategies for analyzing issues and making decisions to resolve personal and organizational ethical conflicts and ethical dilemmas in occupational therapy through the lens of the OT code of ethics. Sociocultural issues, including occupational justice, health disparities, and their impact on ethical practice will also be explored.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered: Spring
Course Type: Occupational Therapy
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OTH 508 - Impact of Mental Health on Occupational Performance Lab
Hands-on laboratory experiences illustrating topics introduced in OTH 505 .
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 505
Credits: 1
Course Typically Offered: Spring and Summer
Course Type: Occupational Therapy
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OTH 509 - Level I Fieldwork: Mental Health/Psychosocial Practice
Students are provided opportunities in a variety of clinical and community settings where they can begin to develop professional behaviors, communication skills, and skilled observation in a psychosocial setting. The accompanying seminar allows students to share and process their experiences as a group. The combination of direct fieldwork experience with an associated seminar allows students to further integrate course material.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 505 and OTH 508 .
Credits: 1
Course Typically Offered: Spring and Summer
Course Type: Occupational Therapy
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OTH 510 - Level I Fieldwork: Community Practice
Students are provided opportunities in a variety of clinical and community settings where they can continue to develop professional behaviors, communication skills, and skilled observation. The accompanying seminar allows students to share and process their experiences as a group. The combination of direct fieldwork experience plus an integrated seminar allows students to further integrate course material.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 1
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 511 - Level I Fieldwork: Populations
Students are provided opportunities in a variety of clinical and community settings where they demonstrate professional behaviors, communication skills, and skilled observation in a faculty supported setting. The accompanying seminar allows students to share and process their experiences as a group. The combination of direct fieldwork experience plus an integrated seminar allows students to further integrate course material.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 1
Course Typically Offered: Fall
Course Type: Occupational Therapy
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OTH 512 - Research and Evidence Based Practice II
Building on the learning initiated in OTH 504 , this course provides the opportunity for students to expand their application of evidence-based concepts to the investigation of an occupational therapy question, need, or program evaluation. Students will work on evidence-based projects to answer the clinical question posed by a community partner. This will involve a variety of methods, including gathering and critiquing the evidence, synthesizing and summarizing findings, and presenting the findings to the community partner. Course sessions and assignments will be designed to guide students through the process of evidence-based practice.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 514 - Fundamentals of Human Anatomy and Movement Lecture
This course covers the basic sciences needed to understand normal human movement. The course begins with a review of human biology and basic biomechanics utilizing a systems approach with a strong emphasis on the functional anatomy of the musculoskeletal and nervous system. The student will integrate their learning to gain an understanding of how the functional anatomy of the body systems relate to the biomechanics, kinematics, and kinetics of human motion, leading to occupational performance.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall and Spring
Course Type: Occupational Therapy
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OTH 515 - Fundamentals of Human Anatomy and Movement Lab
Hands-on laboratory experiences illustrating topics introduced in OTH 514 . The students will perform musculoskeletal assessments throughout the course of the semester, and should experience confidence and proficiency in the performance of MMT and ROM, and be able to connect these skills to function and performance by human beings.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 1
Course Typically Offered: Fall and Spring
Course Type: Occupational Therapy
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OTH 517 - Occupational Well-being
The profession of occupational therapy and the World Health Organization identify wellness as an important aspect of health status. Occupation, the engagement in meaningful activity, is necessary for health and wellness. This course explores the concept of wellness as it is understood in occupational science and practiced in occupational therapy.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 518 - Group Process: Principles and Practice in Occupational Therapy
This course will expand on the use of groups as occupational therapy intervention in mental health and all group settings. Students will be introduced to group process principles, including the major characteristics of groups, group norms, group development, and styles of group facilitation. Students will participate in and lead groups, as well as apply group process principles to multiple areas of practice. Students will create group protocols, including marketing and advocating for service coverage in these settings.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Occupational Therapy
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OTH 520 - Neuroscience for Occupational Therapists Lecture
This course is designed to examine nervous system structure and function. It will provide foundational knowledge including examination of somatosensory, motor, cognitive, and vestibular systems.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 521 .
Credits: 3
Course Typically Offered: Spring and Summer
Course Type: Occupational Therapy
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OTH 521 - Neuroscience for Occupational Therapists Lab
Hands-on laboratory exercises designed to complement lecture and enhance student learning. The students will perform neurological screenings and assessments throughout the course of the semester. Students should attain confidence and proficiency in the performance of neurological screenings and assessments and assessment of vital functions by the end of the semester.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 520 .
Credits: 1
Course Typically Offered: Spring and Summer
Course Type: Occupational Therapy
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OTH 525 - Pediatric Mental Health and Occupational Performance
This course addresses occupational therapy theory, evaluation, planning intervention, and documentation commonly used with children with mental health disorders impeding their occupational performance.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 526 - Pediatric Mental Health and Occupational Performance Lab
Companion lab course to OTH 525 .
