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2022-2023 Graduate Catalog [ARCHIVED CATALOG]
Course Description by Department/Program
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Accelerated Graduate Pathway
No active courses available.
Adult and Higher Education
HRD 500 - College Mental Health This course is focused on college mental health and the application of theory and practice to understand, intervene and enhance student mental health in a college environment. We will focus on mental health through an ecological theoretical model which views socio-historical conditions, campus community systems, and individual developmental, social and psychological factors as determinants to student growth and success. Particular focus will be given to interrelated protective and risk factors across the various levels of systemic complexity. Individual and wider systemic influences and approaches will be explored. In addition, students will be given an opportunity to contribute to the mental health of the college community through engaging in campus mental health and other related initiatives. This course will be open to: graduate students studying higher education or counselor education, and senior undergraduate students possibly pursuing a career in higher education or counseling.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 510 - Aging and the Search for Meaning This course explores psychosocial and spiritual aspects of successful human aging. Multidisciplinary perspectives on aging will be examined including historical, psychological, sociological, cultural and religious. Learners will discuss key issues related to aging and the search for meaning through the lens of various genres (e.g., research, theory, fiction) as well as their own personal experiences.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 540 - Mindfulness in Adult Learning This course examines the role of mindfulness practices and first-person inquiry in adult learning. Participants will examine the meaning of mindfulness from multiple perspectives, participate in mindfulness practices, and learn how to use mindfulness techniques in personal and professional lives. Participants will explore effective practices to create inclusive learning spaces. This course fulfills a skills-based middle core requirement in the Adult & Higher Education program.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 550 - Using Technology in Adult Learning This course combines readings about using technology in adult learning with hands-on practice with current technologies that may be used in teaching, advising, and managing programs for adult learners. While emphasis will be primarily on the online environment, issues related to technology in blended and face-to-face environments will also be treated. Hands-on experiences with selected learning platforms will be emphasized. Broader implications for technology-based learning such as academic integrity, accessibility, and assessment will be explored.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 551 - Spirituality in Adult and Higher Education This course examines the role of spirituality in adult and higher education. Historical and contemporary perspectives on ways in which spiritual issues influence the lives of educators and learners are explored. Questions this course investigates include: What is spirituality? How are core practices in adult and higher education such as learning, facilitating, advising, training, and managing affected by spiritual principles? In what ways has spirituality influenced social change in adult education? How does understanding and practicing spiritual virtues influence the personal and professional lives of educators and learners?
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 554 - Foundations of Academic Advising This course examines the foundations of academic advising in higher education. Issues such as developmental advising, practice and delivery models, working with diverse populations, current research, ethics, and assessment practices are explored.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 555 - Introduction to Student Affairs in Higher Education This course provides students with an introduction to student affairs in higher education institutions. Particular attention will be given to historical developments as rooted in the emergence of the unique model of higher education in the U.S. Students will review and critique theories, models and orientations within student development, including the college student, and higher education institution culture and environment. In addition students will explore and analyze current issues in student development. The intent is to provide students with the foundation and skills necessary to understand and evaluate the field as well as to assess their own interest and commitment to careers in student affairs.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 600 - History and Philosophy of Adult Education This course examines historical and philosophical foundations of adult education. Key trends and theoretical frameworks are explored. Students will be introduced to a range of adult education practice domains in Maine and elsewhere. Creating a “community of learners” and modeling other adult education practices is a central goal of this course. HRD 600 is a required core course in the Adult and Higher Education program.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 601 - Marketing Training and Adult Education This course acquaints the student with the purpose, organization, function, methods, tools, and techniques of marketing within the setting of adult education, continuing education, and training programs. Attention is given to the development of a customized marketing plan, focusing on the research and planning phases of the plan. This is an applied course in which students spend a significant amount of time participating in hands-on learning experiences, working in teams.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 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: Human Resource Development
HRD 630 - Facilitating Adult Learning This course examines theory and practice of facilitating adult learning. Learners will examine effective facilitation skills for adult learners, develop and facilitate a content-focused lesson and a group discussion, provide constructive feedback to peers, and self-evaluate skills and goals as a facilitator. HRD 630 fulfills a skills-based middle core requirement in the Adult & Higher Education program.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 631 - The Adult Learner This course examines the social, psychological, economic, and cultural impacts on adult learning, teaching, and education programs today. The aim of the course is to develop an understanding of andragogy and transformative learning as they apply to adults in diverse circumstances and with diverse goals, needs, and styles of learning. Attention is given to stages of adult growth, the development of learning goals, learning environments, and to a variety of theories of learning. This is a required core course in the Adult and Higher Education Program.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 633 - Leadership in Adult and Higher Education This course examines leadership skills necessary for the development and management of adult education centers, continuing education offices, professional development departments, and higher education programs to support adult learning. Particular attention is given to organizational culture, leadership styles and perspectives, development of vision and mission statements, personnel issues, team development, communication, conflict resolution, and identifying one’s leadership philosophy. HRD 633 fulfills a skills-based middle core requirement in the Adult & Higher Education program.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 636 - Planning Programs for Adult Learners This course presents the purpose, structure, functions, methods and techniques of planning programs for adult learners. The course emphasizes practice, skill acquisition, and competence in curriculum design and program development for adults with diverse needs and in diverse learning environments. The course covers both educational and training programs within organizations with attention given to the strategic role of program design and development in helping organizations achieve their mission and organizational objectives. This is an applied course in which students plan a specific program for adult learners.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 639 - The Heart of Teaching This course explores the elements of fostering and supporting fundamental changes in adult learners through the process of teaching. Transformational learning theory is examined and applications to teaching are explored through exercises and discussion.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 646 - Global Perspectives of Adult Education and Practices This course provides students with a broad overview of some of the historical roots and current practices of adult education internationally. It provides information about significant leaders and agencies, as well as subjects such as: women’s education, literacy, peace and human rights, research, the environment, and new technology, as they relate to adult education.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 649 - Capstone Seminar in Adult and Higher Education This seminar is taken at the end of the M.S. in Adult and Higher Education program and addresses questions and issues of importance to the members of the course. Students review their program portfolio and select a key topic on which they have worked in the past in order to further develop this topic, facilitate a seminar module for their classmates, and write a publishable paper. At the end of the seminar students will review and evaluate their overall experience in the master’s program.
Prerequisite(s): Open to matriculated students. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 667 - Action Research & Program Evaluation in Adult Learning Settings This course explores action research and evaluation methods used to improve educational practice within adult learning settings, including institutions of higher education, adult education, community learning, and adult learning programs within organizations. Learners will consider needs assessments, evaluation designs, action research, analysis, and reporting. Students will use evidence-based practices to conduct and evaluate action research and program evaluation. This is a middle core course in the Adult and Higher Education Program.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 685 - CAS in Adult Learning Completion Project Students will undertake a major project of their own design as a final requirement for completion of the certificate of advanced study in adult learning. There are four options for projects: (1) field-based study (2) public policy initiative (3) publishable theory paper and (4) design of a curriculum for adult learners. Students in HRD 685 will participate in a support seminar with master’s students who are doing internships and/or independent projects.
Prerequisite(s): Open to graduate students accepted into the CAS in Adult Learning who have completed 24 credit hours. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resource Development
HRD 687 - Internship in Adult Education and Human Resource Development Designed to provide professional experience in the student’s selected area of concern. A plan for the internship is presented for approval to the student’s advisor. On approval, the intern completes his/her planned program under the supervision and evaluation of a responsible person for the internship assignment.
Prerequisite(s): Open to matriculated graduate students and permission of instructor. Co-requisite(s): Credits: 1-9
Course Typically Offered: Course Type: Human Resource Development
HRD 698 - Directed Study in Adult Education and Human Resource Development This course provides students the opportunity to pursue a project independently, planning, and exploring an area of interest within the field of human resource development. The project must be field-based, intellectually sound, and reflect a high caliber of performance. Specific content and methods of evaluation are determined in conjunction with the faculty supervisor. An approved proposal is a necessary prerequisite to registration.
Prerequisite(s): Open to matriculated graduate students and permission of instructor. Co-requisite(s): Credits: 1-6
Course Typically Offered: Course Type: Human Resource Development
HRD 699 - Independent Study in Human Resource Development This course provides students the opportunity to pursue a project independently, planning, and exploring a topic of interest within the field of human resource development. The project must be library-based, intellectually sound, and reflect a high caliber of performance. Specific content and methods of evaluation will be determined in collaboration with the instructor. An approved proposal is a necessary prerequisite to registration.
Prerequisite(s): Co-requisite(s): Credits: 1-6
Course Typically Offered: Course Type: Human Resource Development
Biological Sciences
BIO 501 - Animal Physiology A study of physiological processes and their regulation in animals.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 502 - Animal Physiology Laboratory Laboratory examination of physiological mechanisms in animals.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Biology
BIO 505 - Animal Behavior This course is a study of the principles of behavioral organization in vertebrate and invertebrate animals, with emphasis on behavior under natural conditions.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 506 - Animal Behavior Laboratory This course is a laboratory and field examination of behavioral principles in animals.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Biology
BIO 507 - Environmental Modulation of Developmental Mechanisms This is a molecular genetic analysis of development focusing on an integrative approach toward understanding the evolution of developmental mechanisms.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 509 - Cell and Molecular Biology A study of the eukaryotic cell at the level of organelles and molecules. The biochemical aspects of cell growth and reproduction are emphasized.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 510 - Cell and Molecular Biology Laboratory A course in which the techniques of cell fractionation and biochemical analyses are applied to the eukaryotic cell.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Biology
BIO 513 - Applied Biostatistics This course is an introduction to the application of classical and modern statistics to biological problems.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 515 - Microbial Ecology The course begins with an examination of microbial evolution and biodiversity, and explores the interactions of microorganisms in populations and communities, with other organisms, and with the environment, including an examination of physiological adaptations and biogeochemical cycles.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 516 - Microbial Ecology Laboratory This companion lab course to BIO 515 Microbial Ecology is designed as a hands-on project lab to introduce students to a variety of methods used in microbial ecology. There are field, lab, computer and written components to the projects that will be carried out over the semester. Microscopic, cell culture, molecular, and bioinformatics methods will be employed.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Biology
BIO 517 - Issues in Evolution This course surveys major issues that motivate current research in evolutionary biology, providing a historical analysis of active areas of controversy and alternative points of view. The course is based on selected readings in the theoretical and experimental literature of the field, from primary and classical sources.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 519 - Human Evolution This course explores the fossil, genetic, and paleoanthropological evidence for current reconstructions of the history and evolution of all primates and of one primate in particular, Homo sapiens. Students will retrace the emergence of hominins and Homo sapiens in Africa, out of Africa, and across the world.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 523 - Topics in Genetics This course covers selected topics in genetics, including chromosomes, transposons, genetic regulation, genomics, genomic and karyotypic evolution, break repair, meiotic recombination, gene conversion, and some quantitative genetics.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 531 - Principles of Immunology An introduction to the fundamentals of immunology, especially as they relate to human diseases. Topics include history of immunology, basic elements of immune systems, principles of natural and acquired immunity, cellular and molecular basis of B cell and T cell development and diversity, and clinical aspects of immunology.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 532 - Immunology Laboratory This laboratory course is designed to enable students to gain experience with immunological techniques. Course emphasis will be on experimental design and the clinical and research applications of the procedures used.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Fall Course Type: Biology
BIO 545 - Advanced Pathophysiology This course is a study of the physiological, genetic, biochemical, and environmental basis of diseases. Systems to be covered include reproductive, gastrointestinal, respiratory, cardiovascular, nervous, and skeletomuscular.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 601 - Research Methods in Biology This course introduces students to faculty members’ research. Students will study the philosophy of science, experimental design, data analysis and interpretation, and writing and assessment of scientific papers.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Biology
BIO 602 - Ethical Issues in Biology This course examines a variety of ethical issues arising in biology today, including those related to general scientific research, biotechnology, medicine, and the environment.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Biology
BIO 621 - Graduate Seminar This course reviews the literature pertinent to topics of biology. Graduate students must complete at least two different seminars.
Prerequisite(s): Co-requisite(s): Credits: 2-3
May be repeated for credit as topics vary. Course Typically Offered: Course Type: Biology
BIO 650 - Internship In this course, students apply their learning to a practical context under supervision of a faculty member.
Prerequisite(s): Co-requisite(s): Credits: 1-3.
Course Typically Offered: Course Type: Biology
BIO 660 - Graduate Independent Study Independent work on a special topic as arranged by the student, advisor, and committee.
Prerequisite(s): Co-requisite(s): Credits: 1-6
Course Typically Offered: Course Type: Biology
BIO 697 - Literature Review This course involves preparation of a review paper based on current biological literature.
Prerequisite(s): Permission of the graduate advisor. Co-requisite(s): Credits: 1-6
Course Typically Offered: Course Type: Biology
BIO 698 - Thesis Research This course involves thesis research and preparation. Enrollment is required each term in which the thesis is in progress.
Prerequisite(s): Co-requisite(s): Credits: 1-6
May be repeated for credit, but no more than six credits will apply to the degree. Course Typically Offered: Course Type: Biology
Computer Science
COS 522 - Computing for Data Science This course provides a practical introduction to the data science workflow using Python. Successful completion of the course will involved using advanced features of Python, retrieving information in data files, working with numpy and pandas library, visualizing information and completing an end to end data science project.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 4
Course Typically Offered: Course Type:
COS 527 - Computational Text Analytics This course provides students with a broad exposure to concepts, theories, underlying algorithms, and methodologies in computational text analytics. In this course, students are introduced to the landscape of computational linguistics and text analytics; natural language understanding; topic modeling; sentiment analysis; quantitative and probabilistic explanation in linguistics; word embeddings; and state-of-the-art tools, methods and computational strategies so they can turn text data to information.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type:
COS 532 - Deep Learning An introduction to the theory and applications of deep learning. Topics include basic neural networks, convolutional and recurrent networks, and applications in computer vision and language interpretation. Students will learn to design neural network architectures and training procedures via hands-on assignments.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 4
Course Typically Offered: Course Type: Computer Science
COS 540 - Computer Networks An introduction to computer networks, computer network architecture is described. Other topics include digital data communication, local area networks, wide area networks, internetworks, and the Internet. Specific technologies, including Ethernet and ATM, and protocols, including TCP/IP, will be considered in detail.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 542 - Distributed Systems An introduction to the design and operation of distributed systems. Topics include client-server models, interprocess communications, RPC, replication and consistency, online transaction processing, error and fault recovery, encryption, and security. Examples will be taken from extant distributed systems. Students will design and implement a distributed system.
Prerequisite(s): COS 450 and COS 460 or their equivalents, or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 544 - Software Project Management The course covers project life cycle, including developing the charter, plans and justification, outsourcing and procurement decisions, scope management, time and cost estimation, quality control, personnel management, risk assessment, and the critical role of communication, both internal and external, to the project. Students will learn to lead and participate in significant software projects. Experienced professionals from industry will visit the class.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 550 - Operating Systems Topics include concurrent processes, process management, I/O, virtual memory, file management, resource scheduling and performance measurement.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 558 - Database Systems Study of the methods and principles of database management systems (DBMS). Topics addressed include DBMS objectives and architecture, data models, data definition and manipulation languages (in particular, SQL) and providing internet access to databases. The entity-relationship and relational models are emphasized and their use required in a design project.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 569 - Compiler Construction Definition of languages via context-free grammars. Organization of a compiler into phases of lexical analysis, parsing, code generation, and optimization. Students will implement a compiler for a Pascal-like language.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 570 - Seminar: Advanced Topics in Computer Science Topics vary from year to year and will include current research, emerging technologies, and case studies.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 572 - Artificial Intelligence and Data Mining An introduction to the underlying concepts and applications of intelligent systems. Topics include heuristic search techniques, pattern matching, rule-based systems, computer representations of knowledge, and machine learning and data mining techniques. Course work includes regular labs and large projects. Students will learn to conduct research in artificial intelligence and will complete a modest research project.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 575 - Machine Learning The basic theory, algorithms, and applications of Machine Learning are covered in this course. Students will develop an understanding of learning theory, supervised and unsupervised learning algorithms, and reinforcement learning techniques. The course will also explore recent practical applications of machine learning.
Prerequisite(s): COS 285 and MAT 295 or their equivalents, or permission of instructor. Co-requisite(s): Credits: 4
Course Typically Offered: Course Type: Computer Science
COS 576 - Advanced Object-Oriented Design This course considers developing object-oriented, multi-tier, Web-based applications. Topics will include object-oriented design patterns in distributed environments, software components, and software frameworks. The course has a significant hands-on implementation component, and, after completing the course, students will have practical experience with several leading-edge distributed object technologies, including AJAX, Web Services, Enterprise JavaBeans, JDBC, and Servlets. Students will work in teams to develop a medium-sized, multi-tier application that incorporates several of the technologies mentioned above. Lectures will provide an introduction to the technologies and discuss principled ways to apply these technologies.
Prerequisite(s): COS 420 or equivalent, or permission of instructor. Co-requisite(s): Credits: 4
Course Typically Offered: Course Type: Computer Science
COS 582 - Design and Analysis of Computing Algorithms Techniques for designing algorithms, such as divide-and-conquer, greedy method, dynamic programming, and backtracking are emphasized and illustrated. Many problems of practical importance are covered, including minimum spanning tree, single source shortest path, traveling salesperson, and graph search. The concepts of NP-completeness are also considered.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 598 - Internship Students apply their learning to a specific problem in a practical context under faculty and managerial supervision. See Departmental guidelines for more details.
Prerequisite(s): Graduate standing and prior approval of proposal by the Department chair and instructor. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Computer Science
COS 696 - Master’s Project A 3-credit project that is one of two options for completing the Master’s degree requirements. The project must be supervised by a committee and the project proposal approved in advance. Offered only as a pass/fail course.
Prerequisite(s): Graduate standing and faculty approval. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Computer Science
COS 697 - Independent Study An opportunity for graduate students to pursue areas not currently offered in the graduate curriculum.
Prerequisite(s): Co-requisite(s): Credits: 1-4
Course Typically Offered: Course Type: Computer Science
COS 698 - Master’s Thesis A 6-credit thesis that is one of two options for completing the Master’s degree requirements. The thesis project must be supervised by a committee and the project proposal approved in advance. Offered only as a pass/fail course.
Prerequisite(s): Graduate standing and faculty approval. Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Computer Science
Counselor Education
HCE 500 - Orientation to the Counseling Profession This introductory course is designed to acquaint individuals who are preparing to enter the counseling profession with a broad overview of the profession’s historical and theoretical foundations and to begin the development of their professional identities. This course must be taken the first semester following matriculation.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 505 - Individual, Family, and Community Resiliency This course will explore the dynamic concept of resiliency as it relates to individuals, families, and communities in the face of challenge. We will focus on models and strategies that sustain and promote resiliency in these settings. Students will explore protective factors for vulnerable groups that are fitting to the needs, culture, and history of those groups.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type:
HCE 507 - Spirituality and Religion in Counseling This course will address, in an ecumenical and inclusive format, the growing renaissance in the psychotherapeutic community and in the larger American society of the integration of spirituality and religious values. Various aspects of spirituality and religion will be explored as they relate to the counseling process. The course will seek to increase the awareness of counselors to potential areas of client concern, including spiritual journeys, early religious training, search for meaning, personal relationship with the divine, and death and bereavement. Participants will explore various religious and spiritual practices, including, but not limited to, Islam, Buddhism, Native American beliefs, Hinduism, Christianity, and Judaism.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 510 - Introduction to Rehabilitation Counseling and Services This course will provide an orientation to the counseling profession, focusing on rehabilitation concepts, services, and settings. Included will be: history, trends, and related legislation; critical components of the rehabilitation process; contemporary counselor roles and functions; professional education, associations, standards, and credentials; ethical and legal issues; technology issues and practices; and rehabilitation agencies and services. Field visits and the examination of rehabilitation services from various participant perspectives will be required.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 514 - Principles of Psychiatric Rehabilitation: Evidence-Based Practices and Treatment The purpose of this course is to understand the origins, philosophies, contexts, and methods of mental health services referred to as psychiatric rehabilitation. Content will include dissonant and changing mental health definitions, historical emergence of psychiatric rehabilitation, promising and evidence-based practice, consumer-survivor movement and impact, concepts of recovery, empowerment, and community, family issues and roles, societal myths and stigma, and varied professional functions. PSR models that are proven effective are integrating treatment with rehabilitation, and are now being acknowledged as evidence-based practices by SAMHSA. The course will also address how psychiatric rehabilitation is applied in situations involving housing, education, social relationships, substance abuse, and community membership.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 520 - Expressive Arts in Counseling This course will provide an introduction to the Expressive Arts modalities within a wide range of counseling contexts, with an emphasis on dance therapy, music therapy, art therapy, and psychodrama. The focus of the course will be on practical applications of arts modalities, as well as the integration of these modalities with verbal counseling approaches.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 604 - Career Development This course will examine the ways in which counselors and other helping professionals assist people of all ages in their life/career development. Emphasis will be on understanding theories, information systems, materials, activities, and techniques for fostering career awareness, exploration, decision-making, and preparation. The interrelationships among work, family, and other life roles, including multicultural and gender issues, will be addressed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 605 - Psychological Measurement and Evaluation This course focuses on group tests and related measurement techniques. The course content includes a review of the history of testing, current issues, fundamental statistics for understanding, evaluating, and using tests, including selected aptitude, intelligence, achievement, interest, and personality tests. A variety of standardized and non-standardized evaluation measures will be reviewed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 607 - School Counseling Programs and Services This course is intended for those preparing to be school counselors. It is designed to consider the conceptual framework for comprehensive developmental school counseling practices in elementary and secondary schools. Major areas of focus include program management, guidance curricula, individual planning and advising, and responsive services that are organized to meet the educational, personal, and career needs of students.
Prerequisite(s): Open to matriculated graduate students in the counselor education program or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 609 - The Practice of School Counseling This course will provide students with an introduction to the practices of consultation and large group guidance for counselors working within a developmental model of school counseling. Assignments will incorporate field experiences that promote reflective learning and skill building.
