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Early Childhood Education |
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ECH 404 - Guidance in Early Childhood Education
This is a distance-learning course. Children learn in emotionally safe and secure communities. This course addresses classroom management with an eye towards 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): Regular access to a computer, high speed internet, and basic computer skills as defined by the instructor; Candidacy, practicing educator, cohort member, or permission of the instructor.
Credits: 2
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ECH 405 - Assessment in Early Childhood Education
This is a distance-learning course. A key element of effective, responsive, and reflective practice in early childhood education is assessment. This course will introduce tools and methods across the developmental domains. With a focus on formative assessment, the class will also address where summative assessment is appropriate in early childhood and what it might look like. Attention will be given to how assessment can inform instruction. Course Typically Offered: Varies.
Prerequisite(s): Regular access to a computer, high speed internet, and basic computer skills as defined by the instructor; Candidacy, practicing educator, cohort member, or permission of the instructor.
Credits: 2
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ECH 420 - Planning 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, playgrounds, recreational spaces, and other community-based programs for young children. Multi-disciplinary approach drawing from the fields of Early Childhood Education, Child Development and Architecture. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 4
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ECH 430 - Theories of Learning and Curriculum Development
Applies developmental theory to the construction of curriculum in Early Childhood Education. Studies on child development and learning and the varying effects of different curricular approaches are read and utilized for planning and evaluating programs. Particular attention is given to matching models with needs of children from diverse family backgrounds. Course Typically Offered: Varies.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 4
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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 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: 4
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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 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: 4
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ECH 460 - Student Teaching and Seminar in Early Childhood Education 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 K-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. Pass/Fail: Pass/Fail only
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); and pass the Praxis II Exam for the Education of Young Children at or above the level established by the State of Maine.
Credits: 16
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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: 1-4
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ECH 490 - Internship in Early Childhood Education
A semester-long internship for senior students in Early Childhood Education that places interns in early care and education settings, such as nursery school/prekindergarten, Head Start, and Early Head Start. Interns attend a weekly seminar and develop a portfolio that synthesizes their learning and demonstrates their ability to meet NAEYC professional standards.
Prerequisite(s): Meet Internship eligibility requirements as described in the Program Requirements; Candidacy or permission of the instructor.
Credits: 4-8
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Early Childhood Special Education |
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ECS 103 - Introduction to Teaching Inclusive Early Childhood Special Education
In this course students explore early intervention and early childhood special education. Students learn guidelines for best practice in inclusive early education. Students gain introductory knowledge of the special needs of young children with or at-risk for disability and their families (including families from diverse linguistic and cultural backgrounds), with field observations as a required part of the course. Course Typically Offered: Every year.
Prerequisite(s): None.
Credits: 4
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ECS 205 - Addressing Developmental Differences in Young Children
This course addresses developmental differences of young children with disabilities. Students learn about the interaction of delays in development (cognitive, communication, social/emotional, physical, and adaptive development) and the effect on play and learning. Students learn about accommodations and supports, individually appropriate activities across content/subject areas, IFSP/IEP outcomes/goals, children with significant health care needs, and assistive technology device(s) or alternative and augmentative communication (AAC). Course Typically Offered: Every year.
Prerequisite(s): ECS 103 or ECH 150 or permission of the instructor.
Credits: 4
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ECS 207 - Supporting Social/Emotional Development in Inclusive Settings
This course examines typical and atypical social-emotional development of young children. Risk factors impacting social-emotional development, including trauma, are addressed. Students learn positive behavior supports and intervention, together with strategies for building children’s social competence. Students are introduced to interventions for addressing challenging behaviors. Course Typically Offered: Every year.
Prerequisite(s): ECS 103 or ECH 150 or permission of the instructor.
Credits: 4
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ECS 275 - Intermediate Practicum 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 homebased, center-based, school, or community-based settings. The practicum focuses on observing and implementing individualized instruction for young children with developmental differences. Students will attend a weekly on-campus seminar in addition to 10 hours per week in field. Course Typically Offered: Every year.