Prerequisite(s):
Co-requisite(s):
Credits: 1
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 602 - Applied Kinesiology and Exercise Physiology Lecture
This course will give students an opportunity to put into practice the OT process through completion of orthopedic and neurological examinations and evaluations of the upper extremity based on orthopedic, neurological and other medical conditions influencing upper extremity function. In addition, students will explore design, fabrication, application, fitting, and training in orthotic devices used to enhance occupational performance and participation. They will train in the use of prosthetic devices, based on scientific principles of kinesiology, neuroscience, biomechanics, and physics. Students will learn safe and effective application of superficial thermal and mechanical modalities as a preparatory measure to manage pain and improve occupational performance. Students will practice documentation of occupational therapy services to ensure accountability of service provision and to meet standards for reimbursement of services.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 609 .
Credits: 3
Course Typically Offered: Fall
Course Type: Occupational Therapy
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OTH 603 - Occupational Performance: Adulthood Part I Lecture
This course addresses occupational therapy theory, evaluation, planning, intervention, and documentation commonly used with adults with physical impairments which impede their occupational performance. Clinical conditions will be reviewed including etiology and symptoms, and will be integrated into active learning assignments. Contextual considerations for this area of OT practice are examined, including characteristics of the individual, families and caregivers, and the inter-professional team in physical rehabilitation practice settings. Class format includes lecture, demonstration, class discussion, group work and lab experiences providing students the opportunity to apply new knowledge to clinical cases, develop clinical reasoning, and learn hands on skills needed for entry level practice.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 606 .
Credits: 3
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 604 - Occupational Performance: Infancy through Adolescence Part I Lecture
This course integrates OT theory and practice in the occupations of individuals, birth to 21. The format of the class includes weekly lectures, class discussions, and/or clinic and lab experiences. Students will apply new knowledge to clinical cases, develop clinical reasoning skills, and learn hands-on skills needed for entry-level practice.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 607 .
Credits: 3
Course Typically Offered: Fall
Course Type: Occupational Therapy
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OTH 605 - Management in Occupational Therapy
This course will integrate management principles, policies, and supervisory responsibilities relevant to current occupational therapy practice. Students will also develop an appreciation for and understanding of the complexity of program development in our dynamic health care system and the impact this has on occupational therapy.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall
Course Type: Occupational Therapy
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OTH 606 - Occupational Performance: Adulthood Part I Lab
Hands-on laboratory experiences illustrating topics introduced in OTH 603 .
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 603 .
Credits: 1
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 607 - Occupational Performance: Infancy through Adolescence Part I Lab
Hands-on laboratory experiences illustrating topics introduced in OTH 604 .
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 604 .
Credits: 1
Course Typically Offered: Fall
Course Type: Occupational Therapy
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OTH 608 - Reflections on Practice
Students will reflect on and integrate learning from First Level II Fieldwork as well as continue to develop advanced OT practice skills.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 3
Course Typically Offered: Summer
Course Type: Occupational Therapy
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OTH 609 - Applied Kinesiology and Exercise Physiology Lab
Hands-on laboratory experiences illustrating topics introduced in OTH 602 .
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 602 .
Credits: 1
Course Typically Offered: Fall
Course Type: Occupational Therapy
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OTH 614 - Occupational Performance: Adulthood Part II Lecture
This course is a continuation of OTH 603 with a focus on advancing assessment, intervention and documentation skills through learning modules.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 617 .
Credits: 3
Course Typically Offered: Spring
Course Type: Occupational Therapy
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OTH 615 - Occupational Performance: Infancy through Adolescence Part II Lecture
This course is a continuation of OTH 604 . It focuses on the assessment, intervention and documentation of occupational therapy with children ages birth to 21. Clinical conditions will be reviewed including etiology and symptoms, and will be integrated into active learning assignments. Contextual considerations for this area of OT practice are examined. Class format includes lecture, demonstration, class discussion, group work and lab experiences providing students the opportunity to apply new knowledge to clinical cases, develop clinical reasoning, and learn hands-on skills needed for entry level practice.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 619 .
Credits: 3
Course Typically Offered: Spring
Course Type: Occupational Therapy
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OTH 616 - Professional Presentations
Students will reflect on and integrate learning from First Fieldwork Level II and Evidence Based Practice coursework to develop a research proposal as well as explore current contextual considerations and roles in Occupational Therapy practice.
Prerequisite(s): Successful completion of all previous coursework, including OTH 620 .
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Occupational Therapy
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OTH 617 - Occupational Performance: Adulthood Part II Lab
Hands-on laboratory experiences illustrating topics introduced in OTH 614 .
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 614 .
Credits: 1
Course Typically Offered: Spring
Course Type: Occupational Therapy
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OTH 619 - Occupational Performance: Infancy through Adolescence Part II Lab
Hands-on laboratory experiences illustrating topics introduced in OTH 615 .
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s): OTH 615 .
Credits: 1
Course Typically Offered: Spring
Course Type: Occupational Therapy
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OTH 620 - Level II Fieldwork
This fieldwork requirement is two, 12 week, full time, and supervised experiences in an occupational therapy setting or emerging practice area. Students are expected to participate in practical experiences that promote the application of theoretical knowledge and practice skills with clients who are experiencing occupational deficits due to a variety of conditions or disorders. They are expected to increase their caseload throughout the 12 weeks to demonstrate entry-level practitioner skills in that setting. Formal evaluation and direct supervision appropriate to the setting is provided by a licensed occupational therapist. This course requires participation in online and seminar components during the placement.