Prerequisite(s): Open to matriculated students or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 611 - Medical and Psychological Aspects of Disability and Rehabilitation This course will explore the medical and psychological issues surrounding the concepts of disability and rehabilitation. Particular emphasis will be given to examining: a) the medical model as an organizing framework for viewing disability and rehabilitation; b) the diagnosis and treatment of various physical, developmental, sensory, and emotional conditions; c) the perspectives and responses of people with disabilities toward their diagnosed conditions and prescribed treatments; d) the principles and practice of functional assessment; and e) the ethical issues surrounding medical and rehabilitation services. Also examined will be psychological explanations of disability, their applications, and their implications for rehabilitation practice. A primary focus throughout the course will be to highlight the perspectives that people with disabilities hold toward their life situations as well as their medical and rehabilitation settings and professionals they encounter.
Prerequisite(s): Matriculated students or by permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 612 - Multicultural Counseling: Social & Cultural Foundations of Helping Diverse Families This course focuses on developing multicultural awareness, understanding influences of culture and worldviews across the life cycle, examining issues of diversity, i.e., race, ethnicity, gender, age and disability in human interactions and recognizing attitudes and perceptions of diverse populations. The effects of developmental, bio-psychosocial changes including disability on individuals and their families within a cultural context are explored. The course examines worldviews, values and beliefs about diverse groups reflecting differences in race, ethnicity, gender, age and disability and family dynamics within a pluralistic society. Students will develop multicultural awareness of counseling competencies relative to diversity including disability, within rehabilitation and counseling practice. The course also introduces cultural foundations of human growth and development, and effects of cultural values and traditions across the lifespan. Implications for counseling the culturally different introduces a framework to guide rehabilitation and counseling professionals in serving diverse populations and their families, inclusive of differences in race, ethnicity, gender, age and disability. A field experience of 15-20 hours with an associated report is required.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 615 - Vocational Counseling and Placement in Rehabilitation This course encompasses the theoretical foundations of vocational counseling, the vocational implications of disability, the application of occupational and labor market data, and vocational choice with rehabilitation consumers. The use of job selection, analysis, and modification, and matching skills in the development of work and career options for persons with disabilities is included. The course also presents the role, functions, and strategies used by rehabilitation professionals in job placement and the supported employment of persons with severe disabilities. Accommodation of rehabilitation consumers in accordance with federal statutes, such as the Americans with Disabilities Act (ADA), is examined in the context of a multicultural society.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 619 - Recovery-Oriented Origins of Psychiatric Rehabilitation Practice This course covers the historical, scientific, professional, and societal beliefs that have surrounded diagnostic psychiatry and the concepts of recovery from mental illness. Particular emphasis is given to recovery-oriented standards of care, ex-patients movement, legal rights and protections, medications, alternative treatments, trauma, and ethical issues in service delivery. Students will also explore their own values and motives for entering the field and examine the strengths and liabilities they may bring to their work.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 620 - Fundamentals of Counseling Theories This course is for those who are or will be engaged in counseling in an educational or mental health setting. Selected theories and related techniques are closely examined. Research literature that has a bearing on the effectiveness and non-effectiveness of counseling is reviewed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 621 - Fundamentals of Counseling Skills This course emphasizes the development of fundamental counseling skills, such as attending behavior, listening, reflection of feeling, paraphrasing, and questioning. The course examines the process and content of the counseling interview as well as verbal and nonverbal factors that influence the interactions within the counseling relationship. The primary focus is to help the student develop greater self-knowledge and skills in interpersonal communication within the counseling relationship.
Prerequisite(s): Open to matriculated graduate students who have taken HCE 500 (for school counseling and mental health counseling concentrations, or HCE 510 (for rehabilitation counseling concentration), and HCE 620, or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 622 - Counseling Children and Adolescents This course examines selected theories, related techniques, and skills for counseling children and adolescents. Attention is given to examining personal philosophies about working with children and adolescents and to the exploration of possible interventions for various counseling situations with these populations. Counselor effectiveness literature is reviewed.
Prerequisite(s): Matriculation in counselor education or school psychology and HCE 620 and HCE 668 (HCE 668 may be taken concurrently with permission of instructor). Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 623 - Theories and Applications of Play Therapy: Summer Institute This intensive, one-week summer institute presents an overview of the various theories of play therapy and examines them in the social, cultural, and economic contexts in which they were first implemented. Applications of the theories to special settings and with special populations are explored. The course is an introductory course and is one of the required courses for becoming a registered play therapist.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 624 - Child-Centered Play Therapy This course is intended for students who wish to use a child-centered theory of play therapy in counseling children. It presents the theoretical framework of a child-centered approach to working with children and begins the necessary training for skill development in using this theory.
Prerequisite(s): HCE 621 , HCE 622 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 625 - Adlerian Play Therapy This course will examine Adlerian theory as it applies to clinical work with children and adolescents. Topics will include an overview of Adlerian theory and of play therapy, consultation with parents and teachers, encouragement, setting limits, understanding the goals of discouraged children, phases of therapy, and ethical and legal implications. Classes will include brief lectures, skill building exercises, discussion, and reflection.
Prerequisite(s): Graduate-level status. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 626 - Group Process and Procedures This course focuses on basic principles of group development and on dynamics of group interaction. The improvement of facilitative skills is emphasized. Open to matriculated graduate students only.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 627 - Group Counseling Practicum This course focuses on the development of concepts, attitudes, and skills necessary to lead counseling groups effectively in a variety of settings. Integration of group dynamics with counseling theory and group techniques is emphasized. Additionally, the behavior of the leader and participants is analyzed to promote a deeper understanding of group roles and functions.
Prerequisite(s): HCE 621 and HCE 626 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 640 - Professional Issues in Mental Health Counseling Mental health clinics, hospitals, substance use intervention facilities, and social service agencies are among the various organizations involved in helping people through mental health counseling. This course examines the mental health needs of people in rural and urban communities and the views of mental health counseling held by those organizations who serve these people. Students will examine problems that organizations encounter in helping people and the consequences of services that interfere with helping. Attention is given to inter-professional and inter-organizational approaches to improving the quality of mental health counseling. Mental health counselor roles, functions, professional associations, credentialing, and ethical standards will also be examined. A special emphasis of the course is to examine mental health counseling from a historical, ethical, legal, philosophical, and developmental perspective.
Prerequisite(s): HCE 621 Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 641 - Mind/Body Techniques This course addresses the relationship between cognitive processes and physiology from a healing/personal wellness perspective. Various aspects of Eastern thought/religion, as well as Western behavioral medicine are explored in regard to physical health and emotional well-being. Research on the mind/body relationship is reviewed and discussed. Participants will be required to learn and practice meditative and mind/body techniques.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 642 - Perspectives in Substance Misuse and Addictions This course will focus on the overall dynamics of substance misuse, as well as serve as an introduction to understanding the various stages, processes and effects of such addictions. Specific topics will include environmental, socioeconomic and psychological dynamics of substance misuse involving individuals, family systems, peers and community members. The roles which professional educators, social service personnel, and other counseling professionals play in ongoing education, prevention strategies, early intervention, and the various approaches to recovery, wellness, and aftercare will be explored in depth.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 643 - Psychopharmacology, Substance-Related Disorders & Integrated Co-Occurring Treatment This course is designed to provide participants from non-scientific backgrounds with a basic understanding of the effects of licit and illicit drugs. In addition, the role of these drugs in distorting brain chemistry and promoting substance-related disorders will be explored. Relationships between co-occurring substance-related disorders and mental illnesses will be explored. Research on effectiveness of treatment and rehabilitation of persons with co-occurring disorders will be reviewed. Interactions among the biological, psychological/emotional, and behavioral aspects of substance abuse will be examined in relation to symptom reduction and identification, intervention strategies, and the treatment of substance use disorders particularly for people with mental illness.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 644 - Crisis Intervention This course introduces students to the theory and practice of crisis intervention. A theoretical perspective is established, and short-term crisis counseling strategies are examined. Several different crisis situations will be discussed in relationship to agencies or persons responsible for interventions.
Prerequisite(s): HCE 621 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 645 - Diagnosis and Treatment Planning This course will focus on diagnostic systems and their use in counseling. The development of treatment plans and the use of related services will be reviewed. The role of assessment, intake interviews and reports will be examined.
Prerequisite(s): HCE 621 or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 650 - Basic Concepts in Couple and Family Counseling This course will provide a historical context for the field of family therapy, as well as an exploration of the major theories that inform the current application of family therapy.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 655 - Human Sexuality for Counselors This course provides information about human sexuality to heighten individual’s awareness of his/her own sexuality and sexual issues, and to integrate this knowledge to improve the overall effectiveness of counseling skills. The course explores a wide spectrum of sexual behaviors and examines the relationships between sexuality, self-esteem, sex roles, and life styles. Emphasis is placed on developing an awareness of personal values associated with human sexuality.
Prerequisite(s): HCE 621 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 668 - Human Development This course examines the processes underlying growth and development across the life span from conception through childhood, adolescence, adulthood, and aging to death. The interaction of biological, cultural, and environmental factors will be considered in studying physical, cognitive, and psychosocial changes throughout the stages of life. This course includes a field experience.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 670 - Application of Family Systems Theories This course is an advanced course focused on the application of family systems theories to several family case presentations. We will be focused on Structural, Bowenian, Communication, Psychodynamic Experiential, Narrative, and Integrative Models. Particular focus will be given to reflection on family-of-origin themes and the ways in which a deepened awareness of these themes can lead to more effective family counseling.
Prerequisite(s): HCE 650 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 681 - Clinical Supervision This course introduces students to the practice of clinical supervision within the counseling profession. The course focuses on such topics as the history of supervision, supervision models, tasks and functions of supervision, relationships in supervision, supervisory responsibilities, administration, cultural differences, and ethical standards. An organizing principle of this course is to examine these topics from three perspectives: theoretical knowledge, skill development, and self-awareness.
Prerequisite(s): Master’s degree in counseling, matriculated Psy.D. students, or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 686 - Internship in Counselor Education This course is an advanced field experience for students in Counselor Education. The purpose is to offer supervised opportunities to apply classroom knowledge, skills, and experiences in actual professional situations and settings. Students are required to complete 100 internship hours per credit (40% direct services), participate in weekly on-site supervision, and attend on-campus group seminars of 2.5 hours, present and analyze their internship experiences, and record and evaluate their activities, learning, and performance.
Prerequisite(s): HCE 690 and HCE 691 , matriculated students only, and program permission. Co-requisite(s): Credits: 1-12
May be repeated for credit up to 12 credits. Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 687 - Internship in Clinical Supervision This course provides an opportunity to develop advanced skills in clinical supervision. Interns will be assigned to supervise master’s level students in such courses as practicum and internship.
Prerequisite(s): HCE 681 , HCE 694 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 690 - Individual Counseling Practicum Seminar Through lecture, discussion, and group supervision students learn to apply professional knowledge and skills to the practice of counseling with individuals. Role playing, video and audio tapes, and demonstrations are used in helping students develop an integrated counseling style. This course is taken concurrently with HCE 691 .
Prerequisite(s): HCE 620 , HCE 621 , HCE 622 (school counseling specialty only), and HCE 626 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 691 - Individual Counseling Practicum Laboratory This laboratory is an intensive experience in the direct application of counseling skills and techniques to individual clients within the context of counseling sessions. Audio and video tapes will be reviewed individually with a faculty supervisor. This course must be taken concurrently with HCE 690 .
Prerequisite(s): HCE 620 , HCE 621 , HCE 622 (school counseling specialty only), and HCE 626 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 692 - Advanced Individual Practicum This is the advanced course in counseling practicum. In addition to building on the skills developed in HCE 690 (practicum), emphasis is placed on the structural analysis of typical client problems and the use of appropriate strategies of intervention. Other emphases include the staffing of actual cases and knowledge of community resources available to the counseling clientele.
Prerequisite(s): HCE 690 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 694 - Practicum in Individual Supervision This is an intensive supervised experience in applying specialized knowledge and skills to the practice of clinical supervision. Students will be assigned supervisees and through observation, audio/video tapes, and co-counseling, will both supervise and be supervised.
Prerequisite(s): HCE 681 and matriculation in the CAS program. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 695 - Practicum in Play Therapy This course is an intensive supervised experience, applying professional knowledge and skills in the practice of counseling children using play therapy techniques. Role-playing, video tapes, and demonstrations are used in helping each student develop an integrated counseling style.
Prerequisite(s): HCE 621 , HCE 622 , HCE 623 , HCE 624 , and HCE 690 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 697 - Psychoeducational Group Work Practicum This course focuses on the development of concepts, attitudes, and skills necessary to lead psychoeducational groups effectively in a variety of settings. Integration of group dynamics with psychoeducational group theory and group techniques is emphasized. Additionally, behaviors of leader and participants are analyzed to promote a deeper understanding of group roles and functions.
Prerequisite(s): HCE 621 and HCE 626 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Human Resources-Counseling Education
HCE 699 - Independent Study in Counselor Education This course provides students the opportunity to pursue a project independently, planning, and exploring a topic of interest within the field of counseling. Most independent study projects are library-based; all are intellectually sound, and reflect a high caliber of performance. Specific content and methods of evaluation will be determined in collaboration with the instructor. An approved proposal is a necessary prerequisite to registration.
Prerequisite(s): Open to matriculated students. Co-requisite(s): Credits: 1-6
Course Typically Offered: Course Type: Human Resources-Counseling Education
Creative Writing
CRW 501 - Residency Course I An advanced workshop that focuses on the development of the student’s writing through the use of faculty-guided workshops and topical seminars, round tables, panels, readings, and discussion of major traditional and contemporary work in the genre. Workshop tracks include poetry, fiction, nonfiction, or popular fiction. Students are expected to submit an “in-progress” manuscript in advance of the residency. The manuscript(s) submitted will be analyzed during the faculty-guided workshops.
Prerequisite(s): Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Creative Writing
CRW 502 - Residency Course II This course is considered to be the completion of the first year’s residency requirements. See description of Workshop Residency I.
Prerequisite(s): CRW 501 and completion of Semester Project I in student’s chosen genre. Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Creative Writing
CRW 510 - Poetry Semester Project I The focus of this course, which immediately follows the first residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will then respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 501 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 512 - Poetry Semester Project II The focus of this course, which immediately follows the second residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 502 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 520 - Fiction Semester Project I The focus of this course, which immediately follows the first residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will then respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 501 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 522 - Fiction Semester Project II The focus of this course, which immediately follows the second residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 502 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 530 - Creative Nonfiction Semester Project I The focus of this course, which immediately follows the first residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 501 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 532 - Creative Nonfiction Semester Project II The focus of this course, which immediately follows the second residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 502 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 540 - Popular Fiction Semester Project I The focus of this course, which immediately follows the first residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 501 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 542 - Popular Fiction Semester Project II The focus of this course, which immediately follows the second residency, is on the completion of a negotiated study plan developed between the student and the faculty member. As part of the study plan, students will be expected to exchange four packets of manuscripts with the faculty mentor. The packets will vary depending on the study track, but should include both creative work and critical annotations of readings. The faculty mentor will respond with constructive critiques for revision as well as additional reading suggestions and relevant observations on craft and theory.
Prerequisite(s): Co-requisite(s): CRW 502 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 601 - Residency Course III This course is considered to be the first half of the second year’s program. See description of Workshop Residency I.
Prerequisite(s): CRW 502 and completion of Semester Project II in the student’s chosen genre. Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Creative Writing
CRW 602 - Residency Course IV This course is considered to be the second half of the second year’s program. See description of Workshop Residency I.
Prerequisite(s): CRW 601 and completion of Semester Project III in the student’s chosen genre. Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Creative Writing
CRW 603 - Graduation Residency This residency is the culmination of the MFA in creative writing degree program. Prior to the residency, a student must have submitted a creative thesis deemed by a faculty committee to be of publishable quality. At the residency, the student must lead a presentation or participate in a panel on an issue of craft, theory, publishing, teaching/pedagogy, interdisciplinary artistic collaboration, or literacy/community services. The student must also give a public reading from the creative thesis.
Prerequisite(s): Completion of Semester Project IV in the student’s chosen genre. Co-requisite(s): Credits: 0
Course Typically Offered: Course Type: Creative Writing
CRW 610 - Poetry Semester Project III The focus of this course, which immediately follows the third residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student undertakes a special project under the guidance of the mentor in one of five concentrations: craft, literary theory, interdisciplinary artistic collaboration, publishing, or literacy/community services.
Prerequisite(s): Co-requisite(s): CRW 601 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 612 - Poetry Semester Project IV The focus of this course, which immediately follows the fourth residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student completes a book-length creative thesis, and prepares for the student reading and for the teaching of a seminar or panel presentation during the fifth and final graduation residency.
Prerequisite(s): Co-requisite(s): CRW 602 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 620 - Fiction Semester Project III The focus of this course, which immediately follows the third residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student undertakes a special project under the guidance of the mentor in one of five concentrations: craft, literary theory, interdisciplinary artistic collaboration, publishing, or literacy/community services.
Prerequisite(s): Co-requisite(s): CRW 601 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 622 - Fiction Semester Project IV The focus of this course, which immediately follows the fourth residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student completes a book-length creative thesis, and prepares for the student reading and for the teaching of a seminar or panel presentation during the fifth and final graduation residency.
Prerequisite(s): Co-requisite(s): CRW 602 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 630 - Creative Nonfiction Semester Project III The focus of this course, which immediately follows the third residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student undertakes a special project under the guidance of the mentor in one of five concentrations: craft, literary theory, interdisciplinary artistic collaboration, publishing, or literacy/community services.
Prerequisite(s): Co-requisite(s): CRW 601 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 632 - Creative Nonfiction Semester Project IV The focus of this course, which immediately follows the fourth residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student completes a book-length creative thesis, and prepares for the student reading and for the teaching of a seminar or panel presentation during the fifth and final graduation residency.
Prerequisite(s): Co-requisite(s): CRW 602 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 640 - Popular Fiction Semester Project III The focus of this course, which immediately follows the third residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student undertakes a special project under the guidance of the mentor in one of five concentrations: craft, literary theory, interdisciplinary artistic collaboration, publishing, or literacy/community services.
Prerequisite(s): Co-requisite(s): CRW 601 Credits: 9
Course Typically Offered: Course Type: Creative Writing
CRW 642 - Popular Fiction Semester Project IV The focus of this course, which immediately follows the fourth residency, is on the completion of a negotiated study plan developed between the student and the faculty member. Each student completes a book-length creative thesis, and prepares for the student reading and for the teaching of a seminar or panel presentation during the fifth and final graduation residency.
Prerequisite(s): Co-requisite(s): CRW 602 Credits: 9
Course Typically Offered: Course Type: Creative Writing
Educational Leadership
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 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 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 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 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
Educational Psychology
SPY 601 - Behavioral Principles of Learning This course provides a comprehensive review of the psychological principles of learning derived from experimental research and validated by applied studies. Topics include respondent behavior and conditioning, operant behavior and conditioning, stimulus control, motivating operations, schedule influences on behavior, and verbal and rule-governed behavior. The course is designed to provide students with a foundational understanding of the concepts and principles of behavior analysis and thereby provide a solid grounding for assessment and intervention courses with a behavior analytic orientation.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 602 - Single Case Research Methods This course is designed to introduce students to research designs used in a comprehensive, systematic process of decision making and problem solving. This course will emphasize methods for evaluating the effectiveness of academic and behavioral interventions for school-aged children. A history of experimental design, types of experimental reasoning, and experimental validity lay the groundwork for understanding how single-case research designs are used to assess the efficacy of applied interventions. Students will learn how to identify and record behaviors, analyze and display data, match research designs to the research question, and flexibly employ research designs in applied settings. Finally, students will be exposed to technology and information resources applicable to conducting single-case research.
Prerequisite(s): Satisfactory completion of SPY 601 or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 604 - Functional Behavioral Assessment This course examines a variety of behavioral assessment methods for (a) identifying the variables that contribute to behavioral problems and (b) guiding the design of effective behavioral interventions. Functional behavioral assessment techniques covered in this course include interviews, observations, descriptive assessments, and functional analyses. Applied learning experiences integrated throughout the course provide students with opportunities to practice designing, conducting, and interpreting functional behavioral assessments.
Prerequisite(s): SPY 601 and SPY 602 or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 605 - Principles and Procedures for Instructional Intervention The primary focus of this course is to provide graduate students with exposure to evidence-based systematic instruction methods that are used within school/agency settings. This course will review functional assessment procedures used to identify appropriate educational programs for students/clients. This course will emphasize instruction and practice in implementing empirically supported interventions for promoting academic, social, communication, and life skills. Procedures such as shaping, chaining, discrete trial teaching, task analysis, incidental teaching, functional communication, and direct social skills instruction will be considered.
Prerequisite(s): SPY 601 or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 606 - Principles and Procedures for Behavior Intervention This course examines the philosophical underpinnings of behavior analysis and behavior analytic procedures for promoting socially meaningful behavior change in applied settings. Emphasis will be placed on the application of behavior analytic principles and procedures to (a) decrease behaviors that interfere with functioning and (b) strengthen adaptive replacement behaviors. The dynamic interactions between academic, social-emotional, behavioral, and diversity influences on human functioning will be considered. The course includes a blend of assigned readings, lectures, discussions, clinical case examples, and applied learning experiences to develop student competencies.
Prerequisite(s): SPY 601 Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 607 - Consultation and Collaborative Problem-Solving This course examines how school psychologists and behavior analysts utilize collaboration and consultation skills to promote effective implementation of interventions that address the academic, social-emotional and behavioral needs of school-aged children and their families. This course will review varied models of consultation (e.g., behavioral, mental health, and problem-solving) and analyze the skills needed to collaborate effectively with diverse individuals (e.g., parents/caregivers, educators, and community professionals). The role of consultation will be explored within a data-based, collaborative problem-solving approach to the delivery of a continuum of services that include assessment (e.g., functional behavioral assessment), intervention (e.g., behavior intervention plans), staff supports (e.g., behavioral skills training), and the application of single case research designs to evaluate the effectiveness of interventions. This course includes a blend of lecture, discussion, role play and applied learning experiences.