Prerequisite(s): ECS 103 and PSY 225S or permission of the instructor.
Credits: 2-4
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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: 2-4
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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: 1-4
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ECS 372 - Instructional Strategies in ECSE Settings 1
This course provides information regarding embedded and differentiated strategies for working with young children with disabilities, their families, and IFSP/IEP team members. The course emphasizes environmental and teacher-supported strategies, accommodations, and the use of assistive technology to support children. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 4
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ECS 373 - Advanced Practicum in Early Intervention
This advanced early intervention practicum and seminar focuses on the provision of family-centered services in natural environments, such as homes and community settings. Students work with a team to plan and implement services in settings that serve children (birth-to-3) and their parents/caregivers. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or instructor permission.
Credits: 4
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ECS 374 - Linking Assessment with Program Planning, Intervention, and Monitoring Children’s Progress
This course explores informal and formal assessments, evidence-based practices, individualizing planning, embedding learning opportunities, and instructional strategies for children with disabilities. Students continue to develop more advanced cultural competencies and strategies for supporting all children and families. Course Typically Offered: Every year.
Prerequisite(s): Candidacy and ECS 372 , or instructor permission.
Credits: 4
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ECS 375 - Advanced Practicum 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 services. The practicum focuses on implementing individualized instruction for young children with developmental differences. Students will attend a weekly on-campus seminar in addition to 10 hours per week in field. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 4
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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: 2-4
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ECS 380 - Collaboration and Teaming within the ECSE Field
This course is designed to provide students with the information needed for effective collaboration with families, teachers, paraprofessionals, related service providers, and other team members. Participants will learn effective models of collaboration and consultation, team member roles and responsibilities, collaborative practices for participating on teams, family-systems perspectives, and strategies for securing appropriate resources for students with disabilities. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or instructor permission.
Credits: 4
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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: 1-4
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ECS 404 - Supporting the Development of Infants, Toddlers, and Their Families in Natural Environments
This infant-toddler early intervention class focuses on the provision of family-centered services as discussed in Part C of IDEA. Students learn various relationship-based approaches for providing services that support the development of very young children with disabilities and their families. Course Typically Offered: Every year.
Prerequisite(s): Candidacy or permission of the instructor.
Credits: 4
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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: 4
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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: 2-4
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ECS 479 - Internship/Student Teaching in Early Childhood Special Education
Internship/student teaching consists of placement in a program which delivers early childhood special education or early intervention services. Students work under the guidance of a mentor while being supervised by a university faculty member. This experience is an opportunity for students to experience teaching, case management, assessment activities, working with families, and other responsibilities of early childhood special education professionals. Students will attend a weekly on-campus seminar in addition to 20 hours (8 credits), 25 hours (10 credits), or 30 hours (12 credits) per week in field. Course Typically Offered: Every year.
Prerequisite(s): Candidacy and student must meet internship eligibility requirements as described in the program requirements.
Credits: 8-12
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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): None.
Credits: 1-4
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Economics |
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ECO 101S - 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: 4
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ECO 102S - 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: 4
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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 101S or ECO 102S or permission of the instructor.
Credits: 4
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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 101S and ECO 102S .
Credits: 4
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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 the 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 an introduction to: The plight of developing countries Alternate paths of development Relationships between industrialized and developing countries Pass/Fail: Pass/Fail option Course Typically Offered: Every 2 years.
Prerequisite(s): None.
Credits: 4
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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): None.
Credits: 2-4
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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 101S and ECO 102S .
Credits: 4
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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 2 years.
Prerequisite(s): ECO 101S and ECO 102S .
Credits: 4
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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 101S and ECO 102S .
Credits: 4
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ECO 325 - Public Finance
This course studies how government policy affects the economy and the welfare of citizens. Examines policy issues including pollution, poverty, tax reform, budget priorities, social security, deficit financing, education and regional development. Course Typically Offered: Every 3 years.
Prerequisite(s): ECO 101S and ECO 102S .
Credits: 4
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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: 4
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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: 4
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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 sixteen 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: 4-16
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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: 4
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ECO 450 - Managerial Economics
The economic model of the firm is developed with emphasis on the increased importance of the efficient use of scarce economic resources. Demand estimation techniques, forecasting, cost analysis, use of economic methodology to execute competitive strategy under conditions of perfect competition, monopoly, monopolistic competition and oligopoly are examined using regression analysis. Course Typically Offered: Every year.
Prerequisite(s): ECO 101S and ECO 102S ; for students in HIS, ECO 101S or ECO 102S .
Credits: 4
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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): None.
Credits: 2-4
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Education |
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EDU 102 - Experiences of Schooling: Foundations of Diversity and Knowledge in American Education
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/Middle Education major or permission of the instructor. Must be taken concurrently with EDU 103 .
Credits: 2
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EDU 103 - Diversity and Social Justice Education 7-12
This course is the first in a set of courses designed to prepare Secondary Education teachers to work with English Language Learners in a variety of settings. This course will address the diversity issues of race, culture, gender, ethnicity, class, affection orientation, age, and ability as they relate to 7- 12 teachers and students. The course will also increase students’ familiarity with culturally proactive and responsive approaches to teaching and learning, engaging them with both stances and strategies for working with English Language Learners. Course Typically Offered: Every semester.
Prerequisite(s): Secondary/Middle Education major or permission of the instructor. Must be taken concurrently with EDU 102 .
Credits: 2
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EDU 125 - Introduction to Theory and Practice in K-8 Education
Introduction to Theory and Practice in K-8 Education provides an overview of the field, including historical and contemporary influences, educational philosophy, observational techniques and the study of teaching from the perspectives of personal and professional development. Course Typically Offered: Every semester.
Prerequisite(s): Elementary Education Major or permission of the instructor. Concurrent enrollment with EDU 280 is required.
Credits: 2
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EDU 202 - Practicum and Seminar in K-8 Education
Practical experience in a public school classroom. The student spends at least six hours per week in an assigned classroom working with a mentor teacher and participates 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: Every semester.
Prerequisite(s): ELE, SED majors; sophomores or above and preregistration with the division. Qualifying Praxis Core scores; Grades of B- or better in one of the following: EDU 125 /EDU 280 .
Credits: 4
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EDU 222 - Learning with Technology in Secondary Education
This course gives students hands-on experience with enhancing and supporting middle/secondary students’ learning through the use of a wide variety of digital tools, media, and resources. Pre-service teachers will gain firsthand experience in evaluating and integrating technology into curriculum, instruction, and assessment in order to create learning environments that address the needs of the diverse learners in today’s classrooms. Students will use self-reflection to enhance personal and professional growth and productivity related to the teaching profession and the use of technology. Course content is integrated with learning in the classroom and the field experiences of EDU 223 , EDU 224 , and SED 361 . Course Typically Offered: Every semester.
Prerequisite(s): EDU 102 /EDU 103 and recommendation of advisor; passing score on Praxis Core (Math, Writing, Reading); completion of Maine DOE’s Criminal History Records Check; GPA 2. 5; Secondary Education major, World Language Teacher Education major or Community Health Education major with School Health Concentration. This course can only be taken concurrently with EDU 223 , EDU 224 and SED 361 .
Credits: 1
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EDU 223 - Curriculum, Instruction, and Assessment
This course is an approach to curriculum, instruction and assessment designed to engage students in an integrated process of teaching and learning. Students design a unit and create supporting lessons plans based on the Maine Learning Results, Common Core State Standards and Next Generation Science Standards, which focus on using differentiated instructional strategies, assessment practices, and technology integration. Students learn to work collaboratively in a professional learning community, which enhances the teaching and learning process. Course Typically Offered: Every semester.
Prerequisite(s): EDU 102 /EDU 103 and recommendation of advisor; passing score on Praxis Core (Math, Writing, Reading); completion of Maine DOE’s Criminal History Records Check; GPA 2. 5, Secondary Education major, World Languages Teacher Education major, or Community Health Education major with School Health Concentration. This course can only be taken concurrently with EDU 222 , EDU 224 and SED 361 .
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 seminar, 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 semester.
Prerequisite(s): EDU 102 /EDU 103 and recommendation of advisor; passing score on Praxis Core (Math, Writing, Reading); completion of Maine DOE’s Criminal History Records Check; GPA 2. 5, Secondary Education major, World Languages Teacher Education major, or Community Health Education major with School Health Concentration. This course can only be taken concurrently with EDU 222 , EDU 223 and SED 361 .
Credits: 4
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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: 1-4
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EDU 280 - Diversity and Social Justice Education K-8
This course will address the diversity issues of race, culture, gender, ethnicity, class, affection orientation, age, and ability as they relate to K-8 teachers and students. The impact of diversity issues on classroom interaction and curriculum decisions and materials will be a major focus. Course Typically Offered: Every semester.
Prerequisite(s): Elementary Education Major or permission of the instructor. Concurrent enrollment in EDU 125 is required.
Credits: 2
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EDU 302 - Design and Technology in K-8 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 STEM 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 in field settings. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy; junior status or above; concurrent enrollment in EDU 389 .
Credits: 4
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EDU 304 - Science Education K-8
This course will focus on the constructivist model of teaching and learning and science content knowledge for the K-8 classroom. The emphasis of the course will be on teaching and assessment techniques, strategies and activities that may be used to teach a diverse community of learners in the K-8 science classroom. This course will also include opportunities for application. Course Typically Offered: Every semester.
Prerequisite(s): One laboratory science course; candidacy; junior status or above; concurrent enrollment in EDU 389 .
Credits: 4
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EDU 307 - Teaching English Language Learners in Secondary/Middle Schools
This course provides an overview of the political context and methods of teaching English Language Learners in grades 7-12 who face the challenge of learning academic English and mastering the same core content standards that are expected of all students. Topics addressed will also include, but not be limited to, honoring home language and culture, assessment, differentiation, teacher expectations, and current research as related to English language learners and their teachers. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 2
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EDU 308 - Texts and Teaching
The goal of this course is to prepare prospective teachers to support their middle and high school students in doing the reading and writing that they will need to do in order to be successful in their subject matter work. Prospective teachers in this course will also consider what it means to use and include a wide variety of interesting texts in their classrooms. A few of the central questions of the course are: How do I make sure that all my students have access to the literacy skills they need in order to be successful in my content area? What kinds of texts should I use to engage my students and help them understand the subject matter? What does literacy look like in different disciplines? Course Typically Offered: Every semester.
Prerequisite(s): Candidacy in Education or permission of the instructor.
Credits: 2
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EDU 310 - Teaching English Language Learners, K-8
This course will provide an overview of methods of teaching English to K-8 speakers of other languages. Topics addressed will also include, but not be limited to, assessment, differentiation, teacher expectations, and current research as related to English language learners and their teachers.
Prerequisite(s): None.
Credits: 2
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EDU 321 - Teaching Methods for Middle School Education
This course examines the historic, philosophic contexts and professional issues of middle school education. The current issues affecting today’s middle school adolescents in grades 6-8 include developmentally appropriate methodology; integrated curriculum, instruction, and assessment; use of technology; the many roles of a middle school teacher; and communication with families and the community. Course Typically Offered: Every even year
Prerequisite(s): EDU 202 or EDU 224 .
Credits: 4
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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: 4
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EDU 331 - Mathematics Education K-8
This course will address current policy and trends in mathematics education, K-8. The course will focus on current practices in teaching mathematics and will include lesson planning, assessment, integration, differentiation, curriculum design, communication, and the use of appropriate mathematical tools, manipulatives, and strategies. Students will be exposed to current research in national and international mathematics education; to national, state, and local discussions around the purpose of mathematics teaching and learning; and will engage in multiple approaches to problem solving and justification across domains and grade levels. Course Typically Offered: Every semester.
Prerequisite(s): Two courses in mathematics; candidacy; junior status or above; concurrent enrollment in EDU 389 .
Credits: 4
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EDU 332 - Social Studies and Global Perspectives K-8
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 K-8 classrooms. This course will also include opportunities for application. Course Typically Offered: Every semester.
Prerequisite(s): Sophomore status or above; qualifying Praxis Core scores; concurrent enrollment in EDU 202 .
Credits: 4
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EDU 333 - Reading, Writing, Language Arts, and Children’s Literature in Grades K-3
This course will focus on literacy instruction for students in grades K-3. 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 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 K-3 develop competence in language development; knowledge of and appreciation for literature, including literature that represents widely diverse perspectives; writing; comprehension; vocabulary; fluency; word recognition; phonics; and phonemic awareness Course Typically Offered: Every semester.
Prerequisite(s): Sophomore status or above; qualifying Praxis scores; for ELE, concurrent enrollment in EDU 202 ; or permission of the instructor.
Credits: 6
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EDU 360 - Secondary/Middle Science Methods
Students will explore topics relevant to teaching in today’s science classroom including: developing a research-based framework for science education, national and state standards, assessing the effectiveness of instructional models with middle or high school students, labs and lab safety, environmental education, and approaches to science and societal issues. Course Typically Offered: Fall only.
Prerequisite(s): Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 4
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EDU 361 - Methods for Teaching Secondary/Middle Mathematics
Methodological, curricular and professional issues in mathematics education, grades 7-12. Focus includes the following topics: high school and middle school math; implementation of curriculum, instruction, and assessment; connections to local, state and national standards; mathematics anxiety and avoidance; use of materials; problem solving; use of technology; professional development and leadership. Course Typically Offered: Fall only.
Prerequisite(s): Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 4
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EDU 362 - Secondary/Middle Social Studies Methods
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 his/her 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: 4
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EDU 363 - Secondary/Middle English Methods
This course further develops prospective teachers’ understandings 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, working with standards (Common Core, NCTE), and looking at various aspects of the subject matter of English from both a teacher as well as a learner perspective. Course Typically Offered: Fall only.
Prerequisite(s): Candidacy in Education or permission of the instructor, Junior or Senior standing.
Credits: 4
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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: 1-4
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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.Prerequisites: At least one post-201 FRE or SPA course. Limited to majors in World Language Education K-12 (Spanish or French). Course Typically Offered: Every 2 years.
Prerequisite(s): None.
Credits: 1
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EDU 389 - Advanced Practicum and Seminar in K-8 Education
Advanced Practicum and Seminar K-8 is intended to be a bridge between either EDU 202 or SED 209 and student teaching. Course topics include observation of self (via video) and peers, professional writing, gathering and analyzing data as a foundation for the Teacher Work Sample, lesson plan development, classroom management and assessment. Course Typically Offered: Every year.
Prerequisite(s): EDU 202 or SED 209 ; junior status or above; ELE, ECH, ECS or SED major, Candidacy.
Credits: 4
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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: 1-4
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EDU 402 - Philosophy, History and Cultural Diversity of Education
This interdisciplinary study explores educational philosophies, history of American education, and the multicultural diversity in a pluralistic society. The focus of the course is for each student to develop a reflected-upon philosophy of education and to approach this personal philosophy within the context of past and present formal philosophies, theories, and issues in the culturally-diverse educational system. Course Typically Offered: Every semester.
Prerequisite(s): Candidacy in Education, Senior standing, successful completion of 24 credits in education courses (EDU, SED, or SHE) or permission of the instructor.
Credits: 4
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EDU 420 - Curriculum, Instruction, and Assessment for English Language Learners
This course fosters teacher candidates’ abilities to modify learning environments that support the diversity of linguistic, cultural, and social experiences that all students bring to the classroom. Through the examination of various ESL methods, materials, and strategies, teacher candidates will develop towards becoming guides and advocates for ELLs. Teacher candidates will develop a pedagogical understanding that effectively connects culturally situated knowledge to equitable learning experiences. Finally, teacher candidates will investigate their own beliefs and values as they pertain to working with students of various backgrounds with the goal that all students progress academically, socially, and linguistically. Course Typically Offered: Every year.
Prerequisite(s): Diversity course(s) from the student’s respective major (ENG 224 ; or ECH 402 ; or EDU 280 , or EDU 310 ); Candidacy or permission of instructor.
Credits: 4
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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 450 - Student Teaching and Seminar in Elementary Education K-8
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. Pass/Fail: Pass/Fail only Course Typically Offered: Every semester.
Prerequisite(s): Candidacy; an accumulative GPA of 2. 75 or higher; complete at least 16 credit hours of concentratioin courses with a grade of C- or higher, or 16 credit hours toward Art and Science minor; completion of all professional courses with a B- or higher; and pass required PRAXIS II exam at or above the level established by the state of Maine.
Credits: 16
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EDU 460 - Student Teaching and Seminar in Secondary/Middle Education
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in 7-12 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. 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; and a passing score for the PRAXIS II as recommended by the State (see division for specifics).
Credits: 16
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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: 1-4
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EDU 480 - Student Teaching and Seminar in World Language Education K-12
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in K-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. Pass/Fail: Pass/Fail only Course Typically Offered: Every semester.
Prerequisite(s): World Language Education majors; students must meet student teaching requirements.
Credits: 16
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EDU 490 - Student Teaching and Seminar in Community Health Education K-12
Student teachers participate in a variety of supervised experiences in a school to enable them to synthesize educational theory and academic knowledge in K-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. 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; and a passing score for the PRAXIS II as recommended by the State (see division for specifics).
Credits: 16
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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: 4
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ENG 116 - Intro to Poetic Forms & Devices
The purpose of this course is to engage in a comprehensive study of the craft of poetry. Students read about writing poems, write original poems for discussion and criticism by both class and instructor, and read a selection of contemporary poetry. Pass/Fail: Pass/Fail option Course Typically Offered: Winter term
Prerequisite(s): None.
Credits: 3
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ENG 121H - Introduction to Linguistics
This course aims to provide a framework for the discussion of various aspects of language, and introduces you to the intricacy of a behavior which you perform without conscious thought: communicating through language. Topics include language universals (what all languages have in common), language and society (how language reflects society/culture), language as a physical/psychological phenomenon (how we produce and comprehend language), how language works (the internal structures of sounds, words, phrases and sentences), and language acquisition, etc. Course Typically Offered: Every year.
Prerequisite(s): ENG 100
Credits: 4
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ENG 123H - Grammar: A Linguistic Approach
This course focuses on three important components of grammar: phonology (sound and sound patterns of a language), morphology (word formation of a language), and syntax (phrase and sentence structure of a language). It aims to help students understand grammar NOT as a set of rigid prescriptions focusing on correctness or incorrectness of speech, but as a marvelously intricate set of principles and rules governing what is and what is not in a language. The course not only discusses some important facts of grammar (particularly English grammar, including variations of English), but also presents a linguistic (i. e., scientific) way of thinking about grammar. Pass/Fail: Pass/Fail option Course Typically Offered: Every year.
Prerequisite(s): ENG 100
Credits: 4
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ENG 130H - Tropical Nature: Exploring Costa Rica
For two weeks, we will explore the astonishing diversity of many of Costa Rica’s ecosystems, including rain forests, cloud forests, mangrove swamps, and beach ecosystems. The course will emphasize natural history, field studies of ecological patterns, tropical conservation, and reflecting on and writing about your experiences. Pass/Fail: Pass/Fail only Course Typically Offered: Winter term, in odd years.
Prerequisite(s): None.
Credits: 4
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ENG 150 - Creative Writing
Creative Writing is a course offered every fall, limited to BFA majors. It is a first-year requirement for the major, and may be waived for transfer students. It introduces Creative Writing students to the four major genres offered in the Program, including visits from faculty in those genres. Readings and short writing assignments in each of the genres will be required. Other topics will include career prospects for creative writers, the apprenticeship and the senior portfolio, with visits from apprenticeship supervisors and a representative from the Center for Human Development. Students will complete a writing portfolio, and give a public reading of their work. Course Typically Offered: Every year.
Prerequisite(s): First year student and acceptance into the BFA program.
Credits: 4
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ENG 152 - Creative Writing for Non-Majors
“Creative Writing for Non-Majors” is a course limited to students not majoring in Creative Writing. It introduces students to the four major genres (Fiction, Poetry, Creative Nonfiction, and Screenwriting) offered in the BFA Program. Readings and short writing assignments in each of the genres will be required. Course Typically Offered: Every semester.
Prerequisite(s): None.
Credits: 4
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ENG 181 - Literary Analysis and Interpretation
Intensive practice in reading and writing about poetry, prose fiction, and drama, with an emphasis on basic critical terms and close analysis of the text. Enrollment limited to students who will be taking a series of literature courses in their majors, minors, or concentrations. Course Typically Offered: Every semester.
Prerequisite(s): ENG 100 and declared major, minor, or concentration in English, Creative Writing, or Language Arts.
Credits: 4
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ENG 200 - Professional Writing
This course focuses on professional writing, including internal and external communication for specific audiences. Attention is paid to style, grammar, visual design, and digital technology. Students analyze and produce professional writing in a variety of genres, media, and contexts (including business correspondence, proposals, manuals, brochures, reports, and job portfolios), and the course requires an oral presentation. Course Typically Offered: Every year.
Prerequisite(s): ENG 100 and sophomore standing.
Credits: 4
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ENG 201 - Public Writing
This course focuses on writing that is intended for the general public and for more targeted audiences. It emphasizes writing for the Web and public relations. Students analyze and produce public writing in a variety of genres and media (including pamphlets, brochures, press releases, reviews, blogs, podcasts, wiki pages, and websites for both profit and nonprofit organizations). The course requires an oral presentation. Attention is paid to style, grammar, visual design, and the use of digital technology. Course Typically Offered: Every other year.
Prerequisite(s): ENG 100 and sophomore standing.
Credits: 4
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ENG 202 - Editing
In this course students will gain an overview of the principles and practices of technical and production editing. Students will apply these principles through copyediting and proofreading documents, as well as the production of a journal or magazine issue. To prepare students for editing, the course focuses on tone, style, and organization, as well as professional communication. Course Typically Offered: Every 2 years.
Prerequisite(s): None.
Credits: 4
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ENG 203 - Essentials of Publishing
“Essentials of Publishing” is a course designed to acquaint students with the broad range of basic skills necessary for success in professional publishing. Students will learn common business, communications, production, marketing, design, and other infrastructural practices in this course, developing confidence and proficiency in fundamental and current operations in the field. Course Typically Offered: Every 3 years.
Prerequisite(s): ENG 100 and sophomore standing.
Credits: 4
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ENG 204 - Studies in Book Arts
An immersive course designed to give students hands-on experience creating one-of-a-kind publications in one medium of book arts. Potential areas of study include digital book arts, letterpress, and hand-bound editions. Students learn design and production, editing, typesetting, and marketing skills in this project-based course. Course Typically Offered: Every 3 years.
Prerequisite(s): ENG 100 and sophomore standing.
Credits: 4
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ENG 210 - Fiction Writing
Study and practice of the process of writing fiction. Includes workshop discussion of student work as well as the work of published writers. Individual conferences and attendance at readings may be required. Pass/Fail: Pass/Fail option Course Typically Offered: Every semester.
Prerequisite(s): ENG 100 ; ENG 152 ; CWR, ENG, SEN major or ELE/LA concentration, or permission of the instructor.
Credits: 4
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ENG 211 - Poetry Writing
Through workshop discussions, reading assignments and practice, students will learn the techniques of poetry writing. Individual conferences and attendance at readings may be required. Pass/Fail: Pass/Fail option Course Typically Offered: Every semester.
Prerequisite(s): ENG 100 ; ENG 152 , CWR, ENG, SEN major or ELE/LA concentration, or permission of the instructor.
Credits: 4
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ENG 212 - Creative Nonfiction
A workshop approach to writing the personal essay, autobiography, biography, memoir, new journalism, and many other forms of creative nonfiction. Individual conferences and attendance at readings may be required. Pass/Fail: Pass/Fail option Course Typically Offered: Every semester.
Prerequisite(s): ENG 100 ; ENG 152 ; CWR, ENG, SEN major or ELE/LA concentration, or permission of the instructor.
Credits: 4
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ENG 213H - Journalism
The study and practice of journalism, with emphasis on news gathering and writing in a journalistic style. Students will get hands-on experience filing stories for UMF’s campus newspaper, The Farmington Flyer. An introduction to the history and ethics of the profession is included. Course Typically Offered: Every semester.
Prerequisite(s): ENG 100 .
Credits: 4
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ENG 214 - Screenwriting
This workshop-oriented course will introduce students to the fundamentals of screenwriting and focus on practical approaches to dialogue, plot, character and cinematic language, with the goal of completing a feature-length screenplay by the end of the semester. Reading will include screenplays, essays on craft, and interviews with screenwriters. Individual conferences and attendance at readings or screenings may be required. Course Typically Offered: Every semester.
Prerequisite(s): ENG 100 , ENG 152 and CWR, ENG, or SEN major or ELE/LA concentration; or permission of the instructor.
Credits: 4
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ENG 215 - Writing for Children and Young Adults
A workshop designed to develop the skills of writing literature for children or young adults. May include picture books, story books, young adult works, young nonfiction, or fantasy. Individual conferences and attendance at readings may be required. Pass/Fail: Pass/Fail option Course Typically Offered: Every 2 years.
Prerequisite(s): ENG 100 ; ENG 152 ; CWR, ENG, SEN major or ELE/LA concentration, or permission of the instructor.
Credits: 4
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ENG 218 - Writing for the Stage
An introduction to dramatic writing with an emphasis on developing characters through monologue and conversational dialogue within the context of scene and script structures, including ten-minute plays and longer stage works. Students will also study the technical aspects of performance and the creation of the play’s environment through lighting, sound and scenic elements. Individual conferences and attendance at readings may be required. Pass/Fail: Pass/Fail option Course Typically Offered: Every 2 years.
Prerequisite(s): ENG 100 , ENG 152 and CWR, ENG, or SEN major or ELE/LA concentration; or permission of the instructor.
Credits: 4
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ENG 219 - Digital and Immersive Storytelling: Creative Writing Across Mediums
In this generative and analytical course, we will consider different forms of creative writing and story-telling by taking stories “off the page” and discussing how different media formats inspire and inform the stories we want to tell. We will explore the creative storytelling potential of various platforms, technologies, and levels of audience immersion. Creative mediums we’ll explore might include: prose to screen adaptation, table game design, podcasts, video game narrative, virtual and augmented reality experiences, developing transmedia events, and interactive story-telling. Course Typically Offered: Every 2 years.
Prerequisite(s): None.
Credits: 4
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ENG 220 - Nature Writing
Field course in nature writing, with most of class time spent outdoors. Includes multiple local field trips and may include at least one multiday/ overnight excursion. Students learn skills for close observation in nature and techniques for vivid nonfiction writing about the natural world. Readings provide an opportunity for critically assessing the craft elements of nature writing, and for discussing the rich literary history of this genre. Limited to 15 students. Pass/Fail: Pass/Fail option Course Typically Offered: May or summer term only.
Prerequisite(s): None.
Credits: 4
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