Prerequisite(s): Successful completion of all previous coursework.
Co-requisite(s):
Credits: 6
This course is taken twice.
Course Typically Offered: Spring
Course Type: Occupational Therapy
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OTH 698 - Research
In this course, students, in the promotion of science and scholarly endeavors, will describe and interpret the scope of the profession, build research capacity, establish new knowledge, and interpret and apply this knowledge to practice. This course is a two-semester requirement.
Prerequisite(s): OTH 708
Co-requisite(s):
Credits: 3-6
Students enroll in 3 credits in one semester and 6 credits in the following semester.
Course Typically Offered: Fall, Spring
Course Type:
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OTH 701 - Research and Evidence-Based Practice I
This course introduces the student to evidence-based practice in occupational therapy and the spectrum of investigative strategies that can be used to answer questions of concern to occupational therapists. Students will learn foundational research principles and use these to critically examine current research and master basic evidence-based practice and research skills. The work of this course will revolve around students connections with community-based partners and collaboration around their clinical questions. Targeted assignments will support the development of skills in designing a practice-based capstone project, searching, critiquing, and synthesizing relevant literature, and completing an evidence-based capstone project.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type:
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OTH 705 - Occupation and Population: Policy, Advocacy, and Ethics
This online course explores occupation and occupational therapy practice at a population/community level focusing on present-day community and population health practice as well as the potential for occupational therapy practice in the future. The course looks at planning, implementing, and evaluating interventions through the lens of policy, advocacy, and ethics in practice.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered: Spring
Course Type:
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OTH 708 - Research, Outcomes, Quality Assurance: Translation of Research to Practice
This course provides students with foundational knowledge and skills to explore research methods, outcome and data collection processes and translating research and translational research for application in occupational therapy practice. Students explore promotion of science and scholarly endeavors to describe and interpret the scope of the profession, build research capacity, establish new knowledge, and interpret and apply this knowledge to practice.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered: Spring
Course Type:
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OTH 710 - Occupational Therapy Capstone I
This course provides the opportunity for students to apply research concepts to the investigation of an occupational therapy question, need, or evaluation of occupational therapy practice. Using the research question generated in the first course of the research sequence, students will initiate their research project and begin to collect and analyze data. Course sessions and assignments will guide students through this initial phase of the research process.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered: Summer
Course Type:
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OTH 720 - Occupational Therapy Capstone II
This course provides the opportunity for students to apply research concepts to the investigation of an occupational therapy question, need, or evaluation of occupational therapy practice. Students will continue and complete their research project initiated in OTH 710 , interpreting their data, writing a research report, and preparing a manuscript for publication and/or presentation. Course sessions and assignments will guide students through completion of the research process.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall
Course Type:
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OTH 730 - Occupational Therapy Capstone III
This course provides the opportunity for students to apply research concepts to the investigation of an occupational therapy question, need, or evaluation of occupational therapy practice. Students will continue and complete their research project initiated in OTH 710 , interpreting their data, writing a research report, and preparing a manuscript for publication and/or presentation. Course sessions and assignments will guide students through completion of the research process.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type:
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OTH 735 - Occupational Science
This course will explore the history, theoretical foundations, and research methodologies of occupational science, as well as the application of occupational science for occupational therapy practice.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall
Course Type:
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OTH 740 - Leadership in Occupational Therapy
This course will prepare students for an in depth examination of various leadership theories, styles, and practice skills for the working occupational therapy practitioner. Students will examine occupational theoretical models for occupational therapy practitioners and recognize their application in occupation-based practice. Key concepts include leadership personal factors, contextual influences on leadership, and ethical considerations. Through rich discussions, case studies, self assessment, reflection, and development of a leadership plan, this course better prepares occupational therapy practitioners for their leadership role in healthcare.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall
Course Type:
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OTH 750 - Assistive Technology and Contemporary Practice
This course provides students exposure to new and innovative tools and techniques. This course gives students an opportunity to work together to learn about and develop assistive technology. The course will have a multi-disciplinary team from a variety of backgrounds, as well as cultivate a better understanding of the people being served. Partnering with outside organizations, students will work in teams to identify a clinical need relevant to a certain clinical site or client population, and learn the process of developing an idea and following that through to the development of a prototype product.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered: Summer
Course Type:
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OTH 770 - Capstone Project
This course will prepare students for their capstone experience. The course will include a literature review, needs assessment, goals and objectives, and an evaluation plan. Preparation will align with the course sequence and must be completed prior to commencement of the 14-week doctoral capstone experience.
Prerequisite(s): OTH 710
Co-requisite(s):
Credits: 3
Course Typically Offered: Fall
Course Type:
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OTH 775 - Transition to Community of Scholars
This course is the culmination of the capstone sequence comprising defense and dissemination of the capstone project. It includes presentation of the capstone project’s development, planning, implementation, and results to all appropriate stakeholders as well as preparation of a manuscript for publication and/or presentation. Topics related to practice at the doctoral level are also addressed, including orientation to academic and upper level management settings; mentoring; and professional career transition.
Prerequisite(s): Matriculated student.