Prerequisite(s): SPY 601 , SPY 602 , SPY 604 , SPY 605 , SPY 606 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 608 - Professional Ethics in Behavior Analysis This course orients students to the ethical and professional responsibilities of behavior analysts. This course focuses on the ethical principles and standards established by the Behavior Analyst Certification Board (BACB) and emphasizes a systematic ethical decision-making process to facilitate application of the ethics code in school and clinical settings. Topics include responsibilities related to professional competency, culturally responsive service, informed consent, confidentiality, clinical assessment and intervention, supervision, and research.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 620 - Multitiered Systems of Academic Support for General and Special Education This course provides training in knowledge and skills for the implementation of a multitiered system of support (MTSS) in school settings, including students with suspected or identified disabilities. Students will gain knowledge about school system structures and organization, including general and special education. Through a problem-solving framework, students will learn how to conduct universal academic screening in order to identify students who might be at risk for later academic difficulties. Based on knowledge of human development and effective instructional methods, students will learn to select, implement, and use evidence-based instructional methods and progress monitoring to evaluate individual and group outcomes. Emphasis will be placed on the principles of effective instruction and the importance of collaboration among school personnel to help all students access effective instruction through a multitiered continuum of services. Students will gain knowledge about the importance of intervention integrity and regular data review procedures in order to support the academic learning needs of all students.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 671 - Physical Bases of Behavior This course examines the biological bases of behavior. Biological, anatomical, physiological, neurological, biochemical, and endocrinological factors that influence behavior are explored. The course also considers the structure and function of the nervous system in relation to both typical and atypical patterns of child development and functioning. Accordingly, biological influences on learning, memory, attention, motivation, emotion, and other domains of educational performance will be discussed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 674 - Psychopathology This course explores current conceptualizations of psychopathology by examining clinical, empirical, and theoretical information related to psychological disorders across the lifespan. The course reviews diagnostic classification systems; the symptomology, etiology, and treatment of common disorders; and major issues in the field of psychopathology. Emphasis will be placed on (a) the biological, developmental, social, and cultural influences on behavior and mental health and (b) the extent to which psychological disorders impact social, emotional, behavioral, and academic/occupational functioning.
Prerequisite(s): Matriculation in Educational or School Psychology programs, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
Exercise, Health, and Sport Sciences
ATH 500 - Athletic Training Professional Practice I This course will provide an orientation to athletic training education and the profession. Program and clinical requirements will be reviewed and completed within the course. Students will be introduced to core competencies concepts and definitions in athletic training that will serve as a foundation for future content.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 501 - Foundations of Patient Safety This course will focus on patient safety in athletic training. Topics will include: taping, bracing, wrapping, concepts of patient safety, facility maintenance, handwashing, patient consent, assessment of environmental conditions, indications and contraindications of basic preventative interventions. In addition, students will select and fit sports equipment.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 502 - Acute Care of Injury and Illness Introduction to presentation and management of acute and catastrophic conditions. Prevention strategies will be discussed for sudden death conditions, including emergency action plans. Certifications in emergency cardiac care and first aid will be obtained.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 503 - Acute Care of Injury and Illness Lab Simulation and standardized patient experiences will be utilized to apply and synthesize acute care knowledge, skills, and athletic training core competencies into patient cases.
Prerequisite(s): Prior or current enrollment in ATH 502 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 504 - Functional Human Anatomy and Kinesiology This course will examine functional human anatomy. Topics will include origins, insertions, actions and nerve innervations of muscles, arthrokinematics, boney landmark identification, and basic principles of human movement.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 510 - Examination, Diagnosis and Care I This course will teach students to examine, diagnose and treat orthopedic injuries of the lower extremity and lumbar spine.
Prerequisite(s): Grade of B- or higher in ATH 501 , ATH 502 , and ATH 503 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 511 - Examination, Diagnosis and Care I Lab This course will teach students to examine, diagnose, and treat orthopedic injuries of the lower extremity and lumbar spine.
Prerequisite(s): Prior or concurrent enrollment in ATH 510 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 512 - Examination, Diagnosis and Care II This course will teach students to examine, diagnose and treat orthopedic injuries of the upper extremity and thoracic and cervical spine.
Prerequisite(s): Grade of B- or higher in ATH 510 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 513 - Examination, Diagnosis and Care II Lab This course will teach students to examine, diagnose and treat orthopedic injuries of the upper extremity and thoracic and cervical spine.
Prerequisite(s): Prior or concurrent enrollment in ATH 512 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 514 - Examination and Management of Non-orthopedic Conditions This course presents knowledge and evaluation skills for non-orthopedic illnesses and injuries. Evaluations will be approached using a reflective, critical reasoning approach and through the lenses of interprofessional collaboration, cultural competence, health literacy, and patient safety.
Prerequisite(s): Grade of B- or higher in ATH 501 and ATH 502 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 515 - Examination and Management of Non-orthopedic Conditions Lab Students will be introduced to general medical evaluation skills, including auscultation and neurological examination. Simulation and standardized patient experiences will be utilized to apply non-orthopedic knowledge and skills, as well as in interprofessional collaboration.
Prerequisite(s): Prior or concurrent enrollment in ATH 514 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 520 - Health and Human Performance This course examines the advanced methods and techniques associated with the design of strength and conditioning programs to enhance human performance in sport and fitness. The course is designed to prepare students for the National Strength and Conditioning Association (NSCA) Certified Strength and Conditioning Specialist (CSCS) certification.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 521 - Health and Human Performance Lab This course examines the advanced methods and techniques associated with the design of strength and conditioning programs to enhance human performance in sport and fitness. The course is designed to prepare students for the National Strength and Conditioning Association (NSCA) Certified Strength and Conditioning Specialist (CSCS) certification.
Prerequisite(s): Prior or concurrent enrollment in ATH 520 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 522 - Therapeutic Interventions I This course will explore foundational theories, principles and clinical application of the therapeutic modalities. Topics for this course will include: cold therapy, hydrotherapy, therapeutic heat, therapeutic ultrasound, electrotherapy, electromagnetic therapy, spinal traction, pharmacological agents and compression.
Prerequisite(s): Grade of B- or higher in ATH 501 and ATH 502 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 523 - Therapeutic Interventions I Lab This course will explore foundational theories, principles and clinical application of the therapeutic modalities. Topics for this course will include: cold therapy, hydrotherapy, therapeutic heat, therapeutic ultrasound, electrotherapy, electromagnetic therapy, spinal traction, pharmacological agents and compression.
Prerequisite(s): Prior or concurrent enrollment in ATH 522 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 524 - Therapeutic Interventions II This course will explore contemporary manual therapy techniques and injury prevention strategies.
Prerequisite(s): Grade of B- or higher in ATH 520 , ATH 521 , ATH 522 and ATH 523 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 525 - Therapeutic Interventions II Lab This course will explore contemporary manual therapy techniques and injury prevention strategies.
Prerequisite(s): Prior or concurrent enrollment in ATH 524 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 571 - Clinical 1 Clinical field experience and face-to-face in-class meeting. Focused on practicing and applying acute care and prevention skills.
Prerequisite(s): Grade of B- or higher in ATH 501 , ATH 502 , and ATH 503 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 572 - Clinical 2 Immersive clinical field experience and online meeting with a focus on health promotion. Students will complete a patient or community education project.
Prerequisite(s): Grade of B- or higher in ATH 571 . Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Athletic Training
ATH 573 - Clinical 3 Clinical field experience and face-to-face meeting with a focus on practicing and applying skills related to assessment, diagnosis, treatment and therapeutic modalities.
Prerequisite(s): Grade of B- or higher in ATH 510 , ATH 511 , ATH 520 , ATH 521 and ATH 572 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 626 - Therapeutic Interventions III This course will teach students to select and incorporate therapeutic exercise techniques into comprehensive patient care plans. Students will also identify, refer and give support to patients with behavioral health conditions. Topics will include: therapeutic and corrective exercise, movement training, proprioceptive activities, home care and behavioral health.
Prerequisite(s): Grade of B- or higher in ATH 512 , ATH 513 , ATH 524 and ATH 525 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 627 - Therapeutic Interventions III Lab Students will select and incorporate therapeutic exercise techniques into comprehensive patient care plans. Students will also identify, refer and give support to patients with behavioral health conditions. Topics will include: therapeutic and corrective exercise, movement training, proprioceptive activities, home care and behavioral health.
Prerequisite(s): Prior or concurrent enrollment in ATH 626 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 640 - Health Care Administration Components of developing, implementing, and critiquing policies and procedures related to daily operations and specific conditions, such as mental health and head injuries. Basic business administration practices will be covered, such as budgeting and inventory with an emphasis on concepts on health informatics and quality improvement.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 641 - Health Promotion In this course, students will be introduced to health promotion and wellness strategies for the general population, as well as for patients with or at risk for chronic health conditions. Students will develop and engage in community-based health education projects, emphasizing health literacy concepts.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 642 - Athletic Training Professional Practice II Students will prepare for transition to clinical practice by understanding human resource and job orientation processes, developing professional materials. Students will be encouraged to participate in professional advocacy and leadership opportunities. Additionally, topics of program evaluation and planning, and ethical and legal practice will be covered.
Prerequisite(s): Grade of B- or higher in all prior athletic training courses and concurrent enrollment in remaining required athletic training courses. Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Athletic Training
ATH 643 - BOC Preparation This course will prepare students to sit for the Board of Certification Exam. Test taking and study strategies, sample exams and previous content will be reviewed.
Prerequisite(s): Grade of B- or higher in ATH 640 , ATH 641 , and ATH 675 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 650 - Research Design This course will introduce concepts of research design including qualitative, quantitative and mixed methods approaches. Students will develop a research question, conduct a review of literature, create methods, determine the appropriate treatment of data for various research designs and interpret statistical results.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 651 - Athletic Training Capstone Students will design and propose a scholarly capstone project with the intent of contributing to the existing athletic training body of knowledge. Students will obtain necessary approvals and begin their capstone project.
Prerequisite(s): Grade of B- or higher in ATH 650 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
ATH 652 - Capstone II Students will complete scholarly capstone projects initiated in Capstone I. Students will present their scholarly contributions and submit for publication.
Prerequisite(s): Grade of B- or higher in ATH 651 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 673 - Clinical Education Clinical field experiences in settings with non-sports activities and patients of diverse backgrounds. This course will include a face-to-face meeting with a focus on practicing and applying skills related to assessment, diagnosis, treatment of orthopedic injuries and general medical conditions.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Athletic Training
ATH 674 - Clinical 4 Immersive clinical field experience with online meeting sessions. This course will focus on pre-participation screenings, assessing environmental factors and treating related illness.
Prerequisite(s): Grade of B- or higher in ATH 573 . Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Athletic Training
ATH 675 - Clinical 5 A continuation of clinical 4 field experience with online meeting sessions. This course will focus on application of therapeutic interventions.
Prerequisite(s): Grade of B- or higher in ATH 626 , ATH 627 and ATH 674 . Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Athletic Training
ATH 676 - Clinical 6 Immersive clinical field experience with online meetings sessions. This course will focus on health care administration and transition to practice.
Prerequisite(s): Grade of B- or higher in ATH 640 , ATH 641 and ATH 675 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Athletic Training
Extended Teacher Education Program (ETEP)
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 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 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 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 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
Food Studies
FSP 601 - Food Policy and Planning This course is designed to build knowledge of food systems: their development, function and interaction with economy, public policy and planning. The intent of the course is familiarize students with basic issues in the production, aggregation, processing, distribution, marketing, consumption, and disposal of food, especially with regard to those elements that can be influenced by civic action and public regulation. The course is a seminar and will develop and challenge students’ thinking through readings, structured discussions, and course project. Upon course completion, students should have an increased understanding of forces shaping food systems, dimensions of conventional and alternative models, food systems policy and planning with community development, and their own relationship and choices with regard to the contemporary American food system. This course is cross-listed with PPM 672 Food and Planning.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Fall Semester Course Type: Food Studies Program
FSP 602 - Power and Powerlessness in the Food System This course explores social dimensions of sustainability in the globalized food system. Conceptual frameworks, including food justice and food sovereignty, are used to analyze power and justice as they impact farmers and agro-ecological systems, farm and food industry workers, business owners and policy makers, as well as communities and consumers.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Fall Semester Course Type: Food Studies Program
FSP 603 - Environmental Resilience and Food Systems Today, we are confronting a series of interlocking crises–ecological, social, and economic–in which the food system takes center stage. How do we confront and address the nature of our times? This course is designed to provide students with an advanced knowledge of the food system as it relates to environmental sustainability and resilience. We will use critical conceptual frameworks to examine the way social and ecological processes organize the food system. After critically appraising the industrial food system, we will explore practical actions communities are taking to realize ecologically just and sustainable food systems. This course provides students with theories, concepts, and tools for analyzing environmental and social issues within the food system and adequately addressing them.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Spring Semester Course Type: Food Studies Program
FSP 620 - Poverty and Hunger This interdisciplinary course focuses on the extent of hunger and malnutrition in the US and globally, as well as their causes, consequences, and remedies. We examine how societal structures of inequality - especially gender- shape access to food, and the links between agricultural technologies, trade, the global agri-food system, inequality and hunger.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Food Studies Program
FSP 695 - Food Studies Internship This course is designed to provide real-world experience of and insight into food system-related professional roles through work in a community food-based business, organization, or agency. The primary objective of the internship is the application of the perspectives, substantive knowledge, and methods studied in the Food Studies graduate-level curriculum to a particular organizational setting. In addition to field placement responsibilities, students are expected to regularly reflect and report on their experience. Graded pass/fail.
Prerequisite(s): Program approval (application access at Food Studies Program website). Co-requisite(s): Credits: 1-6
Course Typically Offered: Course Type: Food Studies Program
FSP 696 - Independent Study and Research 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.
Prerequisite(s): Permission of instructor. Co-requisite(s): Credits: 1-6
Course Typically Offered: Course Type: Food Studies Program
Geography-Anthropology
GEO 502 - Gender, Work, and Space Students will examine the ways in which the workforce is divided by gender, race, class, and ethnicity and how location and space shape and sustain such divisions. Competing explanations for why women and minorities hold jobs that differ distinctly from jobs held by other workers will be examined. Students will learn how a geographic understanding of gender, race, ethnicity, and class can help explain more fully the current position of women in the economy.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 503 - Economic Geography This course examines the intersection between economies and geography. Emphasis is placed on the social, cultural, and political contexts within which economies develop and are regulated and restructured. Students are introduced to the skills which allow them to interpret and understand the present economic landscapes and to evaluate the factors and trends that anticipate the future.
Prerequisite(s): One of the following: ANT 101, GEO 101, GEO 203, GEO 255, ECO 101, ECO 102, or instructor permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 504 - Arctic and North Atlantic Regions The Arctic and the adjacent North Atlantic region have received much recent attention due to climate change and the global economy. Further, changes and events are linking these distant regions more closely with Maine. The course will address the many facets of these regions and their changes and highlight and explore the evolving connections with Maine.
Prerequisite(s): ANT 204 or GEO 204 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 505 - Remote Sensing Theory and techniques of image processing and analysis for remotely sensed digital data acquired from airplane and satellite platforms. Topics include image enhancement and classifications, spectral analysis, and landscape change detection techniques. Practical applications of natural and built landscapes are considered using remotely sensed datasets and techniques.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 508 - GIS Applications I Students are introduced to vector-based geographical information systems (GIS). Topics include overviews of geospatial technologies, spatial analysis, GIS data, system operation, the interpretation of results, and professional practices. The course comprises a weekly lecture and laboratory. Students are evaluated with tests, laboratory assignments, and on the basis of a substantial project.
Prerequisite(s): Co-requisite(s): Credits: 3-4
Course Typically Offered: Course Type: Geography
GEO 518 - GIS Applications II Students explore the use of geographical information systems (GIS) in research and professional environments. Building upon knowledge and skills developed in GEO 308, students design and execute a substantial project. Project design focuses on generating hypotheses, planning time lines and individual work assignments, and identifying technical and data resources. Projected execution is undertaken using a variety of raster, vector, and graphical user interface (GUI) software, as appropriate.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 or permission of instructor. Co-requisite(s): Credits: 3-4
Course Typically Offered: Course Type: Geography
GEO 520 - Conservation of Natural Resources This course examines the geographical approaches to natural resource use and management. It will offer the study of the geographic distribution and physical attributes of natural resources, their role in economic development, and the socio-political factors governing decision making about their use. Management strategies for forests, soils, wetlands, and energy resources are assessed.
Prerequisite(s): Recommended GEO 101, GEO 102, or GEO 103. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 538 - Independent Study in GIS Students will work closely with a faculty member to develop and complete a course of study in a specialized aspect of GIS or remote sensing. Variable credits will be offered.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 or permission of instructor, and program approval. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Geography
GEO 540 - Digital Mapping Students are exposed to the latest digital survey gear and integrated techniques with applications in geoscience, geography, and environmental science. Instrumentation includes both static and real-time kinematic GPS (global positioning system) and auto-lock servo-driven electronic total station. Detailed precision survey data are combined with geo-referenced maps and imagery in GIS software.
Prerequisite(s): Introductory course in GEY, GEO, or ESP, and additional 200-level course in any of the above areas. Co-requisite(s): Credits: 4
Course Typically Offered: Course Type: Geography
GEO 545 - Drone Mapping This course will introduce students to the use of sUAS (small unmanned aircraft systems), known as remote-controlled quadcopter drones, as the latest digital mapping tool available today. Drone-based overlapping photo sets and the latest photogrammetric software are used to generate custom high resolution orthomosaic maps and 3D models. Tools and techniques will be combined in a precision drone mapping project targeting a local area field site.
Prerequisite(s): GEO 340/GEO 540 /GEO 640 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 548 - GIS Internship Students work with a public agency, private firm, municipality, nonprofit organization, or research unit, using geospatial technology to complete a clearly defined project under the direct supervision of an on-site professional. A USM faculty advisor who is directly involved with USM GIS oversees the internship. At the course’s conclusion, students submit a portfolio including a log, samples of the work completed, and an evaluation from the on-site supervisor.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 , or permission of instructor, and program approval. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Geography
GEO 555 - Gender, Race, and Class in the City This course will focus on the relationships among gender, race, and class and urban spaces in twentieth century U.S. cities. The course will explore how urban spaces reflect and perpetuate different relations of power, inequality, and identity. First, we explore how different frameworks for urban analysis help to explain the social and spatial organization of U.S. cities. We will develop a framework for urban analysis that integrates race, class, and gender, and draws upon the geographic concepts of place and scale. Second, we will apply our integrated framework to contemporary metropolitan processes and problems.
Prerequisite(s): GEO 302 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 558 - Research Applications in GIS This course is a workshop in spatial analysis in which students undertake an original research project. The objective of the course is to generate a product which meets professional standards for publication or presentation at a professional meeting, allowing students to build resumes and gain exposure to a professional audience. A variety of software will be used in the course, as projects demand. The starting point will be the opensource geospatial analysis software GeoDa. This tool provides state-of-the-art methods for geospatial analysis, spatial econometrics, and geo-visualization. Topics covered will include: exploratory spatial data analysis, spatial autocorrelation statistics for aggregate data, basic spatial regression analysis for point and polygon data, univariate and multivariate local cluster maps, principal components analysis, k-means, hierarchical clustering, and spatial econometrics.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 or permission of instructor, and GEO 408/GEO 518 /GEO 618 (previous completion or concurrent registration). Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 581 - Megacities and Global Planning Issues 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: Geography
GEO 605 - Remote Sensing Theory and techniques of image processing and analysis for remotely sensed digital data acquired from airplane and satellite platforms. Topics include image enhancement and classifications, spectral analysis, and landscape change detection techniques. Practical applications of natural and built landscapes are considered using remotely sensed datasets and techniques.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 608 - GIS Applications I Students are introduced to vector-based geographical information systems (GIS). Topics include overviews of geospatial technologies, spatial analysis, GIS data, system operation, the interpretation of results, and professional practices. The course comprises a weekly lecture and laboratory. Students are evaluated with tests, laboratory assignments, and on the basis of a substantial project.
Prerequisite(s): Co-requisite(s): Credits: 3-4
Course Typically Offered: Course Type: Geography
GEO 618 - GIS Applications II Students explore the use of geographical information systems (GIS) in research and professional environments. Building upon knowledge and skills developed in GEO 308, students design and execute a substantial project. Project design focuses on generating hypotheses, planning time lines and individual work assignments, and identifying technical and data resources. Projected execution is undertaken using a variety of raster, vector, and graphical user interface (GUI) software, as appropriate.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 or permission of instructor. Co-requisite(s): Credits: 3-4
Course Typically Offered: Course Type: Geography
GEO 638 - Independent Study in GIS Students will work closely with a faculty member to develop and complete a course of study in a specialized aspect of GIS or remote sensing. Variable credits will be offered.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 or permission of instructor, and program approval. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Geography
GEO 640 - Digital Mapping Students are exposed to the latest digital survey gear and integrated techniques with applications in geoscience, geography, and environmental science. Instrumentation includes both static and real-time kinematic GPS (global positioning system) and auto-lock servo-driven electronic total station. Detailed precision survey data are combined with geo-referenced maps and imagery in GIS software.
Prerequisite(s): Introductory course in GEY, GEO, or ESP, and additional 200-level course in any of the above areas. Co-requisite(s): Credits: 4
Course Typically Offered: Course Type: Geography
GEO 645 - Drone Mapping This course will introduce students to the use of sUAS (small unmanned aircraft systems), known as remote-controlled quadcopter drones, as the latest digital mapping tool available today. Drone-based overlapping photo sets and the latest photogrammetric software are used to generate custom high resolution orthomosaic maps and 3D models. Tools and techniques will be combined in a precision drone mapping project targeting a local area field site.
Prerequisite(s): GEO 340/GEO 540 /GEO 640 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
GEO 648 - GIS Internship Students work with a public agency, private firm, municipality, nonprofit organization, or research unit, using geospatial technology to complete a clearly defined project under the direct supervision of an on-site professional. A USM faculty advisor who is directly involved with USM GIS oversees the internship. At the course’s conclusion, students submit a portfolio including a log, samples of the work completed, and an evaluation from the on-site supervisor.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 , or permission of instructor, and program approval. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Geography
GEO 658 - Research Applications in GIS This course is a workshop in spatial analysis in which students undertake an original research project. The objective of the course is to generate a product which meets professional standards for publication or presentation at a professional meeting, allowing students to build resumes and gain exposure to a professional audience. A variety of software will be used in the course, as projects demand. The starting point will be the opensource geospatial analysis software GeoDa. This tool provides state-of-the-art methods for geospatial analysis, spatial econometrics, and geo-visualization. Topics covered will include: exploratory spatial data analysis, spatial autocorrelation statistics for aggregate data, basic spatial regression analysis for point and polygon data, univariate and multivariate local cluster maps, principal components analysis, k-means, hierarchical clustering, and spatial econometrics.
