| |
Dental Hygiene |
| |
-
DEH 371L - Preclinical Expanded Functions Lab 2 CR
Reviews the essentials of dental anatomy, basic chairside functions, and dental materials through laboratory methods. Emphasis is placed on restorative dentistry for EFDA trained auxiliaries as governed by the Maine Dental Practice Act.
Prerequisite(s): Admissions to the Expanded Function Curriculum.
Co-requisite(s): DEH 370 .
|
| |
-
DEH 381 - Clinical Expanded Functions 2 CR
Delivery of EFDA functions to patients under the direct supervision of faculty in the on-campus clinic and at affiliated off-campus dental practices.
Prerequisite(s): DEH 370 and DEH 371L .
|
| |
-
DEH 400 - Dental Hygiene Practicum 3-6 CR
Provides students with opportunities for extensive experience in applying advanced knowledge and skills in a selected setting(s). Experiences may include but not be limited to teaching, research, public service, or consulting. Student must meet with advisor to arrange.
Prerequisite(s): DEH 351 , DEH 353 , or departmental approval.
|
| |
-
DEH 449 - Current Concepts in Dental Hygiene I 3 CR
This course includes intensive reading, writing, and discussion of the current dental hygiene literature. Emphasis placed on contemporary dental hygiene issues. Content may vary.
Prerequisite(s): DEH 351 and DEH 353 OR departmental approval.
|
| |
-
DEH 489 - Current Concepts in Dental Hygiene II 3 CR
Covers selected advanced topics or areas within the professional practice of dental hygiene. Content may vary. Course can be repeated for credit with departmental approval.
Prerequisite(s): DEH 351 and DEH 353 OR departmental approval.
|
| |
-
DEH 494 - Independent Study in Dental Hygiene 1-6 CR
Provides an opportunity to study an area not included in regular course offerings.
Prerequisite(s): matriculated in the BS in Dental Hygiene program.
|
Drama |
| |
-
DRA 101 - Introduction to Theatre 3 CR
This course traces the historical development of drama from its beginnings in the religious rituals of primitive tribal societies to its contemporary status. All aspects of production will be studied in relation to the overall impact of the play.
|
| |
-
DRA 106 - Oral Communication of Literature 3 CR
An introductory course in the techniques of selecting, preparing and delivering written materials in oral presentation to an audience. A brief review of the oral tradition in literature is also included. (This course is cross listed with COM 106 .)
|
| |
-
DRA 151 - Play Production 3 CR
Practical hands-on experience in the technical, artistic and interpretive preparation of a dramatic presentation. All aspects of production are studied as they relate to theatre in general and applied in the preparation of a specific production. The course culminates in a public performance prepared and presented by the class.
|
| |
-
DRA 251 - Introduction to Acting 3 CR
This course will introduce students to the basics of acting and scene study. Students will develop an understanding of the art of acting through improvisational exercises, group discussion, in class rehearsals, and performance of scenes and monologues from modern drama.
|
| |
-
DRA 265 - The American Movie 3 CR
An examination of the sources of American film making, its historical development, its impact on our culture and movies as a mirror of that culture. Attention will be given to aesthetic and critical evaluations of the cinema.
Prerequisite(s): ENG 101 .
|
| |
-
DRA 280 - Introduction to Films 3 CR
Provides students with a critical framework for interpreting films and demonstrates how film makers have treated various themes.
Prerequisite(s): ENG 101 .
|
| |
-
DRA 294 - Directed Study in Theatre 1-6 CR
Student and instructor will determine the specific nature and extent of involvement in a theatre project. Progress will be monitored through consultations with the instructor and a final report due by the last day of classes during the semester. May be repeated for a maximum of three credit hours.