Co-requisite(s):
Credits: 3
Course Typically Offered: Spring
Course Type:
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OTH 780 - Capstone Experience
The doctoral capstone experience must be a minimum of 14 weeks (560 hours). It may be completed on a part time basis and must be consistent with the individualized specific objectives and capstone project. No more than 20% of the 560 hours can be completed off site from the mentored practice settings, to ensure a concentrated experience in the designated area of interest. Time spent off site may include independent study activities such as research and writing. Prior fieldwork or work experience may not be substituted for this doctoral capstone experience.
Prerequisite(s): OTH 770
Co-requisite(s):
Credits: 6
Course Typically Offered: Summer
Course Type:
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Professional Development |
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PDS 513 - Integrating Mindfulness-based Stress Reduction & Social & Emotional Intelligence into the Classroom
This course provides training in Mindfulness-based Stress Reduction for teachers, counselors, and psychologists in school settings. Students learn Mindfulness techniques for themselves and for their students as well as for their relationships with colleagues. Through Mindfulness exercises and practice, group and dyad discussions, presentations, readings, and talks by the instructor, students will develop Mindfulness skills to integrate into the school setting for themselves as teachers and for students. The emphasis is on integrating Mindfulness into the classroom through modeling and seamlessly bringing Mindfulness to help students develop emotional and social skills. These skills help children thrive and as well give them a solid foundation for their academic studies.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 514/414 - Integrating Mindfulness-based Compassionate Communication into Education
Mindfulness serves as the foundation for learning Mindfulness-based Compassionate Communication. Having a foundation in mindfulness knowledge, study, practice, and skills, the student will have the essential beginnings to study and practice this language which has as its core empathy for oneself and others and one’s experience rather than from evaluation, blame, advice, judgments. This language is conducive to use in all aspects of education as it gives language to respect, non-judgment, compassion for self and others whether students, colleagues, school staff, and parents. This is a language of connection built upon equality rather than a language of power-over, with the intention of meeting the needs of all people, including the needs of those in conflict, going from disconnection to connection between self, other, and groups.
Prerequisite(s): Previous 3-credit or week-long Mindfulness-based Stress Reduction course or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 515/415 - Mindfulness and Social-Emotional Skills in Early Childhood Settings
This course provides training in Mindfulness-Based Stress Reduction (MBSR) and Social-Emotional skills especially focused on early childhood educators. Through exercises, practice, group and dyad discussions, presentations, readings, and talks by the instructor, students will develop Mindfulness and Social-Emotional skills to integrate into early childhood settings for themselves, as educators, and for their students. The emphasis is on integrating these skills through modeling to help children develop emotional and social skills. These skills are seen as an investment in human development and life skills helping children thrive, and giving them a solid foundation for their academic studies.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 521 - Effective Writing Instruction
This course will introduce teachers to practical strategies, activities, and ideas to help motivate their students to become more experienced and proficient writers. Topics to be studied and discussed include daily writing, purpose and audience, choice, teacher modeling, mentor texts, assessment and grading of writing, and using technology to enhance writing instruction. Assignments will be differentiated for teachers depending on their interest and grade level.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 522 - Empowering Confident Writers through Writer’s Workshop
This course will introduce participants to the philosophy of the writer’s workshop through immersion in the praxis of a writer’s workshop. Participant teachers will cultivate and sharpen their own writing and presenting skills in order to empower their students to become confident writers and presenters both in the classroom and online. They will work both independently and collaboratively, experimenting with different genres, peer editing strategies, and mentoring styles. Realistic methods of studying literacy and language learning in classroom contexts will be emphasized.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 525 - Introduction to Green Care
This course will provide an introduction to Green Care interventions within a wide range of counseling, educational, and healthcare contexts, with an emphasis on social and therapeutic horticulture/horticultural therapy, nature and wilderness therapy, ecotherapy, animal assisted therapy and care farming. The focus of the course will be on Nature Based Therapy and Treatment Interventions.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 526 - Exploration, Principles, and Ethics of Animal Assisted Interventions and Anthrozoology
This course will provide an overview of Animal Assisted Interventions (AAI). Topics include history, theories, research, terminology, safety and ethics, and the practice and differentiation between several forms of AAI. Emphasis will be placed on the importance of the human-animal bond as part of AAI for clients and practitioners. This course also focuses on the role of animals in human lives. This course provides the necessary foundation for understanding animal assisted activities and therapies in improving the lives of humans. Students will gain an understanding of the various roles animals play in counseling and education, and the clear legal and ethical boundaries and differentiation between educational and mental health practitioners of AAI.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 527 - Equine Assisted Interventions
This course will provide an introduction to the spectrum of Equine Assisted Activities and Therapies (EAAT) modalities, but will focus upon the mental health therapy and educational aspects of EAAT, clearly differentiating between therapy and therapeutic aspects, as well as roles and limitations for practitioners with different backgrounds and licensure. Topics include history, theories, research, terminology, safety and ethics, and the practice and differentiation between several forms of AAAT. Emphasis will be placed on the importance of the human-equine bond as pa1t of EAAT for clients and practitioners. The course will emphasize the role of the horse as co-facilitator and partner, working with the counselor or educator to facilitate treatment or educational goals. Students will have the opportunity to be supported to thoroughly investigate their specific areas of interest within the field of EAAT.