Prerequisite(s): GEO 308/GEO 508 /GEO 608 or permission of instructor, and GEO 408/GEO 518 /GEO 618 (previous completion or concurrent registration). Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Geography
Leadership Studies
LOS 500 - Foundations of Leadership Studies I: Theory and Practice Students in this course are provided with an overview of leadership theory, practice, and intellectual history through using disciplinary and interdisciplinary approaches from philosophy, social science, the humanities, and STEM fields. Additionally, students will explore the wealth of interpretive frameworks for leadership and apply critical perspectives to develop their understanding of leadership. In doing so, students will gain self-awareness of their strengths, growth opportunities, and identity in relation to leadership.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 501 - Foundations of Leadership Studies II: Groups & Teams In this course students will explore self in relationship to others, roles, interpersonal skills, and group level dynamics. Topics include communication, shared leadership, authority, power, influence, inclusivity, identity, conflict, problem solving, decision-making processes, and appreciation of differences. The skills and abilities needed to develop high performing teams are highlighted through team-based learning.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 502 - Leading Organization Development Students in this course will explore theories and research of leading effective holistic systems change with a focus on organizational development frameworks, strategies, and processes. An emphasis will be placed on processes for leading organizational change and related emerging leadership theories and research. Case studies are used to examine the intended and unintended consequences of organizational development efforts.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 512 - Deliberate Creativity and Innovation Creative thinking and vision are core leadership competencies that not only lead to breakthrough innovations but build environments to foster creativity in individuals, groups, and organizations. Students in this class will investigate the theory and methods that enable people, processes, products, and places to be innovative. After exploring the numerous and diverse facets of this area of study, students will be able to demonstrate their learning and facilitate the creative process in an applied setting.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 550 - Leading Across Cultures Students in this course are introduced to the impact of culture on leadership and on interactions between individuals in the global context (at the international, national, organizational, and social levels). Additionally, students will examine relevant theories and apply them to real-life scenarios to develop a cultural mindset that is essential to effective functioning in today’s global and interconnected world.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 551 - Diplomacy in a Modern World: The Craft of Global Leadership This course offers an overview of the political, social, business, and technological challenges of the global environment. Students gain an understanding of different perspectives of critical global issues (peace, poverty, energy, water, environment) and examine the ways of sovereign states and non-traditional “actors” assert their specific geopolitical interests. Critical attributes and functions of global leaders serving as ambassadors for their states/organizations/causes/brands are discussed, along with the role of international organizations (International Financial Institutions, etc.) in facilitating multi-state collaboration on development assistance and social progress. Students explore the origins of the craft of diplomacy and its modern state (regional diplomacy, trade diplomacy, e-diplomacy) and learn the foundations of diplomatic protocol and how cross-cultural competency contributes to the success of global leaders. Through readings, discussion forums, and case study analyses students will enhance their critical thinking skills and gain an understanding of key skills and best practices of effective global leaders.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 571 - International Leadership Association Annual Global Conference Conferences offer multiple opportunities to socialize attendees in the broad professional and academic discourses as well as exchange new and emerging ideas, spaces to know one another, and even to make commitments to future projects. Through pre- and post-conference class sessions focused on the academic culture of the Leadership discipline, students are prepared to participate in the International Leadership Association (ILA) Global Conference. Additionally, students will engage in dialogue with their instructor and peers about intentional conference participation, the conference theme (e.g., Leadership in Turbulent Times, Authentic Leadership for Progress, Peace & Prosperity), and conference navigation and networking through relevant learning activities and assignments.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 587 - Collegiate Leadership Competition Students in this course are immersed in an intentional team-based learning experience that culminates in participation in the Collegiate Leadership Competition. Competitions and performances are high impact educational practices. When conceived and implemented well, these practices can hone and enhance a student’s behavioral skills and cognitive competencies. This course is grounded in an intentional team-based learning model that culminates in participation in the Collegiate Leadership Competition. Like the training regimen of athletes and musicians, students in this course will participate in a robust “practice field” where, as student leaders, they can apply what they’re learning in a context that challenges and stretches them to the boundaries of their leadership knowledge, skills, and abilities.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 599 - Topics The scope of topics vary and may include current special issues related to leadership and organizations.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 610 - Methods of Inquiry This course focuses on the concepts, principles, and methods that may be used in research for leadership and organizational studies. Quantitative, qualitative, and mixed-method research designs used in organizational planning and decision-making and in the social and behavioral sciences will be considered. Students will apply the concepts learned in this course to design the proposal for their MLS capstone/thesis.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 611 - Communication and Relationship Building Students in this course will investigate the communication and behavioral theories and techniques that mediate interpersonal dynamics. The course is designed to help students develop awareness of their communication abilities and difficulties as well as strategies to effectively address the interpersonal challenges they face both now and in the future. Accordingly, students will link course outcomes to a variety of leadership contexts.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 614 - The Conflict Process Students in this course will developing skills in framing conflicts and facilitating the communication processes that help groups mediate differences –a key to successful leadership. Additionally, students will examine research on leadership behaviors encountered in a variety of situations including small groups, organizations, communities, and internationally.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 615 - Leading Difficult People This course provides students with an exploration of current research and theories of human behavior as they relate to the more difficult behaviors that we encounter as leaders. Foundational topics covered include verbal and nonverbal communication, self-concept, effective listening, assertiveness, defensive and supportive communication, and conflict resolution. This course will then build on this base to specifically explore how leaders can help mediate the effects of difficult people and behaviors. Through various readings, interactive discussions, case study analyses, and experiential written assignments, students will learn how to practically apply theory to their own professional, social, and personal life situations; discover how to identify difficult behaviors in themselves and others; and acquire skills to more effectively handle the difficulties that negative behaviors can cause.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 622 - Leadership in the Public/Nonprofit Sectors This course prepares leaders who can work for the common good across public, nonprofit and private sectors, and lead and manage in a diverse world. Students gain an understanding of the unique nature and challenges of leadership in public service and roles for leaders. This course considers theories of public and nonprofit leadership and their application in complex and inter-sectoral settings.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 625 - Training and Development This course provides students with a theoretical framework for adult learning as it applies to the training and development process in the context of leadership and organizational development. Topics covered include the assessment of learning needs and setting of objectives, the design and facilitation of learning processes such as workshops, on-the-job training, self-directed learning, web-based training, and the assessment of outcomes. Students will design and deliver a leadership development training session as a major project for this course.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 626 - Leadership Education: Assessment & Evaluation Students in this course will develop knowledge and skill in assessing and evaluating leadership programs that provide or support learning for individuals and groups in curricular and co-curricular higher education contexts. This includes formative and summative assessment and evaluation at the individual, course/program, and institutional levels, focusing on decision-making related to learning goals, program delivery, curriculum, and content of leadership education programs.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 627 - Leadership Education: Design & Delivery Students in this course will develop knowledge and skill in leadership education, the pedagogical practice of facilitating leadership learning, through connecting leadership theory and research to pedagogy/andragogy and practice. Additionally, students will focus on their own development as aspiring leadership educators as well as the development of leadership learners. Through designing programs, workshops, courses, sessions, and other opportunities for leadership learning in higher education curricular and co-curricular settings, students in this course will develop practical skills and valuable knowledge related to becoming an efficient and effective leadership educator.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 631 - Leadership and Film Students in this course will utilize the medium of film to explore various themes and experiences of leaders and leadership. Topics investigated include, but are not limited to, the portrayal of power, influence, oppression, ethics, and service, in film.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 639 - Women’s Ways of Leading: Building Partnerships, Creating Change This course offers historical and multi-disciplinary perspectives on women leaders, systems of power and privilege, cultural shifts and the psychology of bias. Our settings of our investigations will range from the private corporate sector to government and nonprofits, both within our country and abroad.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 651 - Technology in Society Students in this course will investigate the social implications of technology, values expressed in uses of technology, and the policy decisions that affect and are affected by technological change. Additionally, students will analyze various arguments surrounding how technological change has affected the manner in which we live and how we as leaders should utilize technology in the future.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 661 - Ethical and Spiritual Dimensions of Leadership What are the roles of ethics and spirituality in leadership? Where do ethics end and spirituality begin? Students in this course will approach the study of leadership from the perspectives of meaning, values, and human connectedness. The hunger to understand our lives, be part of a larger whole, be complete, and serve are examined as they relate to the leadership process.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 662 - Community Leadership and Civic Engagement This course is an introduction to community leadership and engagement. Students will develop an understanding of the theories, principles, and practices of leading communities. Students will gain knowledge of skills for promoting and sustaining community change and improvement. Topics include social justice, developing citizenship, community building, mobilization and advocacy, visioning, and strategic action planning.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 665 - Organizational Consulting: A Perspective on Leadership In this course, students learn what consultants do and how they do it effectively, including work in an organization with a client leader who has a need. Topics include self-assessment, phases of consulting, system frameworks, intervention strategies, and ethical standards and practices.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 670 - Leadership Study Abroad This course investigates the study and practice of leadership in other countries. Students will travel to other countries and examine leadership issues in different contexts.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 688 - Master’s Capstone I This course is a seminar where students work with faculty to continue development of a comprehensive individualized research project leading to expertise in a particular area of leadership interest. Seminar meetings include collegial (student) as well as faculty critique and assistance. Students will complete their research design, secure IRB approval, and may begin data collection. The capstone faculty advisor must approve all projects.
Prerequisite(s): LOS 610 with a B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 689 - Master’s Capstone II This course is the culmination of the Capstone sequence, where students complete their individual research-based thesis project resulting in a substantive paper that involves original collection or treatment of data and explores the role of leadership in developing or implementing meaningful change in an organization or community. This scholarly work will exemplify an original contribution to the field of leadership studies. The final product of a Master’s Thesis is a paper of publishable quality. Students will formally present their theses at the end of the semester. If this course is not successfully completed during the first attempt, it must be repeated as LOS 698 Independent Study each semester consecutively until the advisor feels the capstone is completed.
Prerequisite(s): LOS 610 and LOS 688 with a B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 698 - Independent Study Prerequisite(s): LOS 500 and permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 699 - Special Topics The scope of topics vary and may include current special issues related to leadership and organizations.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 700 - Foundations of Leadership Studies I: Theory & Practice Students in this course are provided with an overview of leadership theory, practice, and intellectual history through using disciplinary and interdisciplinary approaches from philosophy, social science, the humanities, and STEM fields. Additionally, students will explore the wealth of interpretive frameworks for leadership and apply critical perspectives to develop their understanding of leadership. In doing so, students will gain self-awareness of their strengths, growth opportunities, and identity in relation to leadership.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 701 - Foundations of Leadership Studies II: Groups & Teams In this course students will explore self in relationship to others, roles, interpersonal skills, and group level dynamics. Topics include communication, shared leadership, authority, power, influence, inclusivity, identity, conflict, problem solving, decision-making processes, and appreciation of differences. The skills and abilities needed to develop high performing teams are highlighted through team-based learning.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 702 - Leading Organization Development Students in this course will explore theories and research of leading effective holistic systems change with a focus on organizational development frameworks, strategies, and processes. An emphasis will be placed on processes for leading organizational change and related emerging leadership theories and research. Case studies are used to examine the intended and unintended consequences of organizational development efforts.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 703 - Comparative Leadership Theory This course provides an opportunity to explore, critique, synthesize, compare and contrast the major leadership theories (e.g., transformational, servant, complexity, followership, authentic, etc.) including classical, neoclassical, contemporary, critical, and emergent perspectives. Guided by an understanding of the principles of theory construction, the fundamental tenets of each theory are considered in relation to stated propositions, accrued evidence, organizational utility, and unanswered questions. Throughout the course, comparative analysis and critique of leadership theory are fostered with respect to the perennial questions informing research as well as scholarship and practice in the field of leadership studies and other disciplines with multiple perspectives for application to dilemmas and challenges in global and local organizations.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 710 - Foundations of Leadership Research As the core required introductory methods course for the doctoral program, this seminar forms the basis for subsequent research courses and inquiry that are central to doctoral-level work. In the course, we discuss the generation of knowledge through systematic inquiry, including processes, questions, and strategies used to conduct meaningful research in leadership contexts and systems, including for and not-for-profit enterprises. We explore the intersection of theory and practice with an emphasis on the epistemological assumptions and design of thoughtful, ethical inquiry about leadership. We also emphasize sound academic writing principles and provide structured guidance in developing those skills.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 713 - Quantitative Methods for Leadership Studies I This course continues the sequence of research courses to provide students with skills needed to undertake a dissertation. Specifically, students are introduced to statistical tools for organizing and describing quantitative data and drawing inferences about populations based on representative samples. Topics include distributions, probability and hypothesis testing, bivariate techniques regression/correlation, ANOVA, and Chi-Square. During this course students are expected to formulate and test (for quantitative research designs).
Prerequisite(s): LOS 710 with grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 714 - Quantitative Methods for Leadership Studies II This course builds on prior quantitative coursework and introduces students to advanced statistical tools and tests for data analysis. Topics include multivariable and multivariate techniques including ANCOVA, MANOVA, factor analysis, path analysis, reliability, validity, Cronbach’s Alpha, and others. Students ready to begin proposal writing for the dissertation are encouraged to complete chapters one through three of their proposal.
Prerequisite(s): LOS 713 with grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 715 - Qualitative Methods for Leadership Studies I This course continues the sequence of research courses to provide students with skills needed to undertake a dissertation. Specifically, students are introduced to qualitative research methods of data collection, analysis, and interpretation. They will explore multiple approaches to qualitative inquiry and research design including: narrative, phenomenology, grounded theory, ethnographic, case study. Students will practice conducting interviews and observations, as well as conduct analysis and interpretation of collected data. During this course students are expected to identify the theoretical framework which guides their dissertation project and formulate their research question.
Prerequisite(s): LOS 710 with grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 716 - Qualitative Methods for Leadership Studies II This course builds on prior qualitative coursework and introduces students to an advanced research design: mixed methods study. Students will learn techniques to analyze documents, archival techniques and practice multi-methods integration. Ethical issues in field work and the role of the researcher will be key topics for discussion. Individuals ready to begin proposal writing for the dissertation are encouraged to complete chapters ne through three of their proposal.
Prerequisite(s): LOS 715 with a grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 719 - Organizational Analysis This course is designed to present students with an overview of approaches used to evaluate and assess both public and private organizations to ensure they effectively serve citizens, clients, or recipients. This course is a detailed study of the models, methods, and practices that are used to evaluate and assess the performance of organizations from a conceptual and analytical point of view while reviewing the numerous ways of understanding and assessing program effectiveness.
Prerequisite(s): LOS 713 and LOS 715 with a grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 740 - Leadership & Applied Ethics This course is designed to examine leadership theory and approaches with the integration of standards of behavior that promote optimal personal, professional, and organizational function. Students will examine the major ethical models, approaches and schools of thought about ethics, discover how these ideas integrate with leadership theories and practices; use case studies to discover viability of leadership theories and ethical models; and research a challenging ethical issue in today’s organizations.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 751 - Global Leadership This course provides a comprehensive background on the psychological, social, and cultural factors that contribute to the effectiveness of leaders functioning globally, or in selected cultural regions of the world. The course will focus on the development of critical thinking and understanding the challenges of leading organizations that are diverse and /or operate worldwide.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 770 - The Learning Organization This course offers students an opportunity to explore foundational concepts of organizational learning, to analyze global research trends in how learning is being captured in workplace settings around the world and to apply organizational learning models to diverse workplaces. This course embraces a system perspective of learning at the organizational level of analysis grounded in the premise that innovation and sustainable change is contingent upon an organization’s ability to create new knowledge through learning.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 771 - Comparative Organizational Theory In this course, students will examine different organizational theories, compare them, learn how to assess whether organization functions are aligned with the espoused theory and critically examine them in the context of today’s organizational challenges. Students will learn about the major principles of organizational theory while developing an understanding of how these theoretical concepts may be applied in meaningful ways. Students will learn techniques for analyzing organizational issues using a variety of perspectives and metaphors. The course begins with the study of classic theories and progresses to the critical analysis of emerging models. Students will explore advantages and disadvantages of each theory or school of thought to determine the functions of organizations for optimal operation.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 772 - Strategic Planning, Visioning, & Design This course is designed to prepare the next generation of passionate and innovative leaders to think, execute and lead strategically with all the necessary tools, processes and frameworks to sharpen their planning skills. We will explore various proven planning practices and theories related to all sectors, organizational sizes, goals and complexities.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 775 - Leading for Financial Performance & Accounting This course explores strategies for leaders to understand and achieve financial accountability and maximize financial performance through analysis of financial statements and ratios. Students utilize financial statements as tools for assessment of organizational strategies and tactical implementation. Additionally, they investigate development and use of budgets for planning and control, demonstrating accountability, establishing priorities within an organization and use of financial data to lead decision-making.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 790 - Residency I - Orientation to Doctoral Studies in Leadership Students in their first residency are provided with the foundational skills to overcome common challenges encountered in doctoral studies. This course will cover important survival skills such as mastering your people skills, maximizing your efficiency, nurturing your mind and body, and becoming an independent researcher.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Leadership Studies
LOS 791 - Residency II - Focusing on Leadership Research Students in their second residency, one year into the doctoral program, will take part in a research immersion in which they are exposed to a variety of active research programs. This course is intended to help students be properly mindful about how they should prepare to be able to launch into their own scholarly agendas.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Leadership Studies
LOS 792 - Residency III - Preparing the Leadership Dissertation Students in their third and final residency are prepared through the practical, logistical, and emotional stages of writing a dissertation. It will offer guidance to students for such important steps as defining topics, scheduling time to accommodate projects, and conducting, analyzing, writing, presenting, and publishing research.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Leadership Studies
LOS 810 - Leadership - Research Design / Proposal Seminar Students in this course are nearing completion of their coursework and preparing for the dissertation experience. Students will learn about the dissertation process by reading, engaging in seminar discussions, listening to the experiences of students engaged in the dissertation process or those who have recently completed it, and/or by completing relevant writing assignments. This course also builds upon its prerequisites and includes an overview of mixed methods approaches, including Convergent and Sequential designs as well as associated data collection and analysis techniques. Finally, and chiefly, students will complete the three chapters of their dissertation proposals.
Prerequisite(s): LOS 714 , LOS 716 , or LOS 719 with grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 850 - Leadership - Dissertation Proposal This course focuses on the development of the doctoral dissertation proposal. Emphasis is placed on understanding and defining the logical relations between elements in a proposal including the problem statement, conceptual/theoretical framework, literature review, research design, and methodology. Teaching and learning strategies are designed to promote critical/analytical thinking and scholarly discourse.
Prerequisite(s): LOS 810 with grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
LOS 851 - Leadership - Dissertation Continuation This course focuses on the development of the doctoral dissertation. Emphasis is placed on finalizing the literature review, research design, and methodology and collecting and analyzing data.
Prerequisite(s): LOS 850 with grade of B or better. Co-requisite(s): Credits: 3
This course must be repeated each semester consecutively until the dissertation chair feels the candidate is ready to proceed to LOS 852 (in which the dissertation is completed and defended). Course Typically Offered: Course Type: Leadership Studies
LOS 852 - Leadership - Dissertation Completion The focus of this course is completion of the dissertation and dissertation defense for the Doctoral Degree in Leadership.
Prerequisite(s): LOS 851 with grade of B or better. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Leadership Studies
Literacy Education
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 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 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 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 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 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 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:
Mathematics and Statistics
MME 554 - Secondary Mathematics Methods 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 communities 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 and tools for promoting understanding of mathematical ideas, including the use of technology; promoting the National Council of Teachers’ Process Standards; supporting students’ understanding of the Common Core Standards and Practices; assessing and building on students’ mathematical understandings.
Prerequisite(s): Permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Mathematics Education
OPR 561 - Deterministic Models in Operations Research Formulation and analysis of deterministic models in operations research, linear programming, integer programming, project management, network flows, dynamic programming, non-linear programming, game theory, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 152 or MAT 295 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Operations Research
OPR 562 - Stochastic Modeling in Operations Research Formulation and analysis of stochastic models in operations research, Markov chains, birth-death models, Markov decision models, reliability models, inventory models, applications to real-world problems, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Operations Research
OPR 563 - System Modeling and Simulation Basic simulation methodology, general principles of model building, model validation and verification, random number generation, input and output analysis, simulation languages, applications to computer and communication networks, manufacturing, business, and engineering will be considered, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Operations Research
OPR 564 - Queuing Networks Queuing and stochastic service systems, birth-death processes, Markovian queues, open and closed Jackson networks, priority queues, imbedded Markov chain models, optimal control and design, stochastic scheduling, applications to computer and communication networks, manufacturing, business, and engineering will be considered, and projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Operations Research
OPR 575 - Graduate Internship and Writing The course is intended to give students work experience with statistical data analysis through paid or unpaid internship opportunities. The student is expected to spend a minimum of ten weeks working with area businesses on statistical problems approved by the Graduate Committee. The student will submit to the Graduate Committee a formal written report on the internship experience. The report format should adhere to all the elements of a formal project/ thesis. At least one oral presentation to the public is expected before the student receives a pass/fail grade. Students within the Biostatistics track are required to take three credits; two for the internship experience and one for the writing component.
Prerequisite(s): Co-requisite(s): Credits: variable
Course Typically Offered: Course Type: Operations Research
OPR 590 - Master’s Project/Thesis The project must be approved by the Graduate Committee in advance. Offered only as a pass/fail course.
