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Early Childhood Education
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ECH 201 - Language Development, Early Literacy, and Children’s Literature
This course familiarizes early childhood teachers with language acquisition in children ages 0-5 and with the connection between language development and emergent literacy. It introduces students to the developmental stages of oral language, writing, and reading; acquaints them with multicultural variables that impact language and literacy; and helps them to relate this understanding to infant/toddler and preschool settings. Students also learn ways of selecting, evaluating, and using developmentally appropriate children’s literature. Course Typically Offered: Every year.
Prerequisite(s): ENG 100 and ECH 150 ; ECH and ECS majors only; or permission of the instructor.
Credits: 6
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ECH 203 - Children’s Literature
This course is a broad overview of children’s literature from picture books through early readers for birth through Grade 3 children. Prospective educators will learn how to choose books to meet the needs, interests, and abilities of young children. Students will gain knowledge about the different genres within children’s literature including texts about diversity. Consideration will be given to the ways that teachers can utilize children’s books within the curriculum to develop children’s language and literacy skills. Course Typically Offered: Varies.
Prerequisite(s): ENG 100 and ECH 150 ; ECH and ECS majors only; or permission of instructor.
Credits: 3
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ECH 204 - Early Language and Literacy Development
This course familiarizes early childhood teachers with language acquisition in children ages 0-5 and with the connection between language development and emergent literacy. It introduces students to the developmental stages of oral language, writing, and reading; acquaints them with multicultural variables that impact language and literacy; and helps them to relate this understanding to infant/toddler and preschool settings. Course Typically Offered: Varies.
Prerequisite(s): ENG 100 and ECH 150 ; ECH and ECS majors only; or permission of instructor.
Credits: 3
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ECH 232 - Social Science for the Young Child
Focuses on the development of curriculum in social studies for young children ages birth through 8. Topics include the links between cognitive development and appropriate curriculum content, the development of curriculum in specific areas of social studies, community resources for teaching, and relevant standards for designing, implementing, and assessing curriculum. Course Typically Offered: Varies.
Prerequisite(s): ECH 150 ; ECH and ECS majors only; one social science course or permission of the instructor.
Credits: 3
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ECH 250 - Infants and Toddlers: Development and Care
This course examines infant and toddler development and high-quality, responsive caregiving practices. A focus is on facilitating the development of the whole child through play-based learning opportunities. A weekly seminar will be supplemented by field observations and opportunities at the university lab school and other community settings. Course Typically Offered: Every year.
Prerequisite(s): ECH 150 ; ECH and ECS majors only or permission of the instructor.
Credits: 3
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ECH 256 - Creative Arts for the Young Child
Focuses on the creative arts disciplines of visual arts, music, movement, literature, and drama in early educational settings. Students learn to develop integrated curriculum in infant, toddler, preschool, and Pre-K-3 classrooms. The application of course material with young children is an integral part of the course. Course Typically Offered: Every year.
Prerequisite(s): None.
Credits: 3
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ECH 277 - Special Topics in Early Childhood Education
Provides students with the opportunity to cover specialized topics not included in regular course offerings. May be repeated for credit when the topic differs. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): Varies by topic.
Credits: 3
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ECH 296 - Practicum and Seminar in Pre-K to Grade 3 Education
This entry-level practicum has placements focused in Pre-K to Grade 3 classrooms in Maine public schools. This experience provides practical experience working in a public school early childhood classroom. Students work with a mentor teacher in the field for at least 6 hours and participate in a weekly seminar. In classrooms, the student works with individuals, small groups, and the whole class while developing professional knowledge and responsibilities. Course Typically Offered: Varies.
Prerequisite(s): ECH 150 ; ECH and ECS majors only: or permission of instructor. Valid/Current Criminal History Records Check.
Credits: 3
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ECH 303 - ACES and Trauma Informed Early Childhood Practice
The course explores adverse childhood experiences (ACES) and trauma and how they affect the life and experiences of young children. Effects on brain development and associated developmental outcomes will be explored. The role of protective factors and trauma-informed classroom practices in promoting resilience and adaptive function in the face of risks will be considered. Cross-Listed: ECS 303 Course Typically Offered: Varies.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 3
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ECH 305 - Early Literacy, Emergent Reading, and Writing
This course will focus on literacy instruction for students in grades Pre-K-3. Course content will include a focus on theories of instruction in reading and language arts as well as strategies and skills emphasized within each theoretical framework; consideration of struggling readers and writers; techniques for evaluating literature available for children in grades Pre-K-3 as well as integrating this literature into reading and language arts instruction; and a variety of formal, informal, summative, and formative assessment techniques. Consideration will be given to strategies and skills that help children in grades Pre-K-3 develop competence in language development, writing, comprehension, vocabulary, fluency, word recognition, phonics, and phonemic awareness. Course Typically Offered: Every fall.
Prerequisite(s): Sophomore status or above; B- or higher in ECH 150 or ECS 103 ; or permission of the instructor.
Credits: 3
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ECH 336 - Development of Mathematical Concepts and Thinking in Young Children
Focuses on developmentally appropriate mathematics curricula and instruction for children aged 0 through 8. The application of principles of whole child development to the nurturance of mathematical and pre-mathematical concepts in early childhood education will be emphasized. Students will apply their learning through creating and utilizing concrete materials with young children. Course Typically Offered: Every year.
Prerequisite(s): MAT 103 or an equivalent course and Candidacy in Education or permission of the instructor.