Prerequisite(s): PDS 525 and PDS 526 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 528 - Canine Assisted Interventions
This course will provide an introduction to Canine Assisted Activities and Therapies (CAAT), and will focus upon the mental health therapy and educational aspects, clearly differentiating between therapy and therapeutic aspects, as well as roles and limitations for practitioners with different backgrounds and licensure. Topics include history, theories, research, terminology, safety and ethics, and the practice and differentiation between several forms of CAAT. Emphasis will be placed on the importance of the human-canine bond as part of CAAT for clients and practitioners. The course will emphasize the role of the canine as co-facilitator and partner, working with the counselor or educator to facilitate treatment or educational goals. Students will have the opportunity to be supported to thoroughly investigate their specific areas of interest within CAAT.
Prerequisite(s): PDS 525 and PDS 526 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 529 - Care Farming
This course will provide an overview of Care Farming, but will focus upon the mental health therapy and educational aspects of Care Farming, clearly differentiating between therapy and therapeutic aspects, as well as roles and limitations for practitioners with different backgrounds and licensure. The course will emphasize the counselor or educator working in a nature based/farm setting to facilitate treatment or educational goals. Topics include history, theories, research, terminology, safety and ethics, and the practice and differentiation between several forms of Care farming. Students will have the opportunity to be supported to thoroughly investigate their specific areas of interest within the field of Care Farming.
Prerequisite(s): PDS 525 and PDS 526 or permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 530 - Engaging Disengaged Learners
This course introduces Alternative Education teachers to an overview of strategies and tools to re-engage disengaged learners guided by the National Alternative Education Association (NAEA) exemplary practices. The course will explore how best practices, such as trauma informed instruction, responsive classroom, service learning, and integrated project-based learning align with the common core principles of the NAEA to encourage quality programming in the 6-12 Alternative Education setting. Learners in the course will also examine the “whys” of disengagement and the “hows” to leverage community resources to increase student engagement.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type:
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PDS 535 - Teaching and Learning in the Digital Age
Teachers will explore the use of online tools that support student learning, collaboration, and communication that extends beyond classroom walls. They will also become knowledgeable about curricular best practices and skills as they fit into the K-12 classroom. Emphasis is given to cloud computing and collaborative technologies for a digital age school. GSuite for Education as well as digital based learning theories will be explored. Educators will be exposed to many of the GSuite Applications as well as create a final project and presentation of how they will use the tools in the classroom setting. The topics explored each semester/year are dependent on current trends in digital learning and also change based on the interests of the participants. For that reason, this course may be repeated for credit up to three times (for a maximum of nine total credits earned).
Prerequisite(s):
Co-requisite(s):
Credits: 3
May be repeated twice for up to 9 credits.
Course Typically Offered:
Course Type: Professional Development
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PDS 540/440 - Executive Skills: Practical Strategies for Assessment and Intervention
Executive skills are a set of brain-based skills that underlie virtually everything we ask students to do in school. This course will provide an introduction to executive skills, beginning with what the skills are, how they develop across childhood, and how they impact school performance in profound ways. From there, the discussion will move to how executive skills can be assessed in meaningful ways, and what kinds of strategies teachers and other educational or mental health professionals can use to promote executive skill development in struggling learners. Course participants will have the opportunity to practice intervention design incorporating an array of methods and techniques, including how to modify environments for students with weak executive skills, how to teach executive skills directly, and how to identify motivators that encourage students to engage in practice to improve executive skills. The course will also introduce participants to a coaching model that holds particular promise for enhancing executive skills.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 545 - Trauma-Responsive Schooling
In this course participants: 1) consider recent theory and research on childhood adversity, stress, and trauma, including how to promote resilience and healing; and 2) develop knowledge and skills to translate theory and research into practice and systems change to create trauma-responsive classrooms, schools, and districts. The course will also focus on the central role that relationships, equity, and student voice play in trauma-responsive schooling. Students will engage in a variety of learning activities, including individual reading and reflection, group discussion, critical analysis, and action research. Each student will complete a final project focusing on developing trauma-responsive practices in their respective professional settings.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type:
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PDS 551 - Fostering Resiliency, Competency, and Safety: Effective Strategies for Teaching Struggling Students
This year long course will provide practicing teachers and school faculty the knowledge and skills that will assist in the planning, implementation, and evaluation of practical and effective strategies to address students’ social and emotional health and skill deficits, while fostering resiliency, competency, engagement and safety for all students in the classroom. Throughout the course, participants will be practicing social, communication, and classroom management skills that reflect best practice, build connection with all students/families and create an atmosphere of safety in order to address students’ barriers to academic, social and emotional growth. The complex needs of students presenting with chronic distress will be explored, as well as methods to bring relationship to the center of teaching without compromising academic integrity. Peer and instructor feedback sessions offer the opportunity to offer critical and supportive feedback while implementing identified changes to instructional and classroom management practices.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 555 - MACM Special Education Mentorship
This course is a semester-long online supervised school- or agency-based mentorship for conditionally certified teachers participating in the Maine Alternative Certification and Mentoring program (MACM). The teacher works under the direct supervision of a district or MACM appointed SED mentor following the guidelines approved by the state for 282 initial teacher certification. Topics and activities for the course are determined by the MACM program.
Prerequisite(s): Program permission.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 560 - Equity Literacy for Educators
This course prepares participants in the core dimensions of equity literacy: (1) understanding how equity and inequity operate in schools and society, and (2) developing awareness, knowledge, and skills necessary to identify inequities, eliminate inequities, and actively cultivate equity. More than cultural competence or diversity awareness, equity literacy prepares us to recognize even the subtlest forms of bias, inequity, and oppression related to race, social class, gender identity/expression, sexual orientation, (dis)ability, language, religion, immigration status, and other dimensions of difference. Developing equity literacy prepares us to understand and respond to the ways in which some students experience bias, inequity, and discrimination, which impacts their access to equitable educational opportunities and resources, and thus leads to so-called “gaps” in educational achievement and outcomes. Participants will engage in a variety of learning activities, including individual reading and reflection, group discussion, and critical analysis. A central focus of the course will entail the consideration of equity literacy case studies. Each participant will complete a final project focusing on cultivating equity in their respective professional settings.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type:
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PDS 623 - Dyslexia Remediation
This course prepares educators to use the Orton-Gillingham reading instruction method with students identified with dyslexia and related reading challenges. This is a year-long course that begins and ends at the start of each summer. Participants attend focused seminars during the summer to learn the history and science of reading disorders, effective instructional practices, and Orton-Gillingham instructional procedures. During the following school year, participants complete a required 100-hour practicum during which they apply their learning by providing twice-weekly afterschool tutoring for students with dyslexia at the Portland (Maine) Children’s Dyslexia Center. Upon successful completion of the course, participants earn the Children’s Dyslexia Centers’ Dyslexia Practitioner 1 Certification.
Prerequisite(s):
Co-requisite(s):
Credits: 6
Course Typically Offered:
Course Type: Professional Development
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PDS 659 - Best Practices in Gifted Education
This course is for individuals responsible for initiating, maintaining and/or extending services for gifted/talented students. Topics for study will include identification procedures, curriculum development and implementation, administration and classroom management, staff development and community involvement and evaluation of student growth and program effectiveness.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Professional Development
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PDS 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: Professional Development
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Policy, Planning, and Management |
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PPM 503 - Applied Research Methods
This course focuses on applied social science research methods used in policy, planning, and organizational analysis. Topics include research ethics, working with human subjects, validity and reliability, research design, quantitative and qualitative methods of data collection, questionnaire development, and applied social science research techniques. Course materials are specifically designed to illustrate research problems faced by policy analysts, planners and public/nonprofit managers. Students will gain experience through the application of research tools throughout the course, preparing students to undertake a variety of capstone projects.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 507 - Introduction to Community Planning
This course focuses on the foundations of planning primarily at the regional, local, and neighborhood levels. It covers the legal and political foundations of plan making, including an introduction to planning and zoning law; the architecture of plans; and themes around the integration of planning elements, such as transportation/land use and urban form/classical zoning.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 509 - Topics in Public Policy
This course is offered periodically to examine selected topics and current issues in public policy.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 510 - Governance, Democracy, and Public Policy
This foundational course explores democracy as not only a form of governance but as a way of living that touches every aspect of society. Students consider the constitutional foundations, institutions, and the formal and informal processes through which states protect and serve their people, and advance their interests as well as contemporary perspectives regarding the nature of democracy, the concept of governance, and the application of governing in an increasingly complex society. The course offers students the opportunity to explore current policy issues that present challenges for democratic governance in American society such as populism and the rise of authoritarian leaders, money in politics, equality, voting issues, and social media. Through readings, class exercises and case studies students consider how the modern state fulfills traditional core functions (such as security, basic welfare, opportunity for enrichment) when the range of issues and problems requiring action has increased, competition for resources has accelerated and as confidence in government is declining.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 512 - Sustainable Communities
The course is to introduce the student to one current approach to community planning, known as sustainable communities, which embraces a holistic approach to community development as a goal to be pursued in the complex interplay among natural, economic, and social systems. The course aims to establish command of the basic concepts, principles, policies, and obstacles associated with sustainable development, sustainable communities, and, as a practical example, smart growth.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 515 - 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, leadership styles, emotional intelligence, persuasive communication, team building, decision making, organizational culture and change. The course prepares students to become 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: Policy, Planning, and Management
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PPM 522 - Introduction to Arc/GIS
An introduction to the ArcGIS software, stressing basic operation of this popular GIS package. Topics covered include system navigation, data display, data download, and printing public domain and user-created geographical data sets.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 531 - Measuring Performance in the Public and Nonprofit Sectors
This course is an introduction to performance measurement, monitoring, and reporting and related activities such as benchmarking for consumer and citizen use, and service efforts and accomplishments reporting. Students who complete the course will be prepared to develop basic performance indicators for public and nonprofit agencies in a variety of policy and management arenas. Specific attention is given to reviewing a variety of performance indicator systems. An emphasis will be placed on “hands-on” learning so that students gain confidence in using measurement techniques and learn how to apply practical measurement strategies in real world settings.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 534 - Managing Cities, Towns, and Counties
Overview of the key responsibilities and activities associated with the administration of local and county government. Appreciation of the dynamics and politics of the administration of local government entities. An emphasis is placed upon the actions of managers interacting with department managers, the public, and volunteer committees.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 535 - Managing Government and Nonprofits
This course provides students with an introduction to the field of public and nonprofit management and an understanding of the institutional, political, organizational, and ethical challenges of operating public organizations. There will be special attention to how nonprofit and public organizations are functioning in the “new normal” of greater need, concentrated wealth, increased poverty and decreased social mobility, and its effects on enhancing connections and building collaboration between public, nonprofit and private sector organizations and the communities they serve. Students will explore the similarities and differences between public, nonprofit and private organizations, evaluate the environment of public organizations, consider the importance of working in diverse communities and identify how different structural and environmental factors constrain and enhance the ability of managers to achieve their organization’s mission. Through case work and learning opportunities in the field, students will explore in-depth many current management issues, diagnose problems and develop feasible solutions by applying theories and frameworks to “real world” problems in public and nonprofit organizations as well as develop management tools and skills needed for directing programs, people and resources to solve complex problems.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 539 - Topics in Public and Nonprofit Management
This course is offered periodically to examine selected topics and current issues of importance to public and/or nonprofit organizations and managers.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 545 - Grant Writing and Development
Concentrates on the process of securing the resources to support effective nonprofit projects. The goal of the course is to prepare students to identify sources of funding, write proposals that will attract grant awards, and develop an understanding of what it takes to build an organization, which foundations, public entities, and individual donors are confident in supporting. The course will begin with an examination of current trends in this post-industrial economy in which money is available to the voluntary and private sector. It will also focus on the importance of understanding the “ways of money” and knowing how to develop and administer a budget that will inspire trust in the organization’s reputation for effectively managing its programs and its fiscal resources.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 550 - State and Local Economic Development
This course considers local, regional and state economic development strategies and programs and surveys basic analytical tools including economic impact analysis and economic modeling. Students work extensively with economic data for Maine and other states.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 560 - Crisis and Risk Management
This course focuses on managing organizational crises including mitigating risk, developing crisis management plans, adopting best practices to contain and resolve crisis events, and implementing strategies to recover from crises. In this case-based course, we will examine various theories to understand crises and then study cases of particular types of crises such as natural disasters, pandemics, terrorism, and industrial accidents with environmental consequences. We will focus particularly on communication as the primary tool to manage issues, discuss risk, deal with the media, and restore reputation.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 564 - Introduction to Town Design and SketchUp
This course addresses a range of community design and site design issues at the local level. It requires a student to become familiar with literature on town design, conduct field observations and measurements, perform limited land use ordinance research, and communicate design observations and ideas in writing, through drawing, by using photographs, newspaper research, as well as in class discussions.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 565 - Transportation Planning and Policy
The basic elements of transportation planning and engineering and the relationship between transportation planning and policy and land use will be examined throughout this course.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 568 - Topics in Community Planning and Sustainable Development
This course is offered periodically to examine selected topics and current issues in planning and sustainable development.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 570 - Policy Argumentation and Advocacy
This course is designed to teach students to communicate about public policy issues. We will examine speeches, editorials, opinion articles, and debates to learn how speakers and writers frame issues, adapt to specific audiences, choose language, structure arguments, and build a case to achieve persuasive communication. We will look at all sides of issues including those advocating for change as well as those defending current policies. This will be a hands-on course where students will practice writing letters to the editor and opinion columns as well as engaging in dialogue and debate about controversial issues. The theoretical basis for the course will rely upon theories from classical rhetoric and contemporary studies in argumentation as well as best practices in public relations.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 581 - Global Planning Issues: Megacities and Megacity Regions
This course provides an overview of the interactive factors that shape the socio-economic and physical structures of megacities around the world. Students will examine the processes that influence urbanization and gain an understanding of the contemporary state of the world’s cities, with a particular focus on megacities. Students will be exposed to issues confronted by citizens, policy makers and planners in those megacities. The course is organized geographically and will focus on selected megacities in Latin America, Africa, Asia, in addition to Europe and the United States.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 601 - Applied Data Analysis and Statistics
Introduces students to a variety of analytical approaches to studying management, planning, and policy questions. Topics include organizing for analysis and making sense of data, description and summarization of data distributions, graphing data and trends using Excel, correlation analysis methods, and an introduction to simple and multiple linear regression analysis. Students learn to select and apply statistical methodology appropriately and evaluate critically work done by others. A case study approach helps students acquire and apply skills in public policy, planning, and management settings and practice communicating methods and findings persuasively to non-technical but knowledgeable audiences.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 610 - Governance, Democracy, and Public Policy
This foundational course explores democracy as not only a form of governance but as a way of living that touches every aspect of society. Students consider the constitutional foundations, institutions, and the formal and informal processes through which states protect and serve their people, and advance their interests as well as contemporary perspectives regarding the nature of democracy, the concept of governance, and the application of governing in an increasingly complex society. The course offers students the opportunity to explore current policy issues that present challenges for democratic governance in American society such as populism and the rise of authoritarian leaders, money in politics, equality, voting issues, and social media. Through readings, class exercises and case studies students consider how the modern state fulfills traditional core functions (such as security, basic welfare, opportunity for enrichment) when the range of issues and problems requiring action has increased, competition for resources has accelerated and as confidence in government is declining.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 611 - Economics for Policy and Planning
This course introduces students to the essential concepts and analytical tools of microeconomics and demonstrates how these concepts are used in analyzing public policy problems and designing appropriate responses. Through discussion of how individuals and organizations make decisions, students will develop an economic framework with which to analyze complex public policy and planning issues. The course offers students opportunities to apply their learnings to their interests in Maine and national policy issues such as income inequality, racial and gender inequality, housing policy and segregation, and education. Some familiarity with microeconomic concepts is assumed.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 612 - Sustainable Communities
The course is to introduce the student to one current approach to community planning, known as sustainable communities, which embraces a holistic approach to community development as a goal to be pursued in the complex interplay among natural, economic, and social systems. The course aims to establish command of the basic concepts, principles, policies, and obstacles associated with sustainable development, sustainable communities, and, as a practical example, smart growth.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 613 - Policy, Planning, and Management Workshop
In this project-based course, students employ policy, planning, and management knowledge to address significant issues that affect places and organizations. Students work in small teams to design, research, produce, and communicate professional-level projects during a single semester.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 615 - 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, leadership styles, emotional intelligence, persuasive communication, team building, decision making, organizational culture and change. The course prepares students to become 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: Policy, Planning, and Management
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PPM 616 - Policy, Planning, and Management Law
This course introduces how the Constitution and law shape the administration of local and state government in areas such as land use, access to public records, public hearings, and public meetings. Concepts of due process and freedom of speech ae covered and the interpretation of statutes and court cases.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 622 - Applied Policy Analysis
Using case studies of policy issues at the national, state, and local levels, this course introduces students to various techniques of policy analysis, research, and evaluation. Topics and case studies will change, but will include policy issues such as, education, public assistance, unemployment insurance, economic development, natural resource management, and the environment. Methods covered may include forecasting, multi-criteria analysis, decision analysis, economic impact analysis, cost benefit analysis, and simulation.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 630 - Leading Innovation and Change
This course teaches students to identify opportunities for change and innovation and to develop collaborative solutions to complex and critical challenges in public and nonprofit organizations and communities. Through readings and exercises, the course prepares leaders to combine insights and resources to move teams, organizations, and communities forward intentionally and purposefully. Special attention is paid to developing a culture of innovation and overcoming resistance to change.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 632 - Human Resource Management and Policy
This course examines human resource management and policies in the public and nonprofit sectors. This course evaluates and synthesizes from a management perspective the theory and practice of strategically developing, utilizing and aligning human resources to improve the organizational culture, quality and outcomes of nonprofit and public organizations. Topics include the development of employment systems and the notion of work, the policies and functions associated with personnel management, and considers contemporary human resource management and policy issues such as workforce development, equity and diversity, talent acquisition, knowledge management, artificial intelligence, work-life balance, and the impact of technology.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 633 - Strategic Planning in the Public and Nonprofit Sectors
Examines how public organizations can utilize strategic planning in responding to environmental change and the future. Approaches to and techniques of strategic planning are covered, including goal setting, environmental scanning, resource audits, and the formulation of strategy and its implementation. Examples are drawn from Maine state and local government and the nonprofit sector.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 640 - Public Finance and Budgeting
Equips students with the knowledge, vocabulary, skills, and practical tools needed to participate skillfully and ethically in public finance policy development and decision-making and to assume a leadership role in guiding dialogue about resource acquisition and allocation choices. Teaches participants to assess context, to identify and analyze budgetary opportunities and constraints facing state and local decision-makers, to generate and evaluate alternatives using frameworks from public finance, and to project impact of choices, including identifying the potential for unintended consequences. State and local governments are the focus of the course, with the federal budget considered from the perspective of its impacts on the economies and fiscal options of lower governmental levels. Students entering the course should be familiar with Excel.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 672 - Food Planning and Policy
This course is designed to build knowledge of the food system, how it functions and interacts-or could-with planning and public policy. The intent of the course is to familiarize students with basic issues in the production, distribution, marketing, and disposal of food, especially when elements may be influenced by civic action and public regulation. The course is a seminar and will develop and challenge students’ thinking through readings and structured discussions. Students should have an increased understanding of food systems as a planning and community development topic, the forces shaping food systems, dimensions of conventional and alternative models, and their own relationship and choices respecting the contemporary American food system.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 676 - Energy Policy and Planning
This class will introduce the field of energy systems policy and planning with a view to providing students the background in energy issues, law, economics, and politics to effectively plan for energy use and production at the regional and local levels. The course will cover the history of energy use in industrial economies, competition between renewable and nonrenewable energy sources and between increased supply and reduced demand as the paths to energy futures. Particular attention will be focused on state and local aspects of energy policy, including energy facility siting and electricity market regulation. The course will also cover the evolution of energy supply and conservation technologies and their potential impacts in transportation and the built environments.
Prerequisite(s):
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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PPM 695 - Independent Study
An independent study designed to develop a student’s ability to plan, organize, research, and report. Independent studies cover concepts or topics which are not covered by any other course in the program. An independent study must be related to students’ academic program and is completed under the supervision of a faculty advisor. Independent studies may take the form of either readings or a special project.
Prerequisite(s): Permission of instructor.
Co-requisite(s):
Credits: 3
Course Typically Offered:
Course Type: Policy, Planning, and Management
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