Prerequisite(s): Full graduate standing and faculty approval. Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Operations Research
OPR 597 - Independent Study An opportunity for graduate students to pursue areas not currently offered in the graduate curriculum.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Operations Research
STA 501 - Ethical Issues in Biostatistics This course examines a variety of ethical controversies in biotechnology, medicine, and the environment. It also examines the major ethical principles in conducting biomedical research including ethical aspects related to the production and use of biomedical statistical analyses.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Statistics
STA 561 - Deterministic Models in Operations Research Formulation and analysis of deterministic models in operations research, linear programming, integer programming, project management, network flows, dynamic programming, non-linear programming, game theory, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 152 or MAT 295 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 562 - Stochastic Modeling in Operations Research Formulation and analysis of stochastic models in operations research, Markov chains, birth-death models, Markov decision models, reliability models, inventory models, applications to real-world problems, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 563 - System Modeling and Simulation Basic simulation methodology, general principles of model building, model validation and verification, random number generation, input and output analysis, simulation languages, applications to computer and communication networks, manufacturing, business, and engineering will be considered, and group projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 564 - Queuing Networks Queuing and stochastic service systems, birth-death processes, Markovian queues, open and closed Jackson networks, priority queues, imbedded Markov chain models, optimal control and design, stochastic scheduling, applications to computer and communication networks, manufacturing, business, and engineering will be considered, and projects on practical problems from business and industry.
Prerequisite(s): MAT 281 or MAT 380 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 574 - Statistical Programming This course focuses on statistical programming using software SAS and R. Emphasis will be placed on the data manipulation, including reading, processing, recoding, and reformatting of data. The approach will be to teach by example, with an emphasis on hands-on learning. Topics include, but are not limited to, data management, database programming, statistical graphics, generating statistical reports, Basic statistical procedures (routine), modifying and creating MACROs (Routines), and R functions for non-standard statistical methods. The course will also cover the basic SQL statements with SAS PROC SQL and use them to optimize SAS programs.
Prerequisite(s): MAT 282 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 575 - Graduate Internship and Writing The course is intended to give students work experience with statistical data analysis through paid or unpaid internship opportunities. The student is expected to spend a minimum of ten weeks working with area businesses on statistical problems approved by the Graduate Committee. The student will submit to the Graduate Committee a formal written report on the internship experience. The report format should adhere to all the elements of a formal project/ thesis. At least one oral presentation to the public is expected before the student receives a pass/fail grade. Students within the Biostatistics track are required to take three credits; two for the internship experience and one for the writing component.
Prerequisite(s): Co-requisite(s): Credits: variable
Course Typically Offered: Course Type: Statistics
STA 580 - Applied Statistical/Biostatistical Methods Basics in distribution theory (focus on CLT and sampling distributions); standard one-, two-sample problems (both parametric and nonparametric); one-, two-way ANOVA; estimation and testing theory (focus on normal theory and the principles of likelihood), various chi-square tests (Wald, Likelihood ratio, and Score tests); and analysis of contingency tables.
Prerequisite(s): MAT 153, MAT 282. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 583 - Sample Survey Design and Analysis In this course, students will develop an understanding of alternative probability sample designs and the statistical and practical factors that impact design choices. Develop the ability to select an estimator for a population parameter and an estimator of its variance, given a sample design and auxiliary information (covariates). Introduce statistical principles and methods used to study disease and its prevention or treatment in human populations in clinical trials, including phase I to IV clinical trials. Ways of treatment allocation that will ensure valid inference on treatment comparison will be discussed. Other topics include sample size calculation, early stopping of a clinical trial, and noncompliance.
Prerequisite(s): MAT 282. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 584 - Advanced Design and Analysis of Experiments Topics covered include: one-way and two-way layouts, factorial experiments, fractional replications in factorial experiments, BIB and PBIB designs, and repeated measure design.
Prerequisite(s): MAT 282. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 585 - Linear Models and Forecasting This is an introductory regression and forecasting modeling course. Topics include basic concepts of linear models and forecasting, simple and multiple linear regression, model building and diagnostics, time series regression and smoothing, and forecasting time series with ARIMA (Autoregressive Integrated Moving Average) and Box-Jenkins models.
Prerequisite(s): MAT 282. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 586 - Predictive Modeling with Big Data This is an introductory course of big data and predictive analytics covering foundational techniques and tools required for data science. The course focuses on concepts, principles, and techniques applicable to industry and establishes a baseline that can be enhanced by further formal training and additional real-world experience. Topics include basic database management systems, data pre-processing, association rules, decision trees, naive Bayes, clustering, memory-based reasoning, support vector machine, and some ensemble learning algorithms. The class follows a learning-by-doing approach in which the students will complete projects on real-world data sets.
Prerequisite(s): MAT 282 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 587 - Categorical Data Analysis Topics to be examined include: two-way tables, generalized linear models, logistic and conditional logistic models, loglinear models, fitting strategies, model selection, and residual analysis.
Prerequisite(s): MAT 282. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 588 - Introduction to Statistical Data Mining This is an introductory course in statistical data mining and machine learning. The course emphasizes the understanding and application of data mining and machine learning methods and algorithms. Topics include both supervised and unsupervised learning algorithms for clustering and classification. Some advanced algorithms such as boosting, bootstrap aggregation, random forests, shrinkage regression, principal component, and factor analysis will also be covered. Applications to real-world data will be illustrated using standard computer packages.
Prerequisite(s): MAT 282 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 589 - Survival Analysis Survival and reliability concepts, mathematics of survival models, parametric and non-parametric estimates from complete and censored data, Kaplan-Meier estimators, regression models including Poisson regression and Cox’s proportional hazards model, time-dependent covariates, and analysis of rates.
Prerequisite(s): MAT 282. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 590 - Master’s Project/Thesis The project must be approved by the Graduate Committee in advance. Offered only as a pass/fail course.
Prerequisite(s): Full graduate standing and faculty approval. Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Statistics
STA 591 - Topics in Biostatistics Course will be offered on demand. Based on students’ interests, the course may cover one or more of the following topics: clinical trials, computer intensive statistical methods, statistical methods in bioinformatics, environmental statistics, or a combination of these topics.
Prerequisite(s): Full graduate standing and faculty approval. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 596 - Practical Data Science This is an introductory course in data science. It will cover a full technical pipeline from database management to data analytics and the final data product. Topics include data manipulation at scale, machine learning and data mining algorithms, statistical modeling, information visualization, and special topics chosen from text mining and social network analysis. After completing this course, students will be able to work with large datasets and perform predictive analytics using a range of tools. Course projects will include cleaning, processing, and analyzing data at scale, along with formal technical writing with appropriate data visualizations.
Prerequisite(s): MAT 282 or permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
STA 597 - Independent Study An opportunity for graduate students to pursue areas not currently offered in the graduate curriculum.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Statistics
Music
MUE 595 - Topics in Music Education Course content will vary to represent the strengths of nationally recognized visiting guest faculty.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUE 611 - Introduction to Research in Music Education Systematic research methods in music applied to individualized descriptive and experimental music research topics and critical evaluation of music research. Study of measurement theory, standardized tests, test construction and interpretation for music aptitude, achievement, performance, aesthetic response, preference, and appreciation.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUE 612 - Philosophical Bases of Music Education Investigation of historical and current views on the art of music, the role of music in society, and the role of music in human experience.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUE 613 - Psychology of Music Teaching and Learning Detailed study of topics concerning differential music behavior and perception. This course includes the mechanics of hearing, music memory, learning, and response as well as an overview of researched teaching practices.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUE 614 - Curriculum Development and Assessment Detailed study of catalysts for curricular change throughout all aspects of music education: reform, content and objectives, evaluation, human rights, multiculturalism, technology, and development of a systematic approach to curriculum design and implementation.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUE 615 - The Professional Portfolio Oral examination in music education. The oral examination will be scheduled after the completion of all coursework for the MUE master’s degree. The student will present the milestones and domain project portions of his/her professional portfolio to a master’s examination committee. See details on page 66.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music Education
MUE 621 - Composing Together: Level I This course assumes no prior experience in composing music and is designed for teachers who would like to learn the basics of music composition and composition instruction. Participants will learn how to design and implement beginner-level composition activities for students of all ages participating in music in general classroom, computer laboratory, lessons, and rehearsal settings.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUE 622 - Composing Together: Level II For those who have taken Level I (or want to repeat Level II and desire reinforcement in the principles of teaching the intermediate-level composer). Participants will learn how to design and implement composition activities for students who already have some compositional skills and who are participating in music in general classroom, laboratory, and rehearsal settings. The Level II course assumes prior experience in teaching music composition to students at the beginner level. This course will prepare teachers to introduce compositional techniques appropriate for students at the intermediate level. Participants will learn how to guide intermediate composers in the study of master composers through active analytical listening.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUE 623 - Composing Together: Level III For those who have taken Level I and II (or want to repeat Level III and desire reinforcement in the principles of teaching the advanced-level composer). Participants will learn how to design and implement composition activities for students with advanced compositional skills who are participating in music in general classroom, laboratory, and rehearsal settings. The Level III course assumes prior experience in teaching music composition to beginner- and intermediate-level student composers. This course will prepare teachers to introduce compositional techniques appropriate for students at the advanced pre-college level. Participants will learn how to guide advanced composers in the creation of larger scale works.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Education
MUH 520 - Seminar in Music History In-depth study of one or more topics in music history. A substantial final project will be the culmination of both individual research and a synthesis and application of historical studies and approaches.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music History
MUP 603 - Applied Music, Major Area Private instruction in the major area of study.
Prerequisite(s): Co-requisite(s): Credits: 3
May be repeated for credit. Course Typically Offered: Course Type: Music Performance
MUP 604 - Applied Music Private instruction for Pedagogy concentration or in a secondary area of study.
Prerequisite(s): Co-requisite(s): Credits: 1-3.
May be repeated for credit. Course Typically Offered: Course Type: Music Performance
MUP 690 - Recital Public performance in the area of applied study or final project presentation.
Prerequisite(s): Co-requisite(s): Credits: 0
May be repeated for credit. Course Typically Offered: Course Type: Music Performance
MUS 500 - Orchestra A full symphonic ensemble open to all University students and community members through audition. The ensemble focuses on the skills required for ensemble performance through a variety of literature. The orchestra performs at least one major concert per semester.
Prerequisite(s): Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 501 - Chorale A large choral ensemble of mixed voices open to all University students by audition.
Prerequisite(s): Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 502 - Concert Band A wind and percussion ensemble open to all University students through audition. The ensemble focuses on the fundamentals of ensemble performance dealing with a variety of literature.
Prerequisite(s): Audition. Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 504 - Opera Workshop This ensemble will focus on the union of musical ideas with dramatic situations and will explore the ways in which singers must convey the essence of a dramatic situation. Performances of scenes from operas, operettas, and musical theater.
Prerequisite(s): Audition. Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 505 - Chamber Singers A small choral ensemble of mixed voices, selected by audition, specializing in a cappella singing.
Prerequisite(s): Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 506 - Chamber Music A performance course open to all qualified students interested in forming chamber groups under faculty supervision.
Prerequisite(s): Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 507 - Jazz Ensemble An instrumental ensemble specializing in the study and performance of jazz for large and small groups from early jazz to the present. Open to all students by audition.
Prerequisite(s): Audition. Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 508 - Wind Ensemble The Wind Ensemble, based upon the solo performer premise, has established a tradition of performing chamber and large instrumentations, traditional or experimental combinations, and early through contemporary literature.
Prerequisite(s): Audition. Co-requisite(s): Credits: 0.5
Course Typically Offered: Course Type: Music
MUS 509 - Dynamic Posture and Alignment Provides students with theoretical and applied understandings of anatomy, kinesiology, and biomechanics in order to improve ease and freedom of motion while in a stationary position. This course is designed for musicians, as well as other performers and creative artists, athletes, and computer users.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 510 - Bibliography and Research in Music A study of music reference and research tools, use of library resources and networks, and bibliographic style and technique.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 516 - Organ Improvisation I This course will cover the basics of improvisation at the organ. The goal is to equip students with the skills needed in church situations. Hymns, chorales, and plainsong melodies will form the basis for learning to improvise preludes, postludes, and interludes in a variety of styles. This course will be scheduled as additional applied music time with an organ specialist.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Music
MUS 517 - Organ Improvisation II This course is the continuation of MUS 516 . It will be scheduled as additional applied music time with an organ specialist.
Prerequisite(s): MUS 516 . Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Music
MUS 518 - Music Literature: Organ I A survey of organ literature up to 1800. For organ majors only, others with permission of the School.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 519 - Music Literature: Organ II A survey of organ literature from 1800 to present. For organ majors only, others with permission of the School.
Prerequisite(s): MUS 518 . Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 521 - Literature of the Major Instrument Advanced study of the literature for solo instrument. Chamber music will be considered when the performer is a featured soloist.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 522 - Music Literature: Voice I Advanced in-depth study of vocal literature to be determined by the teacher in the areas of German, French, Italian, Russian, or Spanish repertory. For voice majors only or with permission of the instructor.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 523 - Music Literature: Voice II Advanced in-depth study of vocal literature to be determined by the teacher in a contrasting area of study from Music Literature I. For voice majors only or with permission of the instructor.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 524 - Music Literature: Piano I A survey of keyboard literature up to 1830. For piano majors only, others with permission of the School.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 525 - Music Literature: Piano II A survey of keyboard literature from 1830 to the present. For piano majors only, others with permission of the School.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 552 - Accompanying A workshop course in applied accompanying, either under faculty supervision or by applied faculty approval. A half credit is awarded for each twenty hours of University-approved accompanying with a maximum of two credits per semester.
Prerequisite(s): Co-requisite(s): Credits: 0.5-2
Course Typically Offered: Course Type: Music
MUS 556 - Diction for Singers 1: Italian and French A study in the principles of Italian and French diction through the use of the International Phonetic Alphabet (IPA). An application of these basic principles to vocal literature through written, singing, and aural transcription exercises.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 557 - Diction for Singers 2: French and German A continuation of study in the principles of French diction and the principles of German diction through the use of the International Phonetic Alphabet (IPA). An application of these basic principles to vocal literature through written, singing, and aural transcription exercises.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 560 - Advanced Keyboard Skills I This course provides practical instruction in the advanced keyboard skills of score reading, transposition, harmonization of melodies, and realization of continuo. These performance skills will be taught with emphasis on the preparation of examples outside the class as well as the active participation by students in class.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 561 - Advanced Keyboard Skills II The second semester continuation of Advanced Keyboard Skills I.
Prerequisite(s): MUS 560 . Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 563 - Topics in Keyboard Studies Critically and analytically pursue a topic of keyboard study or performance either independently or in a group.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 565 - Topics in Vocal Studies Critically and analytically pursue a topic of vocal study or performance either independently or in a group.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 568 - Topics in Conducting Critically and analytically pursue a topic of conducting either independently or in a group.
Prerequisite(s): Co-requisite(s): Credits: 1-3.
Course Typically Offered: Course Type: Music
MUS 570 - Topics in Contemporary Music Technology Intensive study of one or more areas of music technology in the context of producing music compositions, creating pedagogical multimedia applications, performing music with interactive applications, or recording and editing digital audio/video. A substantial final project is required.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 571 - Advanced Topics in Contemporary Music Technology This course will further skills in music production. It will provide ear training pertinent to audio and music production. The student will have hands-on experience with recording equipment and will learn techniques of multi-track recording.
Prerequisite(s): MUS 271 or MUS 570 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 572 - Vocal Pedagogy A study of the teaching methods and materials for voice. Normally the voice sessions will be offered in alternate years. For performance or pedagogy majors. Other music majors only with permission of the School.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 575 - Pedagogy of the Major Instrument A study of the teaching methods and materials for instruments, excluding piano or voice. This class will be scheduled as additional applied music time with an instrumental specialist. For performance majors only. Other music majors with permission of the School director.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 576 - Class Piano Teaching I This course provides an overview of teaching group piano to adult beginners. Students spend the semester observing the teaching of MUS 150 Piano Class I and meet with the teacher weekly for discussion and additional instruction. Piano majors or permission of the School director.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 578 - Pedagogy of the Major Instrument: Piano I A study of the teaching methods and materials for piano. This class will be scheduled as additional applied music time with an instrumental specialist. For performance or pedagogy majors only. Other music majors with permission of the School director.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 579 - Pedagogy of the Major Instrument: Piano II This course is the second semester continuation of MUS 578 . Students will observe weekly lessons, research and prepare repertoire and lesson plans, and evaluate their peers’ teaching. Each student teaches at least one group lesson. This class will be scheduled as additional applied music time with an instructor. For performance or pedagogy majors only. Other music majors with permission of the School director.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 582 - Advanced Pedagogy: Keyboard An advanced study of the teaching methods and materials for keyboard instruments. This course is a second semester continuation of MUS 575 .
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 584 - Advanced Pedagogy: Voice An advanced study of the teaching methods and materials for voice. This course is a second semester continuation of MUS 572 .
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 585 - Chamber Jazz Ensemble Evolution and Analysis Advanced analysis and examination of the historical evolution of the chamber jazz ensemble, including detailed listening and critical discussion.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 586 - Large Jazz Ensemble Evolution and Analysis Advanced analysis and examination of the historical evolution of the large jazz ensemble, including detailed listening and critical discussion.
Prerequisite(s): Co-requisite(s): Credits: 2
Course Typically Offered: Course Type: Music
MUS 596 - Topics in Jazz Critically and analytically pursue a topic of interest independently or in a group.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 598 - Independent Study A project requiring directed research and readings, culminating in a final document. Consent of the instructor required.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 694 - Internship A field application of theory and practice. The project will be jointly defined by student, professor, and employer. Graded CR/NC.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music
MUS 695 - Thesis Credit given on acceptance of thesis.
Prerequisite(s): Co-requisite(s): Credits: 0-3
Course Typically Offered: Course Type: Music
MUT 530 - Seminar in Music Theory Advanced study of one or more topics in music theory, including both a reading and an analytical component, and the pedagogy of music. A substantial final project is required.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Theory
MUT 532 - Counterpoint Analysis and writing of tonal counterpoint. Emphasis is given to the study of canon, invention, fugue, chorale prelude, and continuous variations, using eighteenth-century works as models for composition.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Music Theory
Nursing
NUR 601 - Advanced Pharmacotherapeutics This course builds upon undergraduate understanding of pharmacological principles and agents by preparing students to evaluate and prescribe medications for common preventative, acute, and chronic health problems across the lifespan. The regulatory aspects of drug administration and prescription from the perspective of advanced nursing practice are examined. The development of clinical decision-making skills essential to safe, effective, and ethical pharmacological interventions are the focal point of the course. Current concepts in pharmacogenomics and pharmacological therapies as part of the treatment of commonly encountered health problems are stressed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 602 - Advanced Health Assessment This course builds upon and extends undergraduate knowledge of anatomy, physiology, pathophysiology, and health assessment of individuals across the lifespan. Physical assessment and diagnostic reasoning skills needed for advanced practice nurses are emphasized. Abnormal assessment findings are related to underlying pathophysiology.
Prerequisite(s): Co-requisite(s): Credits: 4
Course Typically Offered: Course Type: Nursing
NUR 603 - Nursing Theory and Knowledge Development Contemporary issues in theory development and the social production of knowledge for nursing are explored in this course. The social and historical context of knowledge development in nursing are examined with an emphasis on the relationship between theory, research, and practice in nursing.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 604 - Nursing Research The appraisal and use of research and other evidence to provide high quality health care, to initiate change, and to improve nursing practice are the foci for this course. Emphasis is on developing relevant clinical questions, searching for evidence, systematic appraisal of evidence, and determining whether and how to apply the findings. Commonly used research designs and ethical principles to ensure human subject protection are examined. Strategies for organizing evidence and implementing evidence-based practice changes are explored. This course is a prerequisite for NUR 658 .
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 606 - Leadership, Health Policy, and Role This course examines the complexity of the U.S. Health Care System, international systems, and current efforts directed at health care reform. Past, current, and potential roles of graduate prepared nurses related to access, equity, and goals of Healthy People are examined. Socio-political, economic, and ethical issues embedded in public policy decisions are explored. Attention is given to the role of graduate prepared nurses in influencing, creating, and implementing policy for diverse populations across the lifespan.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 608 - Behavioral and Psychosocial Health of the Family Individuals and families at risk for behavioral and psychosocial health problems will be the focus of this course. Students will investigate problems facing this population and learn evidence-based care processes including motivational interviewing, psychopharmacological, and collaborative approaches. Research related to environmental, psychosocial, genetic, economic, generational, and developmental risk factors will be investigated. Emphasis will be placed on the acquisition of interprofessional communication skills with an additional exploration of contemporary mental health care policy.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 641 - Adult-Gerontology Acute Care Theory I This is the first of three sequential theory courses in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This course is designed to develop theoretical and clinical competencies in the care of adults and older adults with acute, critical and/or complex chronic health conditions or injury. It builds upon concepts and skills derived from prerequisite courses and emphasizes the utilization of critical thinking and evidence-based practice to support the diagnosis and management of these patients.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 642 - Adult-Gerontology Acute Care Clinical Practicum and Seminar I This is the first of three sequential clinical practicum and seminars in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This clinical experience allows the student to apply theoretical, scientific and evidence-based clinical knowledge in a supervised practicum to manage patients across the adult-older adult continuum.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 643 - Adult-Gerontology Acute Care Theory II This is the second of three sequential theory courses in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This course continues to develop theoretical and clinical competencies in the care of adults and older adults with acute, critical and/or complex chronic health conditions or injury. It builds upon concepts and knowledge developed in Adult-Gerontology Acute Care Theory I and focuses on the refinement of critical thinking skills and evidence-based practice to support the diagnosis and management of these patients.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 644 - Adult-Gerontology Acute Care Clinical Practicum and Seminar II This is the second of three sequential clinical practicum and seminars in the adult-gerontology acute care nurse practitioner(AGACNP) concentration. This clinical experience promotes refinement of skills in assessment, diagnostic reasoning and clinical decision-making, developing plans of care, and implementing interventions for adults and older adults with acute, critical and/or complex chronic health conditions or injury.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 645 - Adult-Gerontology Acute Care Theory III This is the last of three sequential theory courses in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This course continues to expand theoretical and clinical competencies in the care of adults and older adults with acute, critical and/or complex chronic health conditions or injury. It builds upon concepts and knowledge developed in Adult-Gerontology Acute Care Theory I and II and focuses on the refinement of critical thinking skills and evidence-based practice to support the diagnosis and management of these patients.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 646 - Adult-Gerontology Acute Care Clinical Practicum and Seminar III This is the last of three sequential clinical practice/seminars in the adult-gerontology acute care nurse practitioner (AGACNP) concentration. This final clinical course emphasizes the increased independence in the assessment, diagnosis and management of the adult and older adult experiencing acute, critical and/or complex chronic health conditions or injury. Clinical experiences and seminar sessions are designed to assist the student to integrate and synthesize previously learned concepts in managing acutely ill adults and geriatric populations across the continuum of acute care.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 650 - Primary Care of the Adolescent The emphasis in this course is on evidence-based assessments and interventions for adolescents. Anticipatory guidance and education for the parents of these adolescents and strategies for prioritizing adolescent and family health care and health education needs are emphasized.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 651 - Women’s Health in Advanced Practice This course is designed to prepare advanced practice nurses to provide women’s health care from adolescence to geriatrics in the primary care setting. The emphases are on prevention, promotion, maintenance, and restoration of health. Evidence-based approaches to assessment, intervention, and evaluation of women’s health issues are addressed.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 652 - Pediatric Primary Care The emphasis in this course is on evidence-based assessments, interventions, and anticipatory guidance for well infants and children, and on assessment and interventions for infants, children, and adolescents with common episodic health problems. Development of physical and psychosocial assessment and intervention skills specific to the pediatric population in the primary care setting are addressed. Education for parents and children, including strategies for prioritizing child and family healthcare and health education needs, are emphasized.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 654 - Prenatal Care in Primary Care This course is designed to prepare advanced practice nurses to provide primary care to the well prenatal woman. Focus is on health promotion, assessing and minimizing risk, and preventing complications. Emphasis is on collaboration and ensuring continuity of care.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 658 - Graduate Clinical Project This course is designed to promote the effective application of research and other evidence to clinical practice. Examples may include evaluating and/or modifying current practice standards, disseminating research results, increasing clinical application of evidence-based interventions, or adapting and designing a research-based intervention.
Prerequisite(s): NUR 604 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 660 - Continuing Advanced Psychiatric-Mental Health Nursing Supervision Supervision is central to training and professional development for mental health clinicians conducting psychotherapy. An interpersonal/relational model of supervision is utilized, whereby the focus is on coparticipation and mutual engagement. Supervisor and supervisee conduct a dialogue about a field of inquiry that includes the relationship between them, although the explicit focus is the therapy being supervised. Issues of transference and countertransference are explored during case review as well as current psychopharmacological treatment.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 664 - Primary Health Care of the Adult I This is the first of three sequential theory courses in the family nurse practitioner concentration. Emphasis is on the provision and primary care to individuals and families in the context of community. Assessment, diagnosis, intervention, and management strategies related to common simple acute and chronic health problems are explored. Health maintenance of adolescent, adult, and older adult populations are stressed. Particular focus is on development of physical, psychosocial, and cultural assessment and intervention skills specific to these populations in primary care settings.
Prerequisite(s): BIO 545 , NUR 601 , and NUR 602 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 665 - Primary Health Care of the Adult II This is the second of three sequential theory courses in the family nurse practitioner concentration. Emphasis is on the provision of health promotion and primary care to adolescents through older adult in the context of community. Within the context of chronicity, the emphases are on assessment, diagnostic, intervention, and management strategies related to long-term health problems and the accompanying social and cultural issues in adolescent, adult, and older adult populations. Particular focus is on the interdisciplinary and collaborative aspects of the advanced practice, direct care for selected groups, and principles of evidence-based practice.
Prerequisite(s): NUR 664 and NUR 667 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 666 - Primary Health Care of the Adult III This is the final of three sequential theory courses in the family nurse practitioner concentration. Emphasis is on the provision of health promotion and primary care to older adults. The focus is on gerontological concerns and complex health issues. Emphasis is on evidence-based approaches to assessment and management of older adults within the context of family and community across settings.
Prerequisite(s): NUR 665 and NUR 668 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 667 - Clinical Practicum and Seminar I This is the first of three sequential practicums/seminars in the family nurse practitioner concentration. Emphasis is on providing health promotion and primary care to individuals and families in the context of community. The application of assessment, diagnostic, intervention, and management strategies to selected populations who need acute care and health maintenance is stressed. Particular focus is on using physical, psychosocial, and cultural assessment and intervention skill, and reflection on process issues related to clinical practice. Must be taken concurrently with NUR 664 .
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 668 - Clinical Practicum and Seminar II This is the second of three sequential practicums/seminars in the family nurse practitioner concentration. Emphasis is on providing health promotion and primary care to individuals and families in the context of the community. The application of assessment, diagnostic, intervention, and management strategies to selected populations related to long-term health problems and the accompanying social and cultural issues is stressed. Particular focus is on the integration and application of didactic information into clinical practice, development and refinement of the clinical decision-making process, critical evaluation of evidence-based decisions, and reflection on process issues related to clinical practice. Must be taken concurrently with NUR 665 .
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 669 - Clinical Practicum and Seminar III This is the final of three sequential practicums/seminars in the family nurse practitioner concentration. Emphasis is on providing health promotion and primary care to individuals and families in the context of community. The application of assessment, diagnostic, intervention, and management strategies in selected populations across the lifespan with emphasis on the older adult is stressed. Emphasis is also on the refinement of skills reflective of beginning-level competency as an advanced practice nurse. Must be taken concurrently with NUR 666 .
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 671 - Foundations of Advanced Practice Mental Health Nursing The focus of this course is the advanced practice role of psychiatric-mental health nurses. Specific emphasis is on advanced mental health assessment across the lifespan and the initial clinical interview from a theoretical and research perspective. The health care environment is discussed and implications for psychiatric mental health nursing practice and research are examined.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 672 - Biological and Behavioral Components of Mental Health and Illness Mental health and illness across the lifespan are examined in this course. Various theories and their application to mental health are addressed. Foundations of mental health and typical clinical presentations of acute and chronic psychiatric illnesses are explored. Major psychiatric disorders and medical mimics are discussed with an emphasis on use of the DSM criteria and the formulation of differential diagnoses.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 673 - Clinical Practicum and Seminar I The application of theory in working with adults and older adults is the focus of this clinical course with emphasis on individual psychotherapy. Pharmacological interventions and effective medication management are integrated. Must be taken concurrently with NUR 674 .
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 674 - Advanced Practice Psychiatric-Mental Health Nursing I This is the first of three sequential theory courses in the psychiatric-mental health nurse practitioner concentration. The focus of this course is to examine the theoretical and evidence-based practice foundations of advanced psychiatric nursing with adults and older adults. Specific emphasis is on interventions with individuals who have Axis I and Axis II diagnoses based on the DSM criteria.
Prerequisite(s): BIO 545 , NUR 601 (or concurrent), NUR 602 (or concurrent), NUR 671 , NUR 672 , and NUR 680 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 680 - Advanced Psychopharmacology Clinical application of pharmacotherapeutic principles to psychiatric disorders across the lifespan are examined. Theory and principles of neurobiology are analyzed and applied. Drug pharmacodynamics, pharmacokinetics, pharmacogenomics, indications, contraindications, interactions, and side-effects are evaluated. Methods for evaluating efficacy of treatment and adjustment of pharmacotherapeutic regimens are emphasized.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 682 - Orthopedic Evaluation and Treatment for the Primary Health Care Professional Current clinical literature on the prevention, recognition, assessment, and treatment of sports-related orthopedic conditions that occur in the physically active is reviewed in this course. A lab component is included that provides practice in common orthopedic screening techniques as part of pre-participation screening as well as practice in evaluation of sports-related injuries and initial interventions.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 685 - Advanced Practice Psychiatric-Mental Health Nursing III This is the final of three sequential theory courses in the psychiatric-mental health nurse practitioner concentration. The focus of this course is to examine the theoretical foundations of complex systems, groups, and vulnerable populations across the lifespan.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 686 - Clinical Practicum and Seminar III The application of theory and evidence-based practice in assessment, diagnosis, and management of children and adolescents in the context of families is the focus of this course. Pharmacological interventions and effective medication management are integrated. Must be taken concurrently with NUR 685 .
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 687 - Advanced Practice Psychiatric-Mental Health Nursing II This is the second of three sequential theory courses in the psychiatric-mental health nurse practitioner concentration. The mental needs of children and adolescents in the context of families are explored. Developmental frameworks are utilized to examine common psychiatric diagnoses including symptom clusters and comorbidities. Emphases are on the approaches to assessment, diagnosis, and management of children and adolescents with a range of mental needs reflective of evidence-based research.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 688 - Clinical Practicum and Seminar II The application of theory in working with groups and vulnerable populations across the lifespan is the focus of this clinical. Emphasis is on integrating knowledge, attaining advanced practice competencies, and working collaboratively with members of the health care team in providing holistic care to clients. Pharmacological interventions and effective medication management are integrated. Must be taken concurrently with NUR 687 .
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 691 - Clinical Practicum and Seminar Continuation This is a clinical continuation course to provide supervised clinical experiences in a focused population for students enrolled in the Certificate of Advanced Study (CAS) program for APRNs. Emphasis is on providing evidence-based care across the lifespan in the context of community. The application of assessment, diagnostic, intervention, and management strategies is stressed. Emphasis is also on the refinement of skills reflective of beginning level advanced practice nurse competency in the chosen area of population focus.
Prerequisite(s): Graduate of APRN MS or DNP program. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 695 - Directed Study A student will select a faculty member to guide readings to a chosen topic. A research paper may be required. Credit allocation up to 3 credits is negotiated with faculty.
Prerequisite(s): Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Nursing
NUR 701 - Ethical Approaches to Practice Dilemmas Examination of selected ethical frameworks and their application to practice are the focus of this course. Exemplars are used to illustrate how the principles of ethics can guide decision making when a clinical, organizational, interprofessional, or research dilemma occurs. Emphasis is on development of the leadership qualities necessary for the implementation of the DNP role.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 702 - Informatics Technology The contributions of health care information to quality assurance and improvement in patient care is the focus of this course. Factors that contribute to the adoption of health care information technologies and the challenges regarding their successful utilization are examined. Health care information technologies used in the assessment of patient outcomes, provider productivity, and health care programs are analyzed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 703 - Professional Communication Effective communication is a hallmark of a good leader. Examination of advanced communication skills within various clinical settings, organizations, and communities are the focus of this course. In addition, leadership styles and setting a climate that enhances communication will be analyzed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 704 - Models of Care: Transforming the Practice Environment The goal of this course is to provide the DNP student with the knowledge and skills necessary to assume a leadership role in transforming healthcare and educational environments. Concepts associated with evidence-based nursing practice models are introduced and examined. Strategies for creating a culture of evidenced-based practice for individuals, aggregates, and systems are identified. The concepts of information management and translation science are examined and tools to apply evidence to practice are emphasized.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 705 - Clinical Residency and DNP Project I This is the first of two seminar/clinical practicums in the DNP concentration designed to expand the student’s breadth and depth of clinical knowledge and skills in an area of practice. Emphasis is on developing and demonstrating leadership expectations within the framework of the DNP role. This is accomplished by application of clinical knowledge to deliver or create, implement or evaluate practice interventions, health delivery systems, and clinical teaching. Each residency includes a capstone project. The focus of this project in the first residency is on assessment and either an implementation or intervention project at a group or organizational level.
Prerequisite(s): Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Nursing
NUR 706 - Clinical Residency and DNP Project II This is the second of two seminar/clinical practicums in the DNP concentration designed to expand the student’s breadth and depth of clinical knowledge and skills in an area of practice. Emphasis is on developing and demonstrating leadership expectations within the framework of the DNP role. This is accomplished by application of clinical knowledge to deliver or create, implement or evaluate practice interventions, health delivery systems, and clinical teaching. This residency includes a continuation of the capstone project. The focus of this project in the second residency is on evaluation of the project implemented or intervention delivered in the previous semester and disseminating the knowledge learned.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
NUR 710 - Seminar I This is the first in a series of seminars that provides the DNP student with mentored opportunities to develop an independent, analytic, scholarly DNP project proposal focusing on problems of practice within specific populations. Using Quality Improvement methods, students will begin to identify their DNP Project population, problem, and questions and choose a faculty mentor and project team that will work with them through the conclusion of their DNP Project. Emphasis will be placed on the student developing a focused leadership skill set appropriate for leading a QI effort and facilitating the DNP Project team’s work, as well as the development of scholarly writing skills.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 711 - Seminar II This is the second in a series of seminars that guide the DNP student through the formulation of a DNP Project. The DNP student will work with a faculty mentor and DNP Project team to refine the design of the DNP project. Students will provide an oral presentation of the intended DNP project and complete a CITI course. Each student will be required to submit individual objectives at the end of the semester for the following semester’s plan of work. Emphasis will be placed on the continued development of effective oral and written presentation skills.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 712 - Seminar III This is the third in a series of seminars that guide the DNP student through the development, implementation, and completion of their DNP Project. At the end of this seminar, the student will have successfully presented their DNP Project proposal, selected a practice site and preceptor, and outlined their objectives for the next semester.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 713 - Seminar IV This is the fourth in a series of seminars that guide the DNP student through the development, implementation, and completion of their DNP Project. During this semester, the student must successfully submit their DNP Project to the IRB committee for approval and begin their project.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 714 - Seminar V This is the fifth in a series of seminars that guide the DNP student through the development, implementation, and completion of their DNP Project. During this semester, the student will have completed their project and data gathering.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
NUR 715 - Seminar VI This is the final seminar in the series. During this semester the student will polish their DNP Project and present the final product to their peers, faculty, and other professionals in the community.
Prerequisite(s): Co-requisite(s): Credits: 1
Course Typically Offered: Course Type: Nursing
OLME NUR 611 - Advanced Pathophysiology, Integrated Health Assessment, and Pharmacology I This course is the first in a series of two courses that explores an integrated study of pathophysiology (including genetic, biochemical, and environmental bases of diseases), health assessment, and pharmacology. The emphasis is on an understanding of the interconnectedness of these three areas of science. In NUR 611 the foci are diseases and disorders involving: genetics, cellular biology, mental health disorders, cardiovascular system, hematologic disorders, inflammation disorders, respiratory system, infectious diseases, and cancer.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 612 - Advanced Pathophysiology, Integrated Health Assessment, and Pharmacology II This is the second in a series of two courses that explores an integrated study of pathophysiology (including genetic, biochemical, and environmental bases of diseases), health assessment, and pharmacology. The emphasis is on gaining an understanding of the interconnectedness of these three areas of science. The foci are diseases and disorders involving: renal, endocrine, gastrointestinal, neurological, musculoskeletal, and reproductive systems.
Prerequisite(s): OLME NUR 611 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 614 - Leadership in Advanced Nursing Practice This course focuses on the knowledge, skills, attitudes, and competencies required of an effective interprofessional leader working in complex health care environments. Leadership theories are explored that account for individual traits and behaviors, as well as the situational context within the work environment. Principles of management and leadership are contrasted. Leadership practices are appraised that support a culture of caring and mutual respect, vision and innovation, accountability, integrity, and high quality patient-centered care. Reflection and appraisal of personal leadership attributes and behaviors are emphasized.
Prerequisite(s): NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 624 - Community and Population-Based Health An interprofessional approach to caring for communities and populations across the lifespan. Major components include concepts of health, levels of prevention, epidemiology, culturally responsive care, global health issues, emergency preparedness, and control of health problems. Community assessment, planning, intervention, and evaluation applied to complex health issues.
Prerequisite(s): Prior or concurrent enrollment in NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 627 - Organizational Theory and Behavior In this course the human factors that exist within a complex healthcare workplace are explored. Organizational behavior theories and concepts are studied in order to gain insight into individual and group behavior. Among the topics covered are individual perceptions and attitudes, organizational culture, diversity, communication, motivation, leadership, management, power, stress, conflict, group dynamics, and change. Root causes of behavioral workplace problems such as poor communication, lack of employee motivation, poor performance, high turnover, conflict, resistance to change, and stress are examined.
Prerequisite(s): NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 629 - Health Care Operations: Human Resources, Law, and Ethics This course examines operational issues in health care management inclusive of human resource management, and legal and ethical issues facing nurse leaders. A range of current legal and ethical issues will be explored. Emphasis is placed on planning, performance, and compliance in the health care environment. The goals are to provide students with practical knowledge to effectively manage at the micro, meso, or macro level.
Prerequisite(s): NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 633 - Health Care Finance, Budgeting, and Planning In this course the student will explore essential tools for financial leadership in the contemporary healthcare arena. Principles of healthcare economics, third party reimbursement, budget development, variance, and economic evaluation methods are explored. The relationship between organizational mission, fiscal responsibility, and strategic financial concepts unique to the complex healthcare environment are examined. Key elements of inter-professional strategic financial planning and budgeting processes will be emphasized. The student will apply financial leadership skills to developing program initiatives to improve quality and address population health needs.
Prerequisite(s): NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 635 - Evaluation & Measurement in Nursing Education This course focuses on the role of the nurse educator in the assessment and evaluation of learning. Application of key strategies to effectively measure achievement of learning outcomes in a variety of settings will be surveyed. Experiential exercises in the development, use, and critique of measurement and evaluation methods to classroom and clinical learning situations will be explored. Course topics include the role of evaluation in classroom instruction, test construction, reliability, validity, test evaluation and interpretation. Legal, ethical, and regulatory issues, and the importance of evaluating personal teaching effectiveness, are also explored.
Prerequisite(s): Prior or concurrent enrollment in NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 636 - Foundations of Nursing Education This is the foundation course designed to prepare the professional nurse for a role in formal teaching. Various philosophical perspectives and frameworks for understanding the concepts of teaching and learning are examined. Exploration and critical analysis of historical, recurring, and current issues in nursing education will be addressed. The call for radical transformation within nursing education will be explored and specific issues concerning these changes when put into practice will be discussed. It is expected that learners in this course will develop sensitivity, knowledge, and skill in exploring the role of educator in both clinical and classroom learning environments. Students will develop a teaching philosophy statement.
Prerequisite(s): NUR 606 (or concurrent) Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 637 - Methods of Education In Nursing This course is designed to prepare the professional nurse for teaching roles. Components of course and curriculum development including: assessment of learners’ needs, course outcomes, content selection and development, assignment development, evaluation methods, and common legal issues within nursing education are examined. An emphasis on how a paradigm shift to learning is impacted by technology and the changing relationships between education and work will be discussed. The scholarship of teaching, assessment and quality assurance, as well as the politics and process of curriculum reform will be explored. Using different methods students will design, implement, and evaluate two learning activities.
Prerequisite(s): NUR 606 (or concurrent) Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 638 - Education Practicum and Seminar This is the culminating nursing education course designed to prepare the professional nurse for teaching roles. In this course the concept of “praxis” is fully realized. With guidance from a faculty member and preceptor, students will select educational experiences to develop, implement, and evaluate their teaching in different settings. Experiences can include, and are not limited to, in-service programs, classroom teaching, clinical teaching, simulation, or community education programs. Minimum of 30 direct contact hours and minimum of 75 hours of preparation.
Prerequisite(s): NUR 603 , NUR 604 , OLME NUR 611 , and OLME NUR 612 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 659 - Information Management and Healthcare Technology This course provides an overview of the role of information systems and technology in healthcare. The emphasis is on how information system/technology can improve the quality and delivery of patient care in a variety of healthcare settings. Factors that contribute to the adoption of health care information technologies and the challenges regarding their successful utilization are examined.
Prerequisite(s): Prior or concurrent enrollment in NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 661 - Nursing Leadership Practicum I This is the first in a sequence of two practicum experiences framed by core role competencies of the nurse leader. Students will explore, analyze, and apply specific theories and strategies of management and leadership to the administrative roles of the nurse across health care systems at the micro, meso, or macro level. A system level organizational assessment and evaluation will be initiated as phase one of the project, and students will identify an issue/problem to address in practicum II. Supervision of a preceptor for a minimum of 60 hours in the practice setting is required. Self-reflection on the evolving leader role is emphasized.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 662 - Nursing Leadership Practicum II This is the second in a sequence of two practicum experiences framed by core role competencies of the nurse leader. Students will explore, analyze, and apply specific theories and strategies of management and leadership to the administrative roles of nurses across health care systems at the micro, meso, or macro level. With interprofessional collaboration students will complete the implementation and evaluation phase of their project based on the assessment and problem identification completed in NUR 661. Supervision of a preceptor for a minimum of 60 hours in the practice setting is required. Self-reflection on the evolving leader role is emphasized.
Prerequisite(s): OLME NUR 661 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 663 - Clinical Practicum and Clinical Project Nursing Education This course provides an opportunity to synthesize advanced nursing knowledge, skills, and behaviors, which serve as the foundation for the role of the nurse educator. The emphasis is on applying research and other evidence within a given practice setting. Under the direction of a faculty member and guidance from a preceptor, students complete a clinical project aimed at improving health care outcomes for individuals, populations, or systems. The project is completed in a clinical practice setting and requires a minimum of 35 supervised hours in a direct care role.
Prerequisite(s): NUR 603 (or concurrent), NUR 604 , and OLME NUR 612 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
OLME NUR 692 - Quality Improvement The purpose of this course is to introduce students to the principles and practice of quality improvement as implemented by providers of health care, systems of care, community health and public health agencies. Course content focuses on describing, measuring, improving, and evaluating the quality and safety of health services for consumers and populations. Students develop competencies in identifying opportunities for quality improvement, selecting and using quality improvement tools and methods, and presenting their work in a professional context.
Prerequisite(s): Prior or concurrent enrollment in NUR 606 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Nursing
Occupational Therapy
OTH 501 - Occupational Therapy Foundations This course introduces students to foundational concepts of occupational therapy practice, which includes the domain and process of occupational therapy and the analysis of activities and occupations. Students will learn about these concepts through hands-on experiences and creative projects that support clinical reasoning and the therapeutic process.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Fall Course Type: Occupational Therapy
OTH 502 - Introduction to Occupation This course introduces students to the history, philosophy, and leaders of the occupational therapy profession, as well as foundational concepts of occupation, occupational science, and theories underlying occupational therapy practice. Models of practice and frames of reference employed in occupational therapy practice will be reviewed and applied.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Fall Course Type: Occupational Therapy
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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:
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:
OTH 702 - Introduction to Occupation This course will focus on foundational concepts of occupation and theories underlying occupational therapy practice. Students will be going in depth to discover how theory and frames of reference direct and inform practice.
Prerequisite(s): Matriculated student. Co-requisite(s): Credits: 2
Course Typically Offered: Fall Course Type:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
Policy, Planning, and Management
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
PPM 696 - Public Service Internship The internship provides professional experience within public service. In addition to satisfactory work experience, a post-internship written report is required. Offered as pass/fail only.
Prerequisite(s): Faculty approval of host organization, internship work plan, and completed “Internship Approval Form” and permission of instructor. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Policy, Planning, and Management
PPM 699 - Capstone Near the end of the MPPM program, students complete an individual or team project resulting in a paper or other product that demonstrates competence to undertake professional work in public policy, planning, and management. The individual student or team completes a written report and makes an oral presentation of the results.
Prerequisite(s): Permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Policy, Planning, and Management
Public Health
MPH 500 - Introduction to Public Health This course introduces students to the field of public health by examining the history, vision, core functions, essential services, determinants, and activities of public health. The course focuses on application and integration of concepts and evidence to understand, prevent, and address current public health problems.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 525 - American Health Systems Health-related activities represent more than one-sixth of the U.S. economy and include substantial investment of public and private resources. The goal of this course is for students to develop a critical understanding of the organization and financing of the American health care and public health systems. The course examines the factors that influence the health of individuals and populations; how health care services and health/public health systems are organized, financed, and governed; how these systems function; the relationships among consumers, public and private purchasers/payers, and providers; the market and policy environments affecting systems’ performance; and the outcomes of these activities including the health and well-being of citizens.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 535 - Introduction to Epidemiological Research This course is intended to give students a basic foundation for the conduct and interpretation of population-based studies of the distribution, etiology, and control of disease. Topics include randomized experiments, non-randomized cohort studies, case-control studies, cross-sectional and ecological studies, screening of health populations, measures of effect, causal inference, sources of bias, and problems of measurement. Recent publications from the epidemiologic and general medical literature will be used to illustrate the application of the concepts to specific epidemiologic issues and to develop skills in interpreting quantitative information.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 539 - Topics in Public Health The course focuses on current topics in public health with an emphasis on special populations, diseases, or events. The course is designed to address public health concerns that are timely and relevant; topics will rotate periodically in response to student demand and/or emerging public health issues. Prior topics have included infectious disease, obesity, global health, child health, and substance use disorders.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 545 - Applied Biostatistical Analysis This course is intended to give students a working understanding of the major types of biostatistical analyses commonly used in public health, laboratory sciences, and clinical research. Topics include estimation, hypothesis testing, non-parametric statistical models, correlation, t-tests, analysis of variance, categorical data analysis, linear regression, and use of SPSS software.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 555 - Environmental Health This course provides students with an extensive introduction to scientific approaches to the investigation and modification of the effects of environmental factors on human health. Contributions of the fields of toxicology and epidemiology and the implications of research findings for policy and regulation are examined. Topic areas include toxic metals, pesticides and other organic chemicals, ionizing and non-ionizing radiation, vector-borne diseases, pollution of air and water, occupational exposures, injuries, and the health effects of global warming. The roles of local, state, and federal governments in environmental health are critically evaluated, as are initiatives by non- governmental organizations.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 565 - Social and Behavioral Health The goal of this course is to encourage students to critically think about the multiple factors that influence population health. The course focuses on social and behavioral determinants and the use of theory and planning frameworks to address public health problems. Students will have the opportunity to apply theory, assess the needs and assets of a community, design a program using a planning framework, and develop a program theory of change, or logic model to conceptualize a public health intervention.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 575 - Health Leadership, Planning and Management This course provides opportunities to develop skills in program planning, implementation, and management. Students will examine and develop interpersonal and leadership skills, including leadership styles, strengths-based collaboration, negotiation and conflict management, supervision, and performance assessment. Students will apply traditional and emerging planning and management concepts and frameworks to public health leadership scenarios.Students will gain experience developing proposals, budgets, and staffing plans and applying management strategies to advance the achievement of desired outcomes.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 580 - Health Literacy and Communication This online course provides students with knowledge, skills, and attitudes to recognize and improve health communications in public health, healthcare, and social service settings. Topics covered in the course include: patient-centered environments, health numeracy, oral health literacy, medical interpretation, informed consent, culture of safety and quality, adaptation of written health education materials and other written communication, cultural competence, effective communication, and the use of social media and web sites to advance health literacy. Students participate in field-based learning exercises and a workshop session with community partners in order to build and practice health literacy skills.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 635 - Health Law and Ethics The course examines the complexities and relationships of common law and federal and state statutes, rules and administrative actions, as well as the powerful influences of politics, ethics and non-governmental forces that inform and influence contractual and legal relationships in the health law field. We will explore legal and ethical issues that permeate the public and private health care systems and also touch on economic issues that affect policies and laws. Students will scrutinize ethical and legal issues in health practice, administration and research, and analyze functions and interactions between courts, legislators and regulators. This course explores the inherent tension between promoting the public health and protecting the legal and ethical rights and interests of individuals.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 650 - Applied Public Health Research and Evaluation The goal of this course is to provide students with an understanding of the fundamentals of evaluation and research as applied to public health interventions. The course covers process, outcome, impact, and participatory evaluation, and frameworks and designs common in public health. Students will gain skills including: framing evaluation questions, developing abstracts, designing/presenting a poster presentation, creating data collection protocols, and drafting evaluation plans.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 655 - Public Health Practice The goal of this course is to introduce students to fundamental skills used in everyday public health practice. The course focuses on public health core competencies that have been defined by the field.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 660 - Health Policy Students gain an understanding of the political dynamics of health policy making and develop practical skills in policy analysis, policy communication, and health care public health advocacy. The course uses analytic models, case studies, guest speakers, readings, group discussion, and mock legislative testimony to promote a practical understanding of how ideas succeed-and fail-to become laws and regulations.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 665 - Health Economics This course introduces the student to the basic concepts and analytical tools of microeconomics and demonstrates the use of these concepts in analysis of public policy problems and designing appropriate responses. Students then apply these concepts and tools to understand health care drivers, the demand for and supply of health care and the role that markets and government play in resource allocation within our health care and public health systems.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 677 - Regression Models in Public Health This course will familiarize students with the use of regression models for the analysis of epidemiologic and other public health data. Topics will include linear regression, logistic regression, log-binomial regression, and proportional hazard models. Students will work on individual projects using publicly available national datasets and will learn to use SAS software for conducting analyses.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 683 - Patient Safety Preventable medical error is believed to be one of the leading causes of death and serious harm in the United States. This online course provides an interdisciplinary, cross-setting overview of patient safety principles, techniques, and best practices. Topics addressed in the online course include the epidemiology of medical error, human factors engineering, common types of errors in various healthcare settings, and the applied practice of error mitigation and patient safety strategies. Students also explore patient safety improvement techniques most appropriate to their profession or setting of care.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 697 - Independent Study An independent study is a self-directed learning experience designed to develop a student’s ability to plan, organize, research, and report or to develop specific skills beyond the classroom activity. Independent studies are intended to provide exposure to concepts or topics that are not covered by any other course in the program. An independent study must be related to students’ academic program and be monitored by a program faculty member. Independent studies may take the form of either a reading or a special project.
Prerequisite(s): Permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 698 - Field Experience The Field Experience offers experience-based learning in a healthcare or public health organization. Students work in community health settings in organizations delivering and planning health or public health services on jointly developed projects or on assignments based on the student’s interests and the organization’s needs. Sites include state or local public health agencies, hospitals, medical practices, clinics, special problem clinics and facilities, and environmental programs and services.
Prerequisite(s): Permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
MPH 699 - Capstone In this integrative, experience-based course, students work with a faculty capstone advisor to develop and complete a project to address a program evaluation need, a management, policy or practice problem, or research topic in their area of interest. Students develop and present a formal project proposal and present their final product upon completion.
Prerequisite(s): Permission of instructor. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Health
Public Policy
PPM 708 - Doctoral Economics & Public Policy This course introduces students to the basic concepts and analytical tools of microeconomics and demonstrates how these concepts are used in analyzing public policy problems and designing appropriate responses. The course assumes little or no familiarity with economics; students who have taken undergraduate courses in microeconomics will generally find the public policy focus of the course useful.
Prerequisite(s): Matriculated students in the PhD in Public Policy Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Policy
PPM 715 - Governance, Democracy, and Public Policymaking This course examines the relationship between the political process, public policymaking, and decision making. Topics include public policy formulation, adoption, implementation, and evaluation; the role of policy actors and stakeholders; effective policy communication; and the examination of contemporary public policy issues.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Policy
PPM 716 - Organizational Leadership This foundational course considers contemporary perspectives, issues and strategies regarding the management of public sector organizations, the importance of public service and provides a basic understanding of public management theory and the application of theory to governmental and other public and nonprofit sector institutions. Topics covered include a wide range of public management concerns including community governance and public participation, managing collective action, partnership and collaboration, strategy and innovation, nonprofit service delivery, leadership and trust. The course prepares students to become public and nonprofit managers and leaders of public and not-for-profit institutions who can enhance the capability of these institutions. The course presents a realistic view of effective management and leadership in government and nonprofit organizations and the ways in which these organizations work and interact, and focuses on the creation of social and public value, keeping in mind that economic and private value creation is often a part of public and non-profit management.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Policy
PPM 742 - Applied Policy Analysis The first part of the course covers the theoretical and conceptual frameworks that guide policy analysis, including neoclassical microeconomics and its extensions and political economic theories of distributive justice, public choice, and government failure. The second part of the course covers the steps of policy analysis process (problem identification and definition, specification of policy solutions, and the evaluation and comparison of the solutions) and the various data collection and analytic techniques used at each step. Real-life examples and case studies are used throughout to provide concrete illustrations of the components of policy analysis. The course will enable students to critically evaluate policies, policy analyses, and the policy analysis process itself.
Prerequisite(s): Matriculated in the PhD in Public Policy Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Public Policy
School Psychology
SPY 609 - Professional Ethics in Psychology This course provides in-depth preparation for ethical practices in school psychology. Drawing from national and international ethical standards from the American Psychological Association (APA), Association of State and Provincial Psychology Boards (ASPPB), and the National Association of School Psychologists (NASP), the course includes readings and application of ethical standards for school settings. The course is designed to meet the ethics training standards set by APA, ASPPB, NASP, and the Maine Board of Examiners of Psychologists. Special consideration is given to school psychologists’ ethical obligations to promote family-school collaboration.
Prerequisite(s): Matriculation in School Psychology program, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 610 - Systems-Level Services to Promote Social, Emotional, and Behavioral Health This course provides knowledge of principles and research related to multitiered prevention systems, resilience and risk factors associated with social-behavioral problems, and evidence-based strategies for crisis intervention. Emphasis will be placed on developing skills necessary to achieve collaboration between school and family systems to enhance the social-behavioral outcomes of students.
Prerequisite(s): Matriculation in School Psychology program, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 640 - Supervision and Performance Management in Applied Behavior Analysis This seminar provides training in behavior-analytic approaches to personnel supervision and management. Primary course topics include (a) ethical, competency-based models of supervision, (b) evidence-based staff training procedures, including behavioral skills training; and (c) performance management practices. Students will gain an understanding of the purpose of supervision, learn strategies to deliver effective supervision to trainees and personnel responsible for delivering behavior-analytic services, and gain skills in applying behavior-analytic assessment and intervention procedures to improve personnel performance. Students also will conduct a self-assessment of professional competencies in applied behavior analysis in order to design individualized professional development plans. Class sessions will include a blend of lecture, discussion, role plays, and case-based application activities.
Prerequisite(s): Successful completion of SPY 601 , SPY 602 , and SPY 604 and matriculation in the Certificate in Applied Behavior Analysis or MS in Educational Psychology (Concentration in Applied Behavior Analysis) program; or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 670 - Cognitive Affective Bases of Behavior This course provides an in-depth study of cognition and affect, including perception, attention, learning and thinking, memory, executive functioning, self-control, motivation, and language. The course provides students with knowledge about (1) biological, cultural, and social influences on cognitive skills, (2) human learning, cognitive, affective, and developmental processes, and (3) biological, cultural, social, and developmental influences on behavior, mental health, and learning.
Prerequisite(s): Matriculation in the School Psychology program, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 672 - Assessments and Interventions to Develop Academic Skills This course is designed to prepare students to engage in a comprehensive systematic process of effective decision making and problem solving while conducting academic assessments and designing academic interventions for children of all backgrounds. Students will learn to select, administer, score, and interpret measures of academic achievement including published norm-referenced tests, criterion-referenced tests, curriculum-based assessments, and performance-based assessments as part of the data collection process relevant to assessment. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem solving process that provides data to determine the effectiveness of instructional interventions. During the assessment and intervention processes, students will learn how to apply their knowledge of human learning, cognition, development, and technology as well as knowledge of biological and social factors to enhance children’s cognitive and academic skills.
Prerequisite(s): Successful completion of EDU 600 and HCE 605 and matriculation in the School Psychology program, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 673 - Social Foundations of Behavior This course examines the social foundations of behavior. Students will gain an understanding of the science of social psychology by reading and critically evaluating both classic and current research in the field. Topics such as conformity, mass communication and persuasion, social cognition, self-justification, human aggression, stereotypes and prejudice, group dynamics, and inter-group relations will be explored. Emphasis will be placed on understanding the implications of social psychology research for promoting prosocial behavior in school environments.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 675 - Indirect Behavioral Assessment This course examines a variety of analog behavior assessment methods addressing social emotional behavior issues. Assessment techniques covered in the course include psycho-social interviews, behavior rating scales, social skills assessments, and adaptive behavior assessments. This course includes practical experiences in which students are supervised in the administration, scoring, and interpretation of assessment procedures.
Prerequisite(s): Matriculation in the School Psychology program and satisfactory completion of EDU 600 and HCE 605 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 677 - Cognitive Assessment This course is designed to prepare students to conduct cognitive assessments which inform academic interventions. Students will learn to select, administer, score, and interpret measures of intellectual functioning. Students will develop an understanding of how to use measures of intellectual functioning as part of a comprehensive problem-solving process that drives effective accommodations and interventions.
Prerequisite(s): EDU 600 , HCE 605 , and matriculation in the School Psychology program. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 679 - Diversity in the Science and Practice of Psychology This course provides conceptual foundations and skills needed by psychologists to work with diverse client populations. Students will identify individual differences and diverse characteristics that impact student learning. Readings and discussion will emphasize understanding the influence of diversity factors in order to promote effective and equitable assessment and intervention practices. The identification and development of skills to collaborate with school staff, interpreters, cultural brokers, and community liaisons will be explored through case studies and role-play. Students will participate in activities to help recognize in themselves and others subtle racial, class, gender, and cultural biases that may influence decision-making, instruction, behavior, and outcomes for students. Ethical and legal considerations for working with students of diverse backgrounds will also be highlighted.
Prerequisite(s): Matriculation in School Psychology program or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 688 - Specialist-Level Internship in School Psychology The specialist-level internship is the culminating training experience within the MS in Educational Psychology (School Psychology Concentration) program. The internship requires completion of 1500 hours of practice in a school setting under the supervision of a credentialed school psychologist. Students may complete the internship on a full-time basis for one academic year or on a part-time basis for two academic years. The internship provides broad training in assessment, intervention, consultation, and applied research to prepare students for entry-level professional practice.
Prerequisite(s): Matriculation in the MS in Educational Psychology (School Psychology Concentration) program; successful completion of all required courses and practica within the degree program; and program permission. Co-requisite(s): Credits: 9 total (1-3 per semester)
Course Typically Offered: Course Type: School Psychology
SPY 693 - School Psychology Practicum I The 300 clock hour Practicum I is an introductory supervised experience in school psychology. Practicum I provides students with introductory experiences in school psychology and an opportunity to gain familiarity with the culture, systems, and educational practices within schools. Students in the School Psychology Program must complete 3 credits of SPY 693 during the first 2 years in the program, and they typically complete 1 credit per semester. Students complete practicum experiences on an individualized basis under the joint supervision of an appropriately certified/licensed school psychologist in the placement setting and a member of the core School Psychology Program faculty. Supervisors work individually with students to plan and complete a sequence of activities representing the core domains of school psychology practice.
Prerequisite(s): Matriculation in the School Psychology program and program permission. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: School Psychology
SPY 694 - School Psychology Practicum II The 300 clock hour Practicum II is an advanced experience within a school or related clinical setting. Practicum II provides students with supervised experiences in psychological assessment, intervention, consultation and other aspects of school psychology practice. Students in the School Psychology Program must complete 3 credits of SPY 694 during the last 2 years of coursework, and they typically complete one credit per semester. Students complete practicum experiences on an individualized basis under the joint supervision of an appropriately licensed/credentialed school psychologist in the placement setting and a member of the core School Psychology Program faculty. Supervisors work individually with students to plan and complete a sequence of activities representing a broad range of psychological services and all domains of school psychology practice.
Prerequisite(s): Satisfactory completion of 3 credits of SPY 693 and program permission. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: School Psychology
SPY 697 - Statistics This course is designed to introduce students to quantitative research designs used in a comprehensive, systematic process of decision making and problem solving. This course will emphasize the application of inferential statistics for program evaluation and applied research projects in education and psychology. Students will learn and apply basic parametric and non-parametric statistical procedures, including t-tests, Chi Square, Regression, and ANOVA. Students will learn how to analyze and display data, match research designs to the research question, and flexibly employ research designs in applied settings. Finally, students will be exposed to technology and information resources applicable to conducting statistical research. Cross-listed with EDU 705 .
Prerequisite(s): Satisfactory completion of EDU 600 or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 699 - Independent Study in School Psychology This course provides students with an opportunity to pursue a project independently, planning and exploring a topic of interest within the field of school psychology. The project must be research-based, intellectually sound, and reflect a high caliber of performance. Specific content and methods of evaluation will be determined in collaboration with the instructor. An approved proposal is a necessary prerequisite to registration.
Prerequisite(s): Matriculation in Psy.D. in School Psychology. Co-requisite(s): Credits: variable
Course Typically Offered: Course Type: School Psychology
SPY 709 - History, Systems, and the Profession of Psychology This course covers the history of modern psychology and describes the development and role of school psychology as a specialty area. The history of multiple service delivery models and methods of school psychology will be explored through readings and research. Additionally, students will develop knowledge related to professional dispositions and effective practice as a school psychologist. To enhance professional practice, students will learn about relevant technology and identify professional development opportunities.
Prerequisite(s): Matriculation in PsyD in School Psychology Program or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 727 - Seminar in Academic Assessment and Intervention This course provides in-depth training in knowledge and skills for academic assessment and intervention practices. Through a problem-solving framework, students will learn advanced practices in screening and individual assessment methods to inform interventions aimed at improving academic engagement and learning for all students including those of diverse backgrounds. Students will increase their ability to use ethical practices to evaluate the suitability, acceptability, and usability of academic interventions by reviewing relevant research and other data sources. Based on knowledge of cognition, learning, and developmental processes, students will broaden their ability to select, implement, and use data to evaluate evidence-based academic interventions. Emphasis will be placed on developing collaborative skills to be able to work with other school personnel in the assessment and intervention process. Students will gain advanced knowledge in the use of information and assistive technology resources to enhance learning, intervention acceptability, and treatment fidelity.
Prerequisite(s): Matriculation in PsyD in School Psychology program and completion of SPY 620 and SPY 672 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 729 - Seminar in Behavioral Assessment and Intervention for Individuals with Developmental Disabilities This doctoral seminar provides training in knowledge and skills pertaining to best practices in conducting functional behavioral assessment and using the results of assessments to design individually tailored function-based interventions. This course will emphasize the application of a behavior analytic problem solving approach to address a wide range of referral concerns (e.g., self-injurious, aggressive, stereotypic, destructive oppositional, and other forms of interfering behaviors) with a focus on developing strategies that minimize interfering behaviors and maximize prosocial replacement behaviors. This course will also include practice in report writing and in developing procedures for documenting the effectiveness of interventions.
Prerequisite(s): Matriculation in PsyD in School Psychology program and completion of SPY 601 , SPY 602 , SPY 604 , SPY 606 , and SPY 607 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 730 - Seminar in Behavioral Assessment and Intervention for Individuals with Emotional and Behavioral Disorders This doctoral seminar provides students with advanced training in the application of best-practices assessment and treatment of behaviors evoked by depression, anxiety, and other related mental health disorders in children, adolescents and young adults. This advanced course uses a problem solving framework for assessing behavior, designing evidence-based interventions, and collecting data to document the effectiveness of interventions.
Prerequisite(s): Matriculation in PsyD in School psychology program and completion of SPY 601 , SPY 602 , SPY 604 , SPY 606 , and SPY 607 or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 740 - Supervision in School Psychology This doctoral seminar provides training in knowledge and skills pertaining to best practices clinical supervision within the field of School Psychology. Behavioral skills training and performance management strategies will be featured as models for increasing clinical skills of supervisees. Students will review supervision standards established by the National Association of School Psychologists, the American Psychological Association, the Maine Department of Education, and the Maine Board of Examiners of Psychologists. Readings, discussions, and case examples will be used to develop competencies. Students will also (a) conduct a self-assessment of professional competencies in School psychology (e.g., assessment, collaborative problem solving consultation, clinical interventions, evaluating the efficacy of interventions) and (b) use the self-assessment data to design an individualized professional development plan to guide pre-doctoral internship goals, objectives, and learning experiences.
Prerequisite(s): Open to matriculated PsyD in School Psychology students preparing for internship within a year, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 751 - Directed Study in Clinical Research This course provides an opportunity for directed study in the clinical research techniques appropriate for educational and clinical settings. Students will select a research topic that advances current knowledge in the field of school psychology and promotes children’s academic, social, emotional, or behavioral success within school or clinical settings. Students will conduct a comprehensive literature review, identify a clinically relevant research question, design a research methodology and data analysis plan, prepare hypothesized results, and defend their proposal. Graded Pass/Fail.
Prerequisite(s): Open to matriculated Psy.D. with advisor permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: School Psychology
SPY 759 - Dissertation in School Psychology This course includes the activities necessary to implement, evaluate, and summarize a research project (dissertation) related to the field of school psychology. After submitting a proposal for approval by the Institutional Review Board and obtaining informed consent from potential research participants, students will implement the research protocol, analyze the resulting data, develop a manuscript to report their findings, and publicly defend their work. Graded Pass/Fail.
Prerequisite(s): Open only to matriculated Psy.D. students who have successfully completed SPY 751 . Co-requisite(s): Credits: 3
May be repeated for credit. Course Typically Offered: Course Type: School Psychology
SPY 788 - Pre-Doctoral Internship in School Psychology The pre-doctoral internship is the culminating supervised field experience in school psychology. The pre-doctoral internship includes a planned sequence of educational and training experiences to promote students’ development of professional-level competencies in the areas of assessment, intervention, consultation, supervision, and applied research. Students enrolled in the pre-doctoral internship complete 1,500-2,000 hours of work experience while receiving a minimum of 4 hours per week of field-based supervision, regular opportunities for peer interaction and support, and systematic formative and summative performance-based evaluations. Students complete a minimum of 750 hours of the pre-doctoral experience in school settings delivering psychological services to children and adolescents, and they complete all hours in educational or clinical settings that provide evidence-based psychological services. The experience may be completed on a full-time basis over one year (no less than 48 weeks) or on a half-time basis over two years (no more than 104 weeks).
Prerequisite(s): Matriculation in the PsyD in School Psychology Program; successful completion of all required academic courses and the comprehensive exam; and instructor permission. Co-requisite(s): Credits: variable (total of 9 semester hours for the internship)
Course Typically Offered: Course Type: School Psychology
Social Work
SWO 501 - Multicultural Social Work This introductory course provides content on culturally diverse populations and serves as the basis for the infusion of cultural diversity issues throughout the graduate curriculum. The premise of this course asserts that the United States is a multicultural society in which social work cannot function effectively unless there is an understanding of how diversity strengthens and enriches us all. Open to non-matriculated graduate students.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 502 - Critical Thinking about Human Behavior I This course examines the theories which address human behavior in mezzo and macro systems. The cultural context of behavior at all levels is an integral and underlying theme of the course. Systems theories, conflict theories, and social constructionist theories are presented.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 503 - Generalist Social Work Practice I This course provides the student with an opportunity to acquire beginning generalist practice knowledge and skills in working with individuals, families, groups, and communities. Emphasis is placed on the development of basic practice, interpersonal, self-reflection, and communication skills.
Prerequisite(s): Prior or concurrent enrollment in SWO 501 or SWO 554 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 504 - Social Welfare Policy I This introductory policy course provides an overview of the history of social welfare as well as an introduction to current social policy issues and dilemmas. Emphasis is placed on historical continuities in analyzing the American system of social welfare provision and lack of provision. Open to non-matriculated graduate students.
Prerequisite(s): Prior or concurrent enrollment in SWO 501 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 505 - Social Work Research I This course introduces a body of knowledge, skills, and attitudinal perspectives designed to produce a high level of competence in the use of social scientific methods of knowledge building. Structured, analytical processes of inquiry are introduced, as well as a rigorous adherence to social work values and ethics. Both qualitative and quantitative methods of inquiry are discussed.
Prerequisite(s): Open to nonmatriculated graduate students. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 544 - Costa Rica Immersion: Social Work Perspectives on Culture, Language, and Service Learning This 2-week course takes place in Costa Rica and will introduce students to the colonial heritage, indigenous cultures, and the contemporary sociopolitical, ecological, and economic issues facing this Central American country. Students will receive 4 hours per day of Spanish language instruction, a class in dance and cooking, visits to cultural and recreational sites, lectures on Costa Rican social problems and social work agencies, and service-learning in a local organization such as an orphanage or refugee camp. Two all-day Saturday classes will be held at USM prior to the course trip.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 552 - Critical Thinking about Human Behavior II The course is designed to locate the interplay of biological, psychological, and sociological influences on human behavior within the broader context of culture. Cultural diversity and oppression are seen as central to understanding human behavior and evaluating human behavior theories. The course explores a range of psychological theories such as psychodynamic, narrative, cognitive, and behavioral to understand the person within the complexity of his/her life circumstances.
Prerequisite(s): SWO 501 , SWO 502 . Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 553 - Generalist Social Work Practice II This course builds on the concepts presented in Practice I. This course further develops students’ values, knowledge, and skills for planned change with a particular focus on work with populations of special concern to social work. The course content emphasizes practice within organizations and communities.
Prerequisite(s): SWO 503 (Social Work Practice I) and SWO 554 (Field Seminar I). Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 554 - Field Seminar I This seminar accompanies the graduate internship in an approved community agency, designed to relate social work theory to practice under professional supervision. Fall semester.
Prerequisite(s): Co-requisite(s): SWO 503 . Credits: 3.5
Course Typically Offered: Course Type: Social Work
SWO 555 - Field Seminar II A continuation of SWO 554 . Spring semester.
Prerequisite(s): SWO 554 . Co-requisite(s): SWO 553 . Credits: 3.5
Course Typically Offered: Course Type: Social Work
SWO 574 - Sexual Harassment in Educ & Work This course examines sexual harassment in the workplace and education from three perspectives: mental health, sexual violence, and social justice. Students apply concepts from the behavioral and social sciences and from clinical and community practice to contemporary educational and corporate environments. Environmental and cultural forces that influence discriminatory behavior are explored. This course is an elective in both the undergraduate and graduate social work programs.
Prerequisite(s): Co-requisite(s): Credits: 3
No. Course Typically Offered: Course Type:
SWO 575 - Gender and Aging A theoretical and practical course that informs students about aging issues affecting women and men differentially. Students will analyze the manifestations of aging and apply concepts drawn from the behavioral and social sciences.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 583 - Social Work with Immigrants, Refugees, and Asylum Seekers Considers migration patterns and flows across the globe, introduces critical concepts in immigration and US immigration policies. Community based services will be explored with a focus on concepts such as cultural competence, diversity, empowerment, anti-oppressive social work and critical multicultural approaches. Service delivery efforts/approaches with the population will be considered.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 588 - Alcohol and Other Drug Abuse Issues Examines the use and abuse of psychoactive substances: street drugs, prescriptions drugs, alcohol, caffeine, and nicotine. Consideration of the history, pharmacology, and physical and psychological effects of each substance. Exploration of prevention and treatment models, with special reference to those in use locally.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 597 - Independent Study Individual or group projects for independent study may be developed by students in consultation with a particular faculty member. Students collaborate with an instructor to write a brief proposal for an area of study they wish to pursue that is not offered within the MSW curriculum. An Independent Study may be taken during foundation or concentration years and it serves as an elective course.
Prerequisite(s): Permission of the Director of the MSW Program and faculty instructor supervising the project prior to registration. Co-requisite(s): Credits: 1-3
Course Typically Offered: Course Type: Social Work
SWO 599 - Topics in Community Social Work Practice A variety of elective courses under this title are offered to cover a wide spectrum of micro and macro practice issues. These courses facilitate students’ exploration of new practice areas or enhancement of advanced practice skills.
Prerequisite(s): May be required for some elective courses. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 603 - Social Work Practice III: Group Practice This course focuses on social group work practice that builds upon students’ foundation level social work practice skills. The course emphasizes theory about groups and group processes and demonstrates the skills necessary for effective practice. In order to take SWO 603, students must be enrolled in either the Fieldwork Seminar SWO 654 or the Fieldwork Experience SWO 655 .
Prerequisite(s): SWO 553 , SWO 555 . Co-requisite(s): SWO 654 or SWO 655 . Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 604 - Social Welfare Policy II This course provides a theoretical and critical model of analyzing policy processes. It contains an overview of policy analysis with particular emphasis on social conflict theory and social constructionist theories of policy formation.
Prerequisite(s): SWO 504 , SWO 554 , SWO 555 , and matriculated MSW students. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 605 - Social Work Research II: Social Data Analysis This course provides an interactive learning environment in which students learn to analyze quantitative and qualitative existing social data. The goal of this course is to increase the analytical competencies of students in the planning, and eventual execution, of a community-based research project.
Prerequisite(s): SWO 505 , and matriculated MSW students. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 651 - Social Work Practice IV: Individuals and Families This course contextualizes the facilitation of change with individuals and families within organizations and communities. Approaches to social work practice are taught within an ecosystems, strengths-based framework that reflects a commitment to the values of social and economic justice, cultural diversity, and individual and collective self-determination. In order to take SWO 651, you must be enrolled in either Fieldwork Seminar 654 or Fieldwork Experience SWO 655 .
Prerequisite(s): SWO 555 . Co-requisite(s): SWO 654 or SWO 655 . Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 654 - Field Experience and Seminar III A graduate internship during the concentration year at an approved community agency, designed to relate social work theory to practice under professional supervision. Fall semester.
Prerequisite(s): Co-requisite(s): SWO 603 or SWO 651 . Credits: 4.5
Course Typically Offered: Course Type: Social Work
SWO 655 - Field Experience IV A continuation of the concentration year field placement. Spring semester.
Prerequisite(s): SWO 654 . Co-requisite(s): SWO 603 or SWO 651 . Credits: 4.5
Course Typically Offered: Course Type: Social Work
SWO 660 - Advanced Biopsychosocial Assessment This course is designed to facilitate the acquisition of practice skills for in-depth biopsychosocial assessment within the advanced social work practice curriculum. Knowledge development and skill building for assessment and diagnosis, and the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) are covered in this course. Consideration of persons within a cultural context is emphasized throughout. This course relies heavily upon theories presented in SWO 502 and SWO 552 .
Prerequisite(s): SWO 502 and SWO 552 . This course is best taken concurrently with fieldwork. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Social Work
SWO 676 - Trauma & Social Work Practice
This course will provide students with the basics of trauma theory supporting their ability to bring a trauma sensitive perspective to the continuum of practice from policy making to direct client service. Emphasis will be placed on the neurophysiology of trauma to help clients in the healing process with emphasis on the beginning phase of treatment during which psychophysiological dysregulation keeps clients disconnected from self and from support systems. Additionally, students will be helped to expand their focus to agency and macro levels of social work practice.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type:
SWO 695 - Thesis Option In lieu of SWO 652 , students may apply to the Research Curriculum Committee for permission to take the Thesis Option. This option provides assistance to students wishing to complete a formal thesis rather than an in-class research project through SWO 652 (Research III). Upon completion, the students present and defend the thesis and findings to their thesis committee and other relevant participants. Students wishing to pursue this option should discuss it with the SWO 605 (Research II) instructor who will provide guidance on the process for developing the thesis proposal. A proposal form is completed by the student and the selected faculty chair, reviewed by the Research Committee and approved by the MSW Coordinator prior to registering for the thesis option. Students who are approved for the thesis option receive 6 credits, thus, they take only two elective courses and do not enroll in SWO 652 . This option may be especially attractive for those students contemplating advanced doctoral-level education in social work or in other social sciences.
Prerequisite(s): Co-requisite(s): Credits: 6
Course Typically Offered: Course Type: Social Work
Special Education
SED 518 - Targeted and Individualized Instructional Strategies for Students with Disabilities The primary purpose of this course is to learn and analyze principles and skills of teaching and learning which are effective in instructing students who need more intensive and individualized instruction. Such practices can be used with students who have an Individualized Education Program (IEP) or are participating in Tier 2 or 3 of the continuum of a multi-tiered system of student support (MTSS). Students who are English Language learners with suspected disabilities are included. The course will address applying and analyzing evidence-based instruction and assessment to evaluate progress toward learning goals.
Prerequisite(s): SED 235, or SED 540 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 540 - Students with Exceptionalities in General Education The primary goal of this course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and those identified as gifted and talented. The course is based on the premise that students with exceptionalities should be educated and socially interact to the greatest extent possible with their peers in the general education curriculum and program. The general educator’s role in teaching learners who are exceptional will be emphasized. Topics include characteristics of areas of exceptionality; classroom management; assistive technology; state and federal legislation regarding exceptional students; Response to Intervention (RTI); Universal Design for Learning (UDL); individual education programs (IEP); building relationships with parents; students who are culturally and linguistically diverse; and inclusion and collaboration philosophy and practices.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 550 - Teaching Students who are Gifted in the Regular Classroom This course is designed for classroom teachers whose responsibilities include serving gifted students within the regular classroom. The course is also for teachers of the gifted who serve students in a pull out program because that is considered their regular classroom. This course is also designed for consulting teachers of the gifted and talented who are responsible for helping classroom teachers differentiate instruction for gifted students in the regular classroom. Participants will examine popular and personal attitudes toward and beliefs about gifted students. They will identify gifted students through relevant and observable classroom behaviors. Participants will adapt required curriculum to meet the special needs of gifted students and work collaboratively with other teachers. Participants will also consider current issues in gifted child education that have implications specific to the regular classroom environment.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 586 - Integrated Internship for General Education and Special Education The mentored internship is an extensive field experience for candidates in the double certification general education and special education pathway. Candidates demonstrate commitment and skill in educating students with diverse abilities and backgrounds using evidence-based practices. The 900-hour total internship is evaluated according to the Maine Teaching Standards and fulfills the student teaching requirement for general education and 282 Teacher of Students with Disabilities certification. This course is repeated for a total of 9 credits. The course can only be used for the double certification recommendation. The course may not be used for single certification in general education or special education.
Prerequisite(s): Matriculation in the integrated certification pathway of the Master of Science in Special Education and program permission. Co-requisite(s): Credits: 9 (1-3 credits per semester up to a total of nine credits)
Course Typically Offered: Course Type: Special Education
SED 604 - Behavioral Principles to Analyze Learning, Teaching, and Assessment This introductory course introduces principles of teaching and learning demonstrated to be effective in improving student success in academics, behavior, and social skills. The course is based on the phases of learning: Acquisition, Fluency/Proficiency, Maintenance, and Generalization. Included in the course are preparing learning objectives and designing direct and explicit instruction and assessment to address the phases of learning. The course provides fundamental knowledge and skills used in several courses throughout the program focused on the multi-tier system of student support for academics and behavior, including Positive Behavioral Interventions and Supports and Progress Monitoring in reading and mathematics.
Prerequisite(s): Matriculated student in special education Online Maine program or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 615 - Positive Behavioral Interventions and Supports (PBIS) This course examines the foundations (e.g., data, systems and practices) and essential features of Positive Behavioral Interventions and Supports (PBIS) as components of a multi-tiered system of supports (MTSS). Students learn the types of activities used as part of Tier 1 class-wide, Tier 2 targeted, and Tier 3 individualized supports for students in kindergarten through grade 12, including students with diverse abilities and backgrounds. Students will gain an understanding of the basic principles of behavior and create, implement, and evaluate data-driven intervention plans.
Prerequisite(s): Matriculated students or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 625 - Multi-Tier Mathematics Instruction and Assessment This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive mathematics instruction and assessment for students with mathematics difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of math instruction (e.g., conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, productive disposition), the course describes the features of universal (e.g., Tier 1) core math instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively more intensive math instruction based on student learning needs. Participants will learn how to select and use scientifically validated mathematics instruction and assessment practices for students needing supplemental (e.g., Tier 2) and intensive (e.g., Tier 3), and special education mathematics instruction and assessment.
Prerequisite(s): SED 653 or SED 654 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 627 - Multi-Tier Reading Instruction and Assessment This course includes lectures, discussions, guided practice and applied learning experiences in the scope and sequence of progressively more intensive reading instruction and assessment for students with reading difficulties in kindergarten through grade 12, including students with diverse abilities and backgrounds. Starting with the five foundations of reading instruction (e.g., phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), the course describes the features of universal (e.g., Tier 1) core reading instruction then provides guided practice and applied learning experiences to prepare teachers to use progressively more intensive reading instruction and assessment based on student learning needs. Participants will learn how to select and use scientifically validated reading instruction and assessment practices for students needing supplemental (e.g., Tier 2), intensive (e.g., Tier 3), and special education reading instruction and assessment.
Prerequisite(s): SED 653 or SED 654 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 653 - Assessment of Academic Achievement This course is designed to prepare special educators to select, administer, score and interpret measures of academic achievement. Numerous measures of academic achievement, including published norm referenced tests, criterion-referenced tests, curriculum-based assessment and measurement, and performance-based assessments will be studied. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem-solving process that fits with responsive interventions in schools.
Prerequisite(s): Open to matriculated special education, ETEP students, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 654 - Assessment in Special Education This course provides an overview of the academic assessments often used by special educators, including published norm referenced tests, criterion-referenced tests, curriculum-based assessment and measurement, and performance-based assessments. Students will develop an understanding of how to use measures of academic achievement as part of a comprehensive problem-solving process that fits with multi-tiered interventions in schools for students with diverse abilities and backgrounds.
Prerequisite(s): Matriculated student in special education Online Maine program or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 662 - Creative Intelligence and the Learners who are Gifted This course is for individuals responsible for a) identifying creative potential within students, b) planning and implementing learning experiences for nurturing creative thinking, c) selecting or developing instructional materials for enhancing creativity, d) establishing learning environments conducive to creativity, and/or e) evaluating program effectiveness and student growth in creativity.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 666 - Models of Education for Students who are Gifted and Talented This course is for individuals responsible for choosing, adapting, or designing a model to serve gifted and talented students. Selected models both conceptual and organizational prominent in the field are reviewed and critiqued. Individuals consider the implications of each model and its applicability to gifted programming and current educational initiatives.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 667 - Social/Emotional Needs of Students who are Gifted/Talented This course is for classroom teachers, program coordinators, and teachers of the gifted and talented, parents, and other individuals who interact with gifted and talented students. Participants will investigate factors affecting social and emotional development, causes and effects of achievement and underachievement and curriculum particular to the affective domain. The course includes resources and strategies for responding to the needs of gifted and talented students.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 668 - Differentiation of Instruction: Practical Strategies This course is designed to assist teachers to differentiate learning experiences so that all students benefit from an appropriate level of challenge. The theory, definition, and rationale behind differentiation will be addressed; however, the main emphasis of the course will be placed on practical application. Course participants will differentiate part of a unit of study that will show a progression of challenge i.e. required, extended, and differentiated. Specific topics that will be addressed in the course include: applying data collection to inform instruction; understanding the relationship of subject matter as it relates to the needs of low, average, and gifted learners; applying types of differentiation strategies; considering acceleration and enrichment options; scaffolding essential understandings to create tiered lessons; applying analytical and/or creative thinking; assessing for deep understanding and; managing tiered assignments.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 669 - Critical and Creative Thinking in the Classroom This course is designed for individuals who are concerned with providing critical and creative thinking lessons for all ability learners in the classroom. This course will look at ways to adapt instruction in order to create flexible, interactive, and authentic, higher level activities. Emphasis will include: identifying elements of critical and creative thinking; utilizing instructional strategies/techniques such as graphic organizers; providing for a variety of grouping arrangements and; developing assessment tools.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 682 - Special Education Regulations, Procedures, and IEP Team This course is for educators working directly with students who are suspected of, or who are identified with, disabilities. The course focuses on the role of special education in both a multi-tiered system of student support (MTSS) and the process for developing and implementing Individualized Education Programs (IEP). Participants examine current federal and state statutes and accompanying regulations governing special education services. Emphasis is placed on the functioning of the IEP team, including collaborating with families, from a teacher’s or service provider’s perspective.
Prerequisite(s): SED 235 or SED 540 , or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 687 - Technology for Learning and Communicating This course introduces students to the use of technology, including assistive technology, for the education and rehabilitation of all students, including those with special learning and communication needs. A range of technology systems will be examined from “low tech” devices such as simple switches to computers, adaptive devices, and software appropriate for individuals with disabilities. The course will introduce technology-related components of the Individuals with Disabilities Education Act (IDEA) as well as the Assistive Technology Act (ATA) related to supporting school-age students. A variety of equipment, materials, software, and hardware will be available for student use.
Prerequisite(s): Matriculated student or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 688 - Internship in Special Education for Students with Mild to Moderate Disabilities This course includes a 15-week semester long or part-time equivalent mentored internship in special education services for students with mild or moderate disabilities in accordance with the Maine Teacher Certification Standards. Two semesters of SED 688, six credits total, are required.
Prerequisite(s): Program permission. Co-requisite(s): Credits: 3
May be repeated once for a total of 6 credits. Course Typically Offered: Course Type: Special Education
SED 693 - Transitions Among Agency, School, and Community This course introduces participants to the concepts of transition in four phases of special education services: (a) birth to five child development services to school programs, (b) special purpose schools and related services to school programs, (c) between schools in a school district, and (d) from school programs to post-secondary education and community life. Students develop knowledge of services and resources provided by agencies and special purpose schools birth to adult and skills in multi-disciplinary team planning.
Prerequisite(s): SED 235, or SED 540 , or program permission Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
SED 699 - Special Education Research Capstone This course is an opportunity to gain, apply, and integrate knowledge and skills in planning and conducting an action research project for the improvement of professional knowledge about educating students with diverse abilities and backgrounds. The course involves defining a research question, designing data collection methodology, and submitting a project proposal, gathering and analyzing data, and reporting and presenting project findings.
Prerequisite(s): EDU 600 and matriculated students only, or program permission. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Special Education
Technology
CYB 501 - Cybersecurity Fundamentals This course explores fundamental concepts of cybersecurity. The course will examine risk assessment and policy development to protect enterprise assets, basic security requirements of modern computing environments, and defense tools and methods used to apply a cyber-defense. The role of cryptology to protect information, access control methods, business continuity, and disaster recovery will be discussed. Topics will include incident response, secure design principles for networks and software, digital forensics, security operations, and legal aspects of security.
Prerequisite(s): Graduate standing. Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: Cybersecurity
CYB 515 - Research Methods This course examines methods for conducting research. It teaches students the research methodologies of qualitative, quantitative, mixed-methods, and Design Science Research (DSR). The course covers basic processes of choosing a research topic, choosing the research methodology, forming the research question, conducting a literature review, forming the conceptual concept, conducting and documenting the research, ensuring validity and reliability, communicating the research results, and ensuring all research compliance documents are completed.
Prerequisite(s): Co-requisite(s): Credits: 3
Course Typically Offered: Course Type: 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
TESOL: Teaching English to Speakers of Other Languages
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 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 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 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
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