Credits: 3
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ECH 367 - Leadership, Administration and Advocacy in Early Childhood Education
The non-curricular aspects of program planning and administration are emphasized together with an introduction to early education policy advocacy. The course offers information on licensing of early childhood facilities and a basic understanding of budgeting and staffing. The role of local, regional, state, and national organizations in setting early education policy is examined. Students will apply their learning through 8 hours of administrative and/or advocacy work. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 377 - Special Topics in Early Childhood Education
Provides students with the opportunity to cover specialized topics not included in regular course offerings. May be repeated for credit when the topic differs. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 384 - Developing Science Concepts and Thinking in Young Children
Focuses on an inquiry-based approach to natural science that is appropriate for young children’s development and learning. Students will create a science curriculum using the environment, natural and human-made materials, teacher-child interactions, and the involvement of families and communities. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 397 - Independent Study in Early Childhood Education
Independent study provides an opportunity for a student to initiate, design, and carry out a research project or educational activity under the supervision of appropriate staff. Course Typically Offered: Varies.
Prerequisite(s): Instructor permission.
Credits: 1-3
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ECH 402 - Diverse Programming in Early Childhood Environments
This web-based course is designed for the early childhood educator interested in learning how to incorporate diversity and cultural competence into the classroom. Students will study the reality of increasing diversity within the classroom setting, including issues relating to class, ethnicity, religion, exceptionality, gender, and language. Students will have the opportunity to emerge with a deeper understanding of cultural responsiveness and how to develop and extend meaningful diversity into their classrooms. Course Typically Offered: Varies.
Prerequisite(s): Candidacy, practicing educator, or permission of the instructor.
Credits: 3
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ECH 403 - Technology in Early Childhood Education
This course is designed to help students develop the ability to integrate developmentally appropriate digital technology into the early childhood classroom. Students will examine and apply the International Society of Technology in Education Educator Standards to their classroom practice. Emphasis is placed on how digital technology can enhance play-based learning in order to create learning environments that address the needs of diverse young learners. Students will be introduced to technology-mediated family engagement strategies. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 404 - Guidance and Social Emotional Learning in Early Childhood Education
This course addresses classroom management with an eye towards creating inclusive, supportive communities that address individual children’s needs. The course will provide tools, resources, and a conceptual framework for fostering productive group dynamics while addressing challenges that emerge on the group and individual level. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 405 - Observation and Assessment in Early Childhood Education
This course will introduce tools and methods of assessment across the developmental domains with particular attention given to observation. Students will use observation to record data in formats commonly used in the field (anecdotes, checklists, etc.). The class will also address appropriate uses of formative and summative assessments. Attention will be given to how assessment can inform instruction. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 419 - Introduction to Nature-Based Education
This course will focus on the teacher’s role in providing nature experiences for children in a classroom setting. Students will be introduced to the history of nature-based education, benefits of nature for children, and the various ways to integrate nature into a traditional curriculum through concepts, theory, and application. Outdoor experiences with natural history topics will be a cornerstone of the class. Whenever possible, classes will be held outdoors to apply lessons learned. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 420 - Planning Indoor & Nature-Based Environments for Young Children
Assists early childhood professionals in designing, programming, and implementing an environment that supports the growth of infants, toddlers, preschoolers, and primary school children, and their caregivers in early care and education. Focus on inclusive environments such as child care, nursery schools and prekindergartens, nature-based playgrounds, recreational spaces, and other community-based programs for young children. Multi-disciplinary approach drawing from the fields of Early Childhood Education, Nature-Based Learning, and Architecture. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 433 - Advanced Theories of Learning and Child Development
This course is an examination of the historical, philosophical, and theoretical basis of inclusive early childhood education today. The class traces the history and philosophy of education in early childhood and how they impact education practice. Social, economic, and political forces will be analyzed within the context of shaping early childhood education. The course examines children’s behavior and learning within education contexts, with particular emphasis on inclusive environments. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 440 - Children, Families, and Communities
Examines the demographic diversity of contemporary American families and early care, and education’s multiple roles in responding to that diversity. The role of the community in supporting families will be examined through reading theoretical reviews and research studies and evaluating community resources. Current practice that enhances family involvement will be evaluated. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 450 - Senior Seminar: Research in Early Childhood Education
Designed to explore the role of research in current topics in Early Childhood Education, this synthesizing course examines research and practice through an in-depth study of a particular issue. Each topic of contemporary relevance will be chosen by the instructor. Each student demonstrates the ability to read and discuss technical aspects of relevant research and to conduct a small study on the topic. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 460 - Student Teaching and Seminar in Early Childhood Education Pre-K-3
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in Pre-K to Grade 3 classrooms. Following a school’s schedule and working with classroom teachers, their students, and other school personnel, student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Course is repeatable once for credit. Pass/Fail: Pass/Fail only Course Typically Offered: Every semester
Prerequisite(s): A cumulative GPA of 2.75 or higher; Candidacy; completion of all professional courses with a B- or higher with one exemption (not including practica), or permission from instructor,
Credits: 7.5
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ECH 477 - Special Topics in Early Childhood Education
Provides students with the opportunity to cover specialized topics not included in regular course offerings. May be repeated for credit when the topic differs. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECH 490 - Student Teaching in Early Childhood Education B-K
Student teachers participate in a variety of supervised experiences in early education settings to enable them to synthesize educational theory and academic knowledge in B-K settings. Following a program’s schedule and working with program teachers, children and other program personnel, student teachers will develop proficiency with a full teaching load including all of the non-teaching duties. Students will develop a portfolio that synthesizes their learning and demonstrates their ability to meet NAEYC professional standards together with Maine Teaching Standards. Students attend a weekly seminar. Course is repeatable once for credit. Pass/Fail: Pass/Fail only. Course Typically Offered: Varies.