Prerequisite(s): DRA 101 .
|
| |
-
DRA 309 - Cinema in the French-Speaking World: Gender, Sexuality, and Social Change 3 CR
This course explores a variety of films in French set in of Francophone countries or regions, such as Europe (France), North America (Quebec) and Africa (Algeria, Senegal). We will seek to better understand the political, socio-economic, religious , and gendered dynamics in each film. No previous experience with the French language, WGS Studies, or cinema is expected. This course is taught in English and all films have subtitles in English. (This course is cross listed with FRE 309 , HUM 309 and WGS 309 )
Prerequisite(s): ENG 102W or permission of instructor.
|
| |
-
DRA 315 - Documentary Film Survey: History, Genre, Filmmakers 3 CR
The history of cinema began with nonfiction short films. These ‘actualities’ gave rise to documentaries that represent real life and seek ‘truth’. John Grierson, who coined the term documentary, defined it as the ‘creative treatment of actuality’. Our course examines the evolution, history, and development of documentaries. Genres, subgenres, and filmmaker style will also be in focus. Documentary theory offers us ideas and language that inform and help guide our discussions.
Prerequisite(s): ENG 101 .
|
| |
-
DRA 333 - Gender, Race and the Frontier in the Western Film 3 CR
This course will examine the Western film and the changing ideological and cultural perspectives that the genre expresses and encourages. Students will explore classic and revisionist westerns in their cultural and esthetic contexts with an eye towards what they say to us about gender, race, the frontier, and the nature of the American ideal.
Prerequisite(s): DRA 265 OR DRA 280 OR permission of instructor.
|
| |
-
DRA 355 - Dramatic Literature: Play Reading and Analysis 3 CR
This course is devoted to reading, discussing, and envisioning plays as literature and theater while examining their historical, political, and artistic contexts. (This course is cross-listed with ENG 355 .)
Prerequisite(s): DRA 101 or ENG 102W , or permission or instructor.
|
| |
-
DRA 389 - Topics in Film and Theatre 3 CR
(Topic would be indicated.) Variable topics in film or theatre will examine the film making styles of important American and international directors and their reciprocal influences, as well as how films reflect and affect social behavior and mores.
Prerequisite(s): DRA 265 OR DRA 280 OR permission of instructor.
|
| |
-
DRA 394 - Independent Study in Drama 1-6 CR
The purpose of this course is to develop a close faculty-student interchange of ideas and to encourage a student to undertake as much independent study as possible. May be repeated for credit.
Prerequisite(s): DRA 101 OR DRA 265 OR DRA 280 and completion of 60 credit hours.
|
| |
-
DRA 494 - Independent Study in Drama 1-6 CR
The purpose of this course is to develop a close faculty-student interchange of ideas and to encourage a student to undertake as much independent study as possible. May be repeated for credit.
Prerequisite(s): DRA 101 OR DRA 265 OR DRA 280 and completion of 90 credit hours.
|
Economics |
| |
-
ECO 100 - Introduction to Economics 3 CR
This is a survey course in introductory economics involving selected micro and macro topics. Topics will include, but not be limited to: basic market analysis, economic stability, fiscal policy, monetary policy, the federal budget and national debt, the federal reserve, cost/revenue/profit, elasticity of demand, antitrust economics, and economic regulation.
Prerequisite(s): REA 008, ENG 005 or ENG 100 and MAT 009 OR appropriate scores on the UMA Placement Test.
|
| |
-
ECO 201 - Macroeconomics 3 CR
Deals with the economy as a whole, including a study of different economic organizations, income and employment theory, government fiscal and monetary policies, problems of price stability and economic growth.
Prerequisite(s): knowledge of high school algebra and graphical analysis is assumed.
|
| |
-
ECO 202 - Microeconomics 3 CR
Concerned with the economic theory related to operation of business firms including supply, demand, price determination, production costs, competition, resource markets and international trade and issues.
Prerequisite(s): Knowledge of high school algebra and graphical analysis is assumed.
|
| |
-
ECO 289 - Topics in Economics 3 CR
(Topic would be indicated.) Special studies of various economic issues and topics. Topics will vary from semester-to-semester.
Prerequisite(s): ECO 201 and ECO 202 OR permission of instructor.
|
| |
-
ECO 489 - Topics in Economics 3 CR
(Topic would be indicated.) Seminar to identify and discuss topics in economics with emphasis on analysis of contemporary problems and possible solutions. For bachelor’s degree students.
Prerequisite(s): ECO 201 and ECO 202 OR permission of instructor.
|
Education |
| |
-
EDU 100 - Introduction to UMA Teacher Education 1 CR
This course will provide orientation to the obligations, opportunities, challenges and realities of learning to become a teacher. It will assist students in understanding the requirements of UMA’s teacher preparation programs, introduce them to the UMA Education Handbook, and connect them to Education Faculty, other students, and the university community. Must be a UMA student enrolled in an education minor or certificate of study.
|
| |
-
EDU 160 - Perspectives on Infants, Toddlers and Young Children 3 CR
An introduction to the nature and needs of young children. Developmentally appropriate methods of care-giving will be studied. Interpersonal skills needed for working with young children and their families will be developed through discussion and role playing. Descriptions of services for young children will be presented by professionals working in the field. (This course is cross-listed with HUS 160 .)
|
| |
-
EDU 195 - Infant and Toddler Development 3 CR
The first three years of a child’s life are a critical time for brain development, attachment, growth and trust. This course provides caregivers information to support high quality care and learning for Maine’s youngest children birth through toddlerhood. There is an emphasis on the whole child including physical, social, emotional and cognitive and the roles genetics and environment play. This course meets the state teaching requirement for B-5 certification.
|
| |
-
EDU 200W - Diversity, Poverty, and Cultural Competence 3 CR
Classrooms have become more diverse, creating a need for educators to be cognizant of the different practices, beliefs and needs of each student. In this course, pre-service teachers will begin to develop their critical cultural competence* by learning about their cultural selves, exploring the visible and invisible differences among diverse populations of students, examining personal and institutional cultural beliefs and assumptions, and develop culturally responsive teaching practices.
Prerequisite(s): ENG 101 .
|
| |
-
EDU 210W - Dimensions of Literacy 3 CR
This course provides a conceptual framework for understanding literacy in all its complexity and provides a wide variety of instructional reading and writing strategy lessons to promote complex literacy learning in students.
Prerequisite(s): ENG 101
|
| |
-
EDU 215 - Field Experience I 1 CR
This course is a field experience course of at least 25 hours in an educational setting that provides opportunities for becoming involved with students and professional educators. The course develops professional knowledge through observation, experience, and reflection. Students will submit a plan for the field experience. Must be a matriculated UMA education student to enroll. Course may be repeated for additional credit.
Prerequisite(s): EDU 200W or instructor permission.
|
| |
-
EDU 216 - Field Experience II 2 CR
This course is a field experience course of at least 50 hours in an educational setting that provides opportunities for becoming involved with students and professional educators. The course develops professional knowledge through observation, experience, and reflection. Students must submit a plan for the field experience. Must be a matriculated UMA education student to enroll. Course may be repeated for additional credit.
Prerequisite(s): EDU 200W or instructor permission.
|
| |
-
EDU 217 - Field Experience III 3 CR
This course is a field experience course of at least 75 hours in an educational setting that provides opportunities for becoming involved with students and professional educators. The course develops professional knowledge through observation, experience, and reflection. Students must submit a plan for the field experience. Must be a matriculated UMA education student to enroll. Course may be repeated for additional credit.
Prerequisite(s): EDU 200W or instructor permission.
|
| |
-
EDU 250 - The Teaching Profession 3 CR
This course is designed for students interested in entering the teaching profession (K-12). Social, political, and philosophical dimensions of education, as well as current issues, will be examined. This course will also provide students with foundational knowledge related to multiple aspects of teaching such as building and sustaining a positive classroom learning environment, Universal Design for Learning, and the Understanding by Design lesson planning framework.
Prerequisite(s): ENG 101 .
|
| |
-
EDU 251 - The Teaching Process 3 CR
This course is designed to provide you with a foundation of knowledge about the process of teaching (pedagogy) in K-12 schools. The course will introduce you to procedures of unit and lesson planning, improved use of small groups, classroom space, and appropriate teaching materials, formative and summative assessment strategies, differentiated instructional strategies, and approaches to classroom management.
Prerequisite(s): ENG 101 .
|
| |
-
EDU 261 - Early Childhood Curriculum: Early Learning Environments 3 CR
This course integrates theory with application to address the needs of all children with a universal classroom design. Students examine a variety of early childhood settings with the intention of learning about ways that different environmental designs impact children’s play and behavior. Students will learn techniques for planning and developing curriculum goals and objectives for children with differing abilities and the basic skills needed to plan, implement, and evaluate the environment and developmentally appropriate components of early childhood programs.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 262 - Introduction to Autism Spectrum Disorder 3 CR
This course provides students with an introduction to Autism Spectrum Disorders (ASDs), research surrounding the disability, diagnostic criteria, assessment, intervention strategies and laws involving IDEA and DSM V. This course also focuses on the role of the families including cultural values and beliefs. (This course is cross-listed with HUS 262 .)
Prerequisite(s): PSY 100 .
|
| |
-
EDU 263 - Play: The Roots of Learning 3 CR
Students will explore the origins of play and how it has evolved through the years. This course is designed to introduce student to the sources, concepts, theory and experience of play.
|
| |
-
EDU 289 - Topics in Education 3 CR
Studies in education practice or theory not offered in the regular program, but pertinent to education studies. Examples might be social justice in the classroom, effects of poverty, or navigating standards. In addition topics related to specific grade level or content area would be appropriate.
|
| |
-
EDU 295 - Social-Emotional Learning: Core Competencies 3 CR
Social-Emotional Learning (SEL) directly impacts students’ abilities to integrate the skills, dispositions, and behaviors necessary for dealing effectively with challenges of all kinds, both inside and outside of school. This course affords learners fundamental knowledge of five SEL core competencies and familiarizes them with instructional strategies that improve Social-Emotional competence and metacognition.
Prerequisite(s): ENG 101 .
|
| |
-
EDU 300W - Foundations of Educational Research 3 CR
This course introduces the fundamental concepts of research methodology in education. Students will examine research and evaluation methodology, its application to questions in education, and the application of research findings to problems in education. This course emphasizes evidence-driven inquiry and scientifically-based scholarship in human subject research through the lens of various research paradigms (quantitative, qualitative, action-research, mixed-methods, etc.). Specific topics examined will be: problem formulation, literature review, research design, sampling, instrumentation, data collection and analysis, and proposal writing. While not required, students in this course will be encouraged to submit their final research proposal to an appropriate research/practitioner education conference in Maine.
Prerequisite(s): Admission to UMA Teacher Candidacy.
|
| |
-
EDU 324 - Teaching Reading and Language Arts in the Early Elementary Grades 3 CR
This course covers current methods, materials, and assessment tools in teaching reading and writing to children pre-K through grade 3. Using a balanced approach the course includes early literacy development, oral language development, the alphabetic code, assessment, the reading process of your children, spelling, handwriting instruction, the writing processes of young children, and reading and writing reciprocity in literacy development. A self-selected field experience component is required as part of the course.
Prerequisite(s): Acceptance to UMA Teacher Candidacy or permission of instructor.
|
| |
-
EDU 325 - Social Studies and the Project Approach for the Young Children 3 CR
This course is designed to offer teachers and other adults an integrated method of teaching social sciences to young children. This project-oriented approach allows children to engage in their own learning and problem-solving while developing a greater awareness of themselves and family, diverse cultures, and countries. Knowledge acquired in the course helps prepare children to become active, involved citizens of their communities and world. The course fulfills the requirements of the State of Maine Learning Guidelines B-5 and Learning Results for K-3.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 326 - Observation and Assessment of Young Children 3 CR
This is a study of observational and developmentally appropriate tools and methods of collecting data for Decision-making. Emphasis is on qualitative assessment techniques that are specific to young children. This course has a field experience component.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 327 - Mathematics for Young Children 3 CR
This course focuses on early mathematics and numeracy concepts relevant to young children during the first six years of life. If offers concrete suggestions about arranging the environment to provide rich opportunities for children to connect math and numbers to their own daily lives. The course is designed to teach students effective strategies to recognize and promote mathematical development in all young children. The course meets the certification requirements of the B-5 and K-3 Teacher Certification.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 328 - Creative Development and Art for Young Children 3 CR
This course provides an overview of how art and creativity influence young children and how early childhood educators, parents, and adults who work with children can assist in this process. Students will consider the important role art plays with children who may be handicapped or from a diverse background. This comprehensive introductory course includes an exploration of a variety of materials, activities, and projects that will stimulate creativity in children. Students will study artists and current children’s illustrators and review children’s books. (This course is cross-listed with HUS 328 .)
Prerequisite(s): PSY 100 or permission of instructor.
|
| |
-
EDU 329 - Science and the Project Approach for the Young Child 3 CR
This course focuses on early science and discovery concepts relevant to young children during the first six-eight years of life. If offers concrete suggestions about arranging the environment to provide rich opportunities for children to connect science and exploration to their own daily lives. The course meets the requirements of the State of Maine Early Learning Guidelines B-5 Teacher Certification and is designed to teach students effective strategies to recognize and promote science development in all young children.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 330W - Teaching Writing in the Early Elementary Grades PK-3 3 CR
Students will examine the development stages of writing and how writing skills are developed in concert with reading, listening, and speaking in social contexts. Students will learn how to conduct a writing workshop and provide effective feedback, choose mentor texts that will encourage writing, and choose appropriate learning strategies for diverse learners.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 331 - Sociology of Education 3 CR
This course examines the social organization of education and its social and political context in contemporary American society. Topics include the emergence of public education, role of state and community in shaping its nature, problems of access and equality, the organizational structure of educational institutions, teaching as a profession, and alternatives to public education. Comparisons with educational systems of other countries are included when appropriate. (This course is cross listed with SOC 331 ).
Prerequisite(s): SOC 101 and one additional sociology course.
|
| |
-
EDU 340 - Philosophies of Education 3 CR
This course introduces students to some the central philosophical issues in the discipline of education, including different perspectives on the nature, goals and social context of education. Through dialogue, critique and the examination of educational practice, it explores a variety of historical and contemporary approaches to the philosophy of education and the implications of each approach. (This course is cross listed with PHI 340 )
Prerequisite(s): EDU 250 (recommended EDU 251 ), or PHI XXX.
|
| |
-
EDU 341W - Teaching Writing in Grades K-8: Process to Product 3 CR
This course is designed to introduce pre-service teachers and in-service teachers, from all disciplines, to the development of writing, teaching writing, and assessing writing in all content areas. A thorough study of current research and theory relating to the writing process leads to the development of instructional programs that will foster students’ growth as writers. Strategies are modeled to meet the needs of diverse learners and an exploration of technology and standards is included. Students gain experience with the writing process through the development of a community of writers in an ongoing, online writing workshop. Attention will be paid to how teachers assess student writing. This course is taught fully online via Blackboard’s online instruction.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 345W - Child Development 3 CR
This course provides a chronologically organized overview of child development from the prenatal period through early adulthood. Major theoretical approaches to the study of child development will be discussed. The relationship between the individual and the environment will be stressed with important considerations to cultural and ecological influences that play a role in children’s development.
Prerequisite(s): ENG 101 , PSY 100 or instructor permission.
|
| |
-
EDU 350 - Service Learning and Civic Engagement in Educational Contexts 3 CR
This course is designed for current pK-12 educators, future educators, and those in related fields interested in providing students opportunities to engage in service learning and civic engagement. Major topics covered will include strategies for embedding opportunities for service learning and civic engagement in a standards-based curriculum and promoting student service and civic engagement in a variety of contexts (school, local community, environment, global community, etc.)
Prerequisite(s): ENG 101 or by permission of instructor. Students planning to complete their service learning project in a pk-12 school must first complete their Maine Department of Education Criminal Records History Check (CRHC).
|
| |
-
EDU 351W - Teaching Reading in Elementary School 3 CR
This course is designed to provide prospective elementary teachers with current methodologies of teