Addendums

Certificate in Artificial Intelligence in Education (YourPace) - Approved 12/04/25

The Graduate Certificate in Artificial Intelligence in Education is designed for professionals seeking to thoughtfully and ethically integrate Al into teaching, learning, and leadership in educational settings. This flexible program combines foundational knowledge with practical strategies, offered through accessible pathways to meet the diverse needs of working educators.

Core courses ground participants in critical perspectives and authentic practice. Inclusive and Ethical Al for Today equips educators to examine issues of equity, ethics, and transparency in Al use. Educator Practices for Teaching and Learning with Al provides strategies for designing inclusive, learner-centered experiences supported by Al tools. Al-Supported Data Science for Educators introduces accessible, coding-free methods for collecting, analyzing, and interpreting data, preparing educators to make data-informed instructional decisions with the support of generative Al.

Elective options allow participants to tailor the program to their professional interests. Choices include leading Al-integrated instructional design, rethinking writing in the age of Al, exploring historical and ethical contexts, and advancing Al-powered language learning.

Completion of this certificate requires five (5) UMF courses:

EDU 500 Inclusive and Ethical Al for Today Credits: 3 (Required)

Al is already changing how we teach, learn, and make decisions but not always in ways that are fair or transparent. This course equips participants to critically examine the ethical, legal, and equity-related dimensions of Al and related digital tools. Through real-world case analysis and reflective practice, learners will explore how Al can support differentiated instruction, promote or undermine inclusion, and influence teaching and learning.

EDU 521 Educator Practices for Teaching and Learning with Al Credits: 3 (Required)

This course is designed for educators seeking to enhance their teaching practices through thoughtful and responsible integration of artificial intelligence (Al). Grounded in the needs of teachers and learners, the course emphasizes how Al can serve as a tool to support instructional planning, foster personalized and deeper learning, and strengthen connections within the classroom. Educators will engage in critical reflection on ethical use, equity, and learner-centered design. Through case studies, guided exploration, and a culminating design challenge, participants will build practical strategies and the professional confidence to use Al in ways that align with their goals and values as educators.

EDU 507 Al-Supported Data Science for Educators Credits: 3 (Required)

This course introduces educators to the fundamentals of data science using accessible, coding free tools. Participants will learn to collect, organize, and analyze data using spreadsheets and generative Al to support data-informed decision-making. Emphasis is placed on designing statistical questions, summarizing and visualizing data, and interpreting results to enhance teaching and learning experiences. Through practical activities, educators will explore ethical considerations in Al-assisted data use and develop responsible practices for their own professional contexts. The course equips participants with practical strategies to integrate Al supported data analysis into a variety of educational settings to personalize learning and expand opportunities for all learners to succeed.

EDU 509 Leading Al-Integrated Instructional Design Credits: 3 (Elective)

The aim of this course is to empower educators to lead instructional innovation by strategically integrating Al into learning design. Participants will explore how Al can support curriculum development, adaptive learning, and instructional planning at both the course and program levels. Emphasis is placed on leadership in design4collaborating with stakeholders, guiding teams, and influencing institutional practices that align with equity-centered and learner-driven values. Through case studies, simulations, and design challenges, participants will create Al supported learning experiences that are scalable, engaging, and pedagogically sound. This course supports professional growth and leadership by preparing participants to mentor other in responsible Al implementation.

EDU 518 Rethinking Writing in the Age of Al Credits: 3 (Elective)

This course explores how artificial intelligence is transforming writing practices, pedagogies, and professional contexts. Using Gemini as the primary Al writing tool, students will develop foundational Al literacy, examine ethical implications, design learning experiences that integrate Al responsibly, and reflect on their professional growth as educators. Through practical applications and reflective analysis, students will build competencies to navigate and leverage Al writing technologies while maintaining pedagogical integrity and promoting equitable access.

EDU 537 Al in Context: History, Ethics, and Practice for Educators Credits: 3 (Elective)

How is generative Al reshaping how we think, create, teach, and understand what it means to be human? This interdisciplinary course invites educators to explore artificial intelligence not only as a tool, but as a cultural and cognitive force - one that touches everything from authorship to sustainability, memory to creativity, education to equity.

Through four thematic modules, students will analyze Al in historical context, evaluate its ethical dimensions, engage with its environmental and artistic impacts, and design inclusive, imaginative learning experiences. Along the way, they’ll draw insights from fields such as media studies, cognitive science, the arts, disability studies, literary theory, and global cultural traditions. Assignments balance conceptual inquiry with creative experimentation-inviting participants to curate, critique, and even make Al-inspired art. While no technical background is required, students will critically engage with Al tools and case studies relevant to their own teaching or professional settings. By the end of the course, educators will not only understand better than Al4they will be prepared to help others think with it, through it, and about it, in ways that are ethically responsible, pedagogically meaningful, and culturally rich.

EDU 543 Al-Powered Language Learning and Teaching Credits: 3 (Elective)

This course provides language educators with the foundational knowledge and practical skills to effectively integrate Artificial Intelligence (Al) tools into their teaching practices. Participants will explore how Al can enhance all four language skills (reading, writing, listening, speaking), personalize learning experiences, and foster greater student engagement and autonomy in language acquisition. Emphasis will be placed on critically evaluating Al tools, understanding their ethical implications, and developing robust pedagogical strategies for responsible and effective Al integration in diverse language learning contexts.

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Master of Education (M.Ed.) - Approved 7/14/2025

The Master of Education degree program is intended to offer flexible options for students who wish to advance their instruction, curriculum development, policy analysis, and advocacy in educational settings, but who do not with to either specialize in a specific area, such as mathematics education or special education and/or who do not wish to pursue administrative roles. It is also designed with the desires of classroom teachers, many of whom do not wish to conduct formal research, in mind.

All students will participate in a core program of 12 credits. The core of the program emphasizes inquiry in education, policy, curriculum and instruction, and leadership skills. These areas will provide a shared foundation for all program participants. All students will also take at least one graduate-level elective course, allowing them to pursue a topic specific to their interests. In addition to the core, students will select from one of two tracks based on their professional goals and interests. The first track is designed for those who are already certified teachers and those who work in the educational landscape through work on curriculum, policy, or advocacy outside of traditional classroom and/or administrative roles (e.g. museum educators, non-profits, informal learning centers). This group of

students will choose one of UMF’s certificate programs (including the collaborative EDT certificates offered via UM, UMF, and USM). The second track is designed for students who already hold a Bachelor’s degree outside of education who wish to become certified Secondary teachers.

Campus Technology Tools

Students are expected to use the following campus technology tools:

My Campus, the UMF web portal, from which you will be able to log into the sites listed below, as well as Mantor Library, Tk20 (the university assessment database) and UMS Academy (online training resources).
Maine Street, the software where demographic information is stored, registration occurs and grades can be seen.
Brightspace, the learning management system used for hybrid and online courses.
University email.

Required Courses

Four Core Courses (12 credits):

EDU 583 Curriculum, Instruction, and Assessment I: Development and Planning Digital Learners Credits: 3

EDU 523 Public Education History, Philosophy, and Policy Credits: 3

EDU 585 Cultivating Ethical Leadership Credits: 3

EDU 529 Teacher Inquiry Credits: 3

One Elective Course Credits: 3 -one graduate-level class in consultation with advisor

Track 1: Five Courses from an existing UMF Certificate program (15 credits)

Certificate Programs listed here: https://farmington.edu/academics/graduate-continuing-education/graduate-academics/

Track 2: Initial Licensure in Secondary Education (15 credits)

PSY 525 Human Growth and Development Credits: 3

SED 560 Teaching Individuals with Disabilities in the Gen K-12 Classroom Credits: 3

EDU 503 Culturally Responsive Pedagogy and Teaching Methodologies for Multilingual Learners Credits: 3

or other Graduate-level Diversity Class Credits: 3

A Secondary Methods Course - Methods courses (appropriate to content area) will be identified in consultation with the faculty and the Office of Graduate Studies from either the University of Maine at Farmington catalog or another University of Maine System campus.

Note: Students who have successfully completed undergraduate courses in human development, exceptionalities, and /or diversity, or a 3-credit internship, or those who will pursue conditional licensure and follow with a year of probationary teaching, will take graduate-level elective credits in consultation with their advisors to total 30 credits for the Masters.