Prerequisite(s): A cumulative GPA of 2.75 or higher; Candidacy; completion of all professional courses with a B- or higher with one exemption (not including practica), or permission from instructor.
Credits: 7.5
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Early Childhood Special Education
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ECS 103 - Introduction to Teaching Early Childhood Special Education
Introduces the field of early intervention and early childhood special education. Students learn guidelines for best practices in inclusive early childhood programs and gain introductory knowledge of the unique needs of children with disabilities and their families. Field observations are a required part of the course. Course Typically Offered: Every year.
Prerequisite(s): None.
Credits: 3
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ECS 207 - Guidance and Behavioral Interventions for Social Emotional Challenges in Early Childhood Special Education
A multidisciplinary approach is used to examine causes of young children’s social emotional challenges. Students learn techniques for guiding social emotional development, preventing disruptive behaviors, and developing interventions that can be used in home, therapy, and school settings. Course Typically Offered: Varies.
Prerequisite(s): ECS 103 or permission of the instructor.
Credits: 3
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ECS 277 - Topics in Early Childhood Special Education
Topics and practices related to Early Childhood Education as selected by program and/or guest faculty. Course Typically Offered: Varies.
Prerequisite(s): Varies with topic.
Credits: 3
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ECS 280 - Specially Designed Instruction for the Young Child with Disabilities
Focuses on planning and implementing interventions based on the strengths and challenges of the individual child with disabilities. Students will actively participate in IFSPs and IEPs to plan interventions and monitor progress, as well as develop individualized accommodations, modifications, and specialized instruction to support learning and development. Course Typically Offered: Varies.
Prerequisite(s): ECS 103 or permission of instructor.
Credits: 3
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ECS 281 - Strategies for the Inclusive Early Childhood Classroom
In this course, students will develop strategies to use in inclusive classrooms serving young children with delays and disabilities and their typically developing peers. Interventions will be designed based on assessment data, universal design for learning principles, evidence-based practices, learning standards, family needs, and children’s interests. Course Typically Offered: Varies.
Prerequisite(s): ECS 103 or permission of instructor.
Credits: 3
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ECS 296 - Introductory Practicum & Seminar in Early Childhood Special Education
Entry-level practicum that provides an experience in working with children with disabilities or developmental delays. Students may be placed in home-based, center-based, school, or community-based settings. The practicum includes observing and implementing individualized instruction for young children with developmental differences. Students attend a weekly on-campus seminar, in addition to 8 hours per week in the field. Course Typically Offered: Varies.
Prerequisite(s): ECS 103 or permission of instructor.
Credits: 3
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ECS 297 - Independent Study in Early Childhood Special Education
Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Course Typically Offered: Varies.
Prerequisite(s): None.
Credits: 1-3
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ECS 303 - ACES and Trauma Informed Early Childhood Practice
The course explores adverse childhood experiences (ACES) and trauma and how they affect the life and experiences of young children. Effects on brain development and associated developmental outcomes will be explored. The role of protective factors and trauma informed classroom practices in promoting resilience and adaptive function in the face of risks will be considered. Cross-Listed: ECH 303 Course Typically Offered: Varies.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 3
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ECS 306 - The Opioid Crisis, Young Children, and Families
Focuses on how children and families are affected by the opioid crisis nationally and in Maine. Students will study the social determinants of substance use, including factors influencing addiction and treatment, and the effects of opioids on child development, with special attention paid to Neonatal Abstinence Syndrome (NAS) and development across developmental domains. Models of care and resources for supporting children and families affected by substance use are explored. Course Typically Offered: Varies.
Prerequisite(s): Candidacy in Education or permission of instructor.
Credits: 3
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ECS 377 - Topics in Early Childhood Special Education
Topics and practices related to education as selected by program and/or guest faculty. Course Typically Offered: Varies.
Prerequisite(s): Varies with topic.
Credits: 3
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ECS 396 - Advanced Practicum & Seminar in Early Childhood Special Education
This practicum provides an in-depth experience in working with children with disabilities. Students may be placed in home-based, center-based, school, or community-based settings. The practicum focuses on implementing individualized instruction for young children with developmental differences. Students attend a weekly on-campus seminar, in addition to 8 hours per week in the field. Course Typically Offered: Varies.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 3
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ECS 397 - Independent Study in Early Childhood Special Education
Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Course Typically Offered: Varies.
Prerequisite(s): None.
Credits: 1-3
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ECS 401 - Culturally Responsive Intervention Practices
Students take a developmental perspective in examining delays and disabilities of young children across early childhood settings (educational, therapeutic, and community). Special emphasis is given to how children and families of different cultures may perceive disability. Students will practice developing interventions that are culturally responsive as well as developmentally appropriate. Course Typically Offered: Varies.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 3
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ECS 404 - Early Intervention
Focuses on the provision of family-centered services to infants and toddlers, as discussed in Part C of IDEA. Students learn relationship-based approaches for providing services that support the development of very young children with disabilities and their families. Course Typically Offered: Varies.
Prerequisite(s): Candidacy in Education or permission of instructor.
Credits: 3
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ECS 460 - Student Teaching in Early Childhood Special Education B-5
Student teachers participate in a variety of supervised experiences in early education special education settings to enable them to synthesize educational theory and academic knowledge in work with children ages B-5. Following a program’s schedule and working with program teachers, children, and other program personnel, student teachers will develop proficiency with a full teaching load including all of the non-teaching duties. Students will develop a portfolio that synthesizes their learning and demonstrates their ability to meet NAEYC professional standards together with Maine Teaching Standards. Students attend a weekly seminar. The course is repeatable once for credit. Course Typically Offered: Every year.
Prerequisite(s): A cumulative GPA of 2.75 or higher; Candidacy; completion of all professional courses with a B- or higher with one exemption (not including practica), or permission from the instructor.
Credits: 7.5
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ECS 476 - Assessment for Young Children At-Risk for Disability
This course focuses on the assessment and evaluation process including screening, formal assessment, eligibility determination, IFSP/IEP documentation, progress monitoring, and transition. The course requires students to administer informal and formal assessments, interpret data, and learn how to write an assessment report. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 3
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ECS 477 - Topics in Early Childhood Special Education
Topics and practices related to education as selected by program and/or guest faculty. Course Typically Offered: Varies.
Prerequisite(s): Varies with topic.
Credits: 3
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ECS 497 - Independent Study in Early Childhood Special Education
Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Course Typically Offered: Varies.
Prerequisite(s): Candidacy and permission of instructor.
Credits: 1-3
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Economics
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ECO 101 - Principles of Macroeconomics
This course introduces the tools and techniques of macroeconomic analysis. Topics include measurement of aggregate economic activity, relationship of consumption and saving to income, elements of aggregate demand, money and banking systems, fiscal and monetary policies designed to maintain full employment and price stability, and international trade and balance of payments. Course Typically Offered: Every semester.
Prerequisite(s): None.
Credits: 3
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ECO 102 - Principles of Microeconomics
This course introduces the economic choice behavior of individual households, business firms, and resource owners. Topics include resource allocation, consumer equilibrium, supply and demand analysis, cost analysis, price and output determination under different market structures, factor price determination, and labor markets. Also includes application of microeconomic analysis to current economic problems including energy, pollution, discrimination, and urban change. Course Typically Offered: Every semester.
Prerequisite(s): None.
Credits: 3
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ECO 228 - Environmental and Natural Resource Economics
This course considers the economics aspects of resource and environmental issues. The concepts of externalities, public goods, and common property resources are covered as well as the measurement of costs and benefits of environmental policy in order to estimate socially optimal levels of environmental quality. Applications of these tools will be made to air and water pollution, fisheries, and energy. Various policy responses to environmental issues, such as regulation, marketable permits, and tax incentives, will be discussed. Course Typically Offered: Every 2 years.
Prerequisite(s): ECO 101 or ECO 102 or permission of the instructor.
Credits: 3
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ECO 230 - Behavorial Economics
Behavioral economics relaxes the traditional assumption of rationality built into many economic models to explore the impact of cognitive ability, social interaction, moral motivation, and emotional responses on human behavior and economic outcomes. These influences are motivated by empirical findings in psychology, sociology and related disciplines, as well as the field of experimental economics. Behavioral economics seeks to generate insights, make more accurate predictions, and suggest welfare improving policies. The course will include simulations to generate data under controlled conditions to provide a framework to test behavioral outcomes. Pass/Fail: Pass/Fail option Course Typically Offered: Every 2 years.
Prerequisite(s): ECO 101 and ECO 102 .
Credits: 3
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ECO 245 - Crisis Economics
This timely course will discuss current economic problems and crises, provide an examination of potential causes, and explore potential solutions. Course Typically Offered: Every 3 years.
Prerequisite(s): None.
Credits: 3
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ECO 260 - The Global Majority
This course covers the most important issues related to the development process of the global majority. The Global Majority is defined as about 85 percent of the world’s population living in developing countries. The central theme of development is based on rudimentary economic theory and equally important human dimensions of development. Applications of elementary economic analysis are supplemented by non-traditional materials such as films or novels. Particular emphasis will be placed on the impact of culture and institutions on economic outcomes. The main objectives of this course are to provide students with an introduction to the plight of developing countries, alternate paths of development, and relationships between industrialized and developing countries. Pass/Fail: Pass/Fail option Course Typically Offered: Every 2 years.
Prerequisite(s): None.
Credits: 3
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ECO 277 - Special Topics in Economics
The study of a specialized topic not offered in the usual curriculum. Course Typically Offered: Varies.
Prerequisite(s): Varies by topic.
Credits: 3
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ECO 305 - International Economics
This course covers the theory and issues of both international trade and international finance. Topics include comparative advantage and the gains from trade among countries, trade agreements and trade issues, as well as the US balance of payments. Different exchange rate regimes, international institutions, and international monetary systems will also be discussed. Course Typically Offered: Every 2 years.
Prerequisite(s): ECO 101 and ECO 102 .
Credits: 3
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ECO 308 - Intermediate Microeconomic Theory
This course covers intermediate microeconomic theory. The behavior and choices of consumers and firms will be discussed and analyzed. Market efficiencies and inefficiencies will be covered as well. Course Typically Offered: Every 3 years.
Prerequisite(s): ECO 101 and ECO 102 .
Credits: 3
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ECO 309 - Money and Banking
Examines the nature and functions of money and other financial assets and the structure and operation of the monetary system in the United States. Analyzes national and international financial markets. Examines macroeconomic stabilization theory and policy. Course Typically Offered: Every 2 years.
Prerequisite(s): ECO 101 and ECO 102 .
Credits: 3
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ECO 377 - Special Topics in Economics
The study of a special topic in economics not offered in the economics curriculum. Examples include: The Economics of Women, Comparative Economics Systems, Development Economics, Labor Economics, Public Economics and Health Economics. Course Typically Offered: Varies.
Prerequisite(s): 8 hours in Economics plus junior or senior standing; further prerequisites at the discretion of the instructor.
Credits: 3
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ECO 385 - Projects in Business and Economics
This will be a project-based, experiential learning course. The primary goal of the course is to develop skills in applying business and economics principles to solve real work problems. The process will be preceded by foundations in project management, leadership, group dynamics, and research methodology. The students will be evaluated not only on their approach, findings and presentation of their research study/project but also on the manner in which they worked together in a group, provided leadership and other group functions as well as the insights they developed into their functioning within teams. This course aims to develop leadership, problem-solving, and analytical skills, as well as providing mechanisms for facilitating such processes. Course Typically Offered: Every 2 years.
Prerequisite(s): Junior standing or Permission of the instructor.
Credits: 3
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ECO 396 - Internship in Economics
The internship experience requires the application of prior academic business/economics course work. Proposals should be developed in consultation with a faculty member and submitted in writing to the Chairperson of the Division of Social Sciences and Business for approval prior to registration. Upon the conclusion of the internship, the student must submit a comprehensive report on the experience to the supervising faculty member. No student is permitted to enroll for more than fifteen credits in ECO 396. Credits will be allowed on the basis of 32 work hours per credit. Pass/Fail: Pass/Fail only Course Typically Offered: Varies.
Prerequisite(s): Senior standing and divisional permission required.
Credits: 3-15
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ECO 397 - Independent Study in Economics
An opportunity to pursue an area of economic inquiry. Requires completion of research project and reading program. Cannot substitute for a required course. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): ECO 308 and ECO 309 .
Credits: 3
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ECO 477 - Special Topics in Economics
The study of a specialized topic not offered in the usual curriculum. Course Typically Offered: Varies.
Prerequisite(s): Varies by topic.
Credits: 3
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Education
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EDU 102 - Experiences of Schooling
This course is designed to engage students in an exploration of how experiences of schooling are shaped by historical and political trends, diversity in society and the classroom, and theories of knowledge and learning. Students will reflect on how key course concepts have affected their own experiences of schooling and use these concepts to inform their vision for educational aims, structures, curriculum, methods, and relationships. Course Typically Offered: Every semester.
Prerequisite(s): Secondary Education major, World Languages Teacher Education major, Health & Physical Education major, or Community Health Education major with School Health Concentration or permission of the instructor.
Credits: 3
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EDU 125 - Becoming a Teacher
Students will explore the role elementary education plays in today’s society. We will examine the purposes of schooling, teaching as a profession, the role of a learner, and what it means to work in the field of education. Course Typically Offered: Every semester.
Prerequisite(s): Elementary Education Major or permission of the instructor.
Credits: 3
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EDU 201 - Curriculum and Assessment in Elementary Education
Students will examine what is meant by the term “curriculum” and will gain familiarity with a variety of curricular tools that are frequently used in elementary schools. They will use this knowledge as they plan for teaching and learning. Students will also learn about the role of various types of assessments and how they can be used to support student learning. Students will design, implement, and analyze assessment data and use this to guide instructional decisions. Course Typically Offered: Every semester
Prerequisite(s): EDU 125 ; Education Major; Concurrent enrollment in EDU 202 : Practicum and Seminar in Elementary Education.
Credits: 3
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EDU 202 - Practicum and Seminar in Elementary Education
Practical experience in a public school classroom. The student works with a mentor teacher in an assigned classroom and participates in a weekly seminar. In the classroom, the student works with individuals and small groups while developing professional knowledge and responsibilities. Course Typically Offered: Every semester.
Prerequisite(s): EDU 125 ; Education Major; Concurrent enrollment in EDU 201 ; Valid/Current Criminal History Records Check.
Credits: 3
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EDU 222 - Theories and Frameworks of Learning in Grades 6-12
What will you teach and how will you support student learning? In this course you will delve into state and national standards: the scope and sequence of what students should learn. You will explore theory and best practices that enhance teaching and learning in middle and high school classrooms. Overarching themes woven throughout the course include the Understanding by Design curriculum planning framework for unit design, digital literacy, state and national standards, educational philosophies, and student-centered teaching strategies. Course Typically Offered: Every semester.
Prerequisite(s): EDU 102 & EDU 285 ; completion of Maine DOE’s Criminal History Records Check; GPA 2.5, Secondary Education major, World Languages Teacher Education major. This course can only be taken concurrently with EDU 223 and EDU 224 and is recommended to be taken concurrently with SED 300 .
Credits: 3
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EDU 223 - Teaching and Assessing for Student Learning in Grades 6-12
How can you engage and challenge each student and be assured that they are learning? Building on the best practices learned in EDU 222, you will develop knowledge, skills, and dispositions in designing lesson plans and delivering them with student learning in mind. Learn how to design and carry out appropriate assessments that meet the needs of all learners including technology-based assessments. Details of instructional planning include the improved use of small groups, classroom space, and appropriate teaching materials, differentiated instructional strategies, technology integration, and approaches to classroom management. Course Typically Offered: Every semester.
Prerequisite(s): EDU 102 & EDU 285 ; completion of Maine DOE’s Criminal History Records Check; GPA 2.5, Secondary Education major, World Languages Teacher Education major. This course can only be taken concurrently with EDU 222 and EDU 224 and is recommended to be taken concurrently with SED 300 .
Credits: 3
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EDU 224 - Practicum Field Experience
The Practicum Field Experience is an early classroom experience for college students thinking of becoming teachers in middle and secondary schools. By spending time in an assigned classroom and participating in seminars, students will shift their perspective from that of a student to that of a teacher. This experience should be viewed as pre-student teaching and is designed in part to provide the college student with the opportunity to make career choices. Practicum students work in the classroom with students on a one-to-one basis, in small and large groups, and as a whole class. The extent of involvement with each of these will depend on the needs of the teacher, the organization of the classroom, and the stage of development of the practicum student. Practicum students have varied backgrounds and experiences that will be utilized to enrich the learning opportunities for the students in the classroom and the practicum student. This program is a shared professional responsibility among teachers, administrators, and UMF faculty to provide a professional classroom experience for college students seeking a career in teaching. Course Typically Offered: Every semester.
Prerequisite(s): EDU 102 & EDU 285 ; completion of Maine DOE’s Criminal History Records Check; GPA 2.5, Secondary Education major, World Languages Teacher Education major. This course can only be taken concurrently with EDU 222 and EDU 223 and is recommended to be taken concurrently with SED 300 .
Credits: 3
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EDU 277 - Topics in Education
Topics and practices related to education as selected by program and/or guest faculty. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): Varies with topic.
Credits: 3
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EDU 285 - Diversity Issues in Education
This course will address the diversity issues of race, culture, gender, ethnicity, class, sexual orientation, gender expression and identity, age, and ability as they relate to teachers and students. The impact of diversity issues on classroom interaction and curriculum decisions and materials will be a major focus. The course will also increase students’ familiarity with culturally proactive and responsive approaches to teaching and learning, engaging with both teaching stances and strategies. Course Typically Offered: Every semester.
Prerequisite(s): Education Major or permission of instructor.
Credits: 3
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EDU 296 - Practicum Field Experience
The EDU 296 Practicum Field Experience is a classroom experience for college students thinking of becoming school health or physical education teachers in elementary, middle and/or secondary schools. By spending time in an assigned classroom and participating in seminars, students will shift their perspective from that of a student to that of a teacher. This experience should be viewed as pre-student teaching and is designed in part to provide the college student with the opportunity to make career choices. Practicum students work in the classroom with students on a one-to-one basis, in small and large groups, and as a whole class. The extent of involvement with each of these will depend on the needs of the teacher, the organization of the classroom, and the stage of development of the practicum student. Practicum students have varied backgrounds and experiences. These strengths and experiences should be utilized to enrich the learning opportunities for the students in the classroom and the practicum student. This program is a shared professional responsibility among teachers, administrators and UMF faculty to provide a professional classroom experience for college students seeking a career in teaching. Course Typically Offered: Every year.
Prerequisite(s): Recommendation of advisor; completion of Maine DOE’s Criminal History Records Check; GPA 2.75, Community Health Education major with School Health & PE Concentration.
Credits: 3
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EDU 303 - Children’s Literature
This course is designed to acquaint prospective elementary teachers with children’s books and develop knowledge of and appreciation for literature, including literature that represents widely diverse perspectives. The course will provide the student with an opportunity to develop standards for book selection and evaluation, discover how to help children respond to literature, and to discover the relationship of books to child growth and development. Course Typically Offered: Every semester.
Prerequisite(s): EDU 125 , EDU 201 , and EDU 202 .
Credits: 3
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EDU 306 - Teaching Multilingual Learners PreK-12
This course provides an overview of current research related to methods of teaching students from multilingual homes who face the challenge of learning academic English while mastering the same core content standards that are expected of all students. Topics addressed will include, but not be limited to, honoring home language and culture, enhancing academic language learning in content teaching, and teaching strategies to achieve a more equitable educational environment for multilingual learners. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 3
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EDU 321 - Middle Level Teaching Methods
Students in this course will consider the education of middle-level learners and explore approaches to curriculum, instruction, and assessment appropriate for young adolescents. Topics will include interdisciplinary teaching and learning, integrated curriculum, project and problem-based learning, and the integration of middle-level appropriate technologies. Course Typically Offered: Every year.
Prerequisite(s): Education Major or permission of instructor.
Credits: 3
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EDU 322 - Middle Schools and Middle Schoolers
Students in this course will focus on the philosophical foundations of middle-level programs and learning environments for young adolescents. Topics will include the role of a teacher as a middle-level professional, developmentally responsive practices to support the nature and needs of young adolescents, and contemporary issues associated with middle-level education. Course Typically Offered: Every year.
Prerequisite(s): Education Major or permission of instructor.
Credits: 3
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EDU 330 - Young Adult Literature
This course focuses on the rapidly expanding genre of young adult literature and its classroom uses. Prospective teachers will read widely in the genre, familiarizing themselves with authors, titles, trends, and recent developments. At the same time, they will consider questions of the role of reading and literature in the classroom and the lives of students, as well as plan curriculum and instruction around the genre. Course Typically Offered: Spring only.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 3
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EDU 377 - Topics in Education
Topics and practices related to education not regularly offered in the education curriculum. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): Varies with topic.
Credits: 3
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EDU 379 - Field Experience in World Language Education
A one-credit field experience in a language classroom. Emphasis is on learning practical applications of World Language teaching methodology. Students observe and practice language teaching methods in a real-world classroom. Course Typically Offered: Every 2 years.
Prerequisite(s): Prerequisites: At least one post-201 FRE course. Limited to major in World Language Education: French.
Credits: 1
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EDU 389 - Advanced Practicum and Seminar in Elementary Education
Advanced Practicum and Seminar for Elementary Education is intended to be a bridge between EDU 202 and Student Teaching. It is designed to provide opportunities for the expansion of small-group work and whole-class instruction. Course topics include professional writing, gathering and analyzing data, and lesson plan development. Analysis of best practices in classroom management, differentiation, and assessment is grounded in standards-based instruction. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy, Junior Status or Above, Concurrent Enrollment in EDU 424 and EDU 425 , Valid/Current Criminal History Records Check.
Credits: 3
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EDU 396 - Advanced Practicum Field Experience
The EDU 396 Advanced Practicum Field Experience is a classroom experience for college students planning on becoming teachers in school health and physical education & secondary education who have already taken an initial practicum class. This advanced practicum is designed to give students an additional experience working with students in a public school setting. Working in cooperation with a mentor teacher in the school and with a university faculty member, students will accomplish a variety of instructional and professional growth activities. If there is additional space available in the course, education students who have completed all of their required practicums and have room in their program for an additional practicum may enroll with instructor permission. Course Typically Offered: Every year.
Prerequisite(s): Recommendation of advisor; completion of Maine DOE’s Criminal History Records Check; EDU 296 or EDU 224 or permission, Candidacy.
Credits: 3
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EDU 397 - Independent Study in Education
Independent study provides an opportunity for a student to initiate, design and carry out a research project or educational activity under supervision of appropriate staff. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): Candidacy and permission of the instructor.
Credits: 3
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EDU 403 - Mathematics Methods for Elementary Education
This course will address policy and trends in mathematics education in elementary school. The course will focus on current practices in teaching mathematics and will include lesson planning, assessment, integration, accessibility, curriculum design, mathematical communication, and the use of appropriate mathematical tools, manipulatives, and strategies. Students will be exposed to current research in mathematics education, and to national, state, and local discussions around the purpose of mathematics teaching and learning. Students will also engage in multiple approaches to problem-solving across content areas and grade levels. Course Typically Offered: Every semester.
Prerequisite(s): Two courses in mathematics; Candidacy; Junior status or above.
Credits: 3
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EDU 404 - Science Methods for Elementary Education
This course will focus on the inquiry- and constructivist-based model of learning and teaching science. The emphasis of the course will be on the strategies, activities, and assessments that may be used to teach a diverse community of learners in the elementary classroom. It will also include STEM (science, technology, engineering, and mathematics) education. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy, Junior Status or Above.
Credits: 3
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EDU 405 - Social Studies Methods and Global Perspectives in Elementary Education
This course addresses the design and implementation of social studies curriculum and pedagogy by focusing on the incorporation of global perspectives and the use of the methods of social studies inquiry to engage learners in elementary classrooms. This course will also include opportunities for application. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy.
Credits: 3
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EDU 406 - Design and Technology in Elementary Education
This course will provide an interdisciplinary approach to integrating educational technology and design teaching principles across disciplines. Students will explore educational technology theory and practice through problem-, project-, and inquiry-based learning activities, engaging in elements and practices of STEAM education. Students will examine the International Society of Technology in Education Educator Standards and put them into practice through reflective questioning and application of technology-supported teaching and learning strategies. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy, Junior Status or Above, Concurrent Enrollment in EDU 423 .
Credits: 3
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EDU 409 - Social Studies Methods for Middle and Secondary Education
The primary goal of this course is to introduce each student to a variety of issues related to middle and secondary school social studies and multicultural education. Issues include censorship; academic freedom; and the place of history, geography, economics, political science, anthropology, psychology, and sociology in the curriculum. Each student will develop their own perspective on these issues, especially as they relate to forming a personal philosophy of social studies education and selecting instructional methods and curricular materials. Course Typically Offered: Fall only.
Prerequisite(s): Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 3
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EDU 410 - Science Methods for Middle and Secondary Education
Students will explore topics relevant to effective and equitable science teaching at the middle and high school levels. Course activities will focus on developing understanding in some of the following areas: state and national standards, teaching and assessment strategies, instructional planning, labs and lab safety, and the nature of science. Course Typically Offered: Every second Fall only on even numbered years.
Prerequisite(s): Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 3
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EDU 411 - Math Methods for Middle and Secondary Education
Students will explore methodological, curricular, and professional issues in mathematics education. Focus includes the following topics: middle and secondary school math; implementation of curriculum, instruction, and assessment; connections to local, state, and national standards; mathematics anxiety and avoidance; misconceptions and missing foundational math concepts; use of concrete materials and experiences; problem-solving; use of technology; professional development and leadership. Course Typically Offered: Every second Fall only on even numbered years.
Prerequisite(s): Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 3
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EDU 412 - English Methods for Middle and Secondary Education
This course further develops prospective teachers’ understanding of what it means to teach and learn English in middle and secondary schools. While some topics may change from semester to semester, central questions revolve around lesson and unit planning, teaching poetry, developing a professional identity, and working with local, state, and national standards. Course Typically Offered: Fall only.
Prerequisite(s): Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 3
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EDU 420 - Curriculum, Instruction and Assessment for Multilingual Learners
This course fosters abilities to modify learning environments that support the diversity of linguistic, cultural, and social experiences of all students. Through the examination of various language acquisition methods, materials, and strategies, participants will develop toward becoming guides and advocates for multilingual learners. They will investigate their own beliefs and values as they pertain to working with people of various backgrounds with the goal that all students progress academically, linguistically, and socially. Finally, participants will develop a pedagogical understanding that effectively connects culturally situated knowledge to equitable learning experiences. This course involves a field component, usually online. Course Typically Offered: Spring semester.
Prerequisite(s): Diversity course(s) from the student’s respective major (ENG 224 ; or ECH 200 ; or EDU 285 and EDU 306 ); and Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 3
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EDU 422 - Reading, Writing, Language Arts, and Children’s Literature in Grades 4-8
This course will focus on literacy instruction for students in grades 4-8. Course content will include a focus on theories of instruction in reading, writing, and language arts, as well as strategies and skills emphasized within each theoretical framework; consideration of struggling readers and writers; techniques for evaluating literature available for children in grades 4-8 as well as integrating this literature into reading and language arts instruction; and a variety of formal, informal, summative and formative assessment techniques. Consideration will be given to strategies and skills that help children in grades 4-8 develop competence in the areas of language development; knowledge of and appreciation for literature, including literature that represents widely diverse perspectives; writing; comprehension; vocabulary; and word study. Course Typically Offered: Every semester.
Prerequisite(s): Junior status or above; Elementary Education major; Candidacy.
Credits: 6
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EDU 423 - Teaching Reading and Language Arts in the Elementary School
This course will focus on literacy instruction for students in elementary school. Course content will include a focus on theories of instruction in reading, writing, and language arts as well as strategies and skills emphasized within each theoretical framework; consideration of struggling readers and writers; and a variety of formal, informal, summative, and formative assessment techniques. Consideration will be given to strategies and skills that help children develop competence in language development, writing, comprehension, vocabulary, fluency, word recognition, phonics, and phonemic awareness. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy, Junior Status or Above, Concurrent Enrollment in EDU 406 .
Credits: 6
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EDU 424 - Learning Environments and Communities for Elementary Teachers
This course examines the ways social and physical environments influence how children learn. Schools also socialize children into society-providing a space for both reinforcing and challenging norms. In this course, we will look at structures and strategies that support learning as well as interrogate social and cultural factors that influence these environments. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy, Junior Status or Above, Concurrent Enrollment in EDU 389 and EDU 425 .
Credits: 3
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EDU 425 - Teacher Inquiry
The purpose of this course is to develop an inquiry stance for continual growth in pedagogical practices. Teaching is complex work demanding on-the-spot decision-making. This course introduces the tools, philosophy, and tradition behind teacher inquiry. Students will dually have the opportunity to pursue real-world questions while also learning protocols and approaches to support ongoing investigation. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy, Junior Status or Above, Concurrent Enrollment in EDU 389 and EDU 424 .
Credits: 3
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EDU 450 - Student Teaching and Seminar in Elementary Education
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in K-8 classrooms. Following a school’s schedule and working with classroom teachers, their students, and other school personnel, student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Course is repeatable once for credit. Pass/Fail: Pass/Fail only Course Typically Offered: Every semester.
Prerequisite(s): A cumulative GPA of 2.75 or higher; Candidacy; completion of all professional courses with a B- or higher.
Credits: 7.5
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EDU 460 - Student Teaching and Seminar for Middle & Secondary Education
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in 6-12 classrooms. Following a school’s schedule and working with classroom teachers, their students and other school personnel, student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Course is repeatable once for credit. Pass/Fail: Pass/Fail only Course Typically Offered: Every semester.
Prerequisite(s): Candidacy in Education; a cumulative GPA of 2.75 or higher; completion of 80% of required coursework in the arts and sciences concentration and 80% of professional education courses with a B- or higher.
Credits: 7.5
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EDU 477 - Topics in Education
Topics and practices related to education not regularly offered in the education curriculum. Pass/Fail: Pass/Fail option Course Typically Offered: Varies.
Prerequisite(s): Varies with topic.
Credits: 3
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EDU 480 - Student Teaching and Seminar in World Language Education PK-12
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in PK-12 World Language classrooms. Following a school’s schedule and working with classroom teachers, their students and other school personnel, student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Course is repeatable once for credit. Pass/Fail: Pass/Fail only Course Typically Offered: Every semester.
Prerequisite(s): A cumulative GPA of 2.75 or higher; Candidacy; completion of all professional courses with a B- or higher.
Credits: 7.5
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EDU 490 - Student Teaching and Seminar in School Health Education PK-12
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in PK-12 classrooms. Following a school’s schedule and working with classroom teachers, their students and other school personnel, student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Course is repeatable once for credit. Pass/Fail: Pass/Fail only Course Typically Offered: Every semester.
Prerequisite(s): Candidacy in Education; a cumulative GPA of 2.75 or higher; completion of all of required coursework in the arts and sciences concentration and all professional education courses with a B- or higher.
Credits: 7.5
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EDU 491 - Student Teaching and Seminar in School Health Education & PE
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in pre-K through grade 12 PE and Health classrooms. Following a school’s schedule and working with both health and PE teachers, their students and other school personnel, student teachers increase their responsibilities over time. The target is to assume a full teaching load including all of the non-teaching duties. Students participate in a weekly seminar during their student teaching experience. Course is repeatable once for credit. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy in Education; a cumulative GPA of 2.75 or higher; completion of all of required coursework in the arts and sciences concentration and all professional education courses with a B- or higher.
Credits: 7.5
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English
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ENG 100 - Writing Seminar
Limited enrollment course designed to facilitate students’ transition to academic writing for college. The focus is on developing college writing ability, using readings, discussion, and research as material for writing. Assignments range from personal narrative to analysis and reasoned argument. Each section has a topic, which changes semester to semester and indicates the kind of reading and thematic exploration students will do as they work on their writing. Course Typically Offered: Every semester.
Prerequisite(s): None.
Credits: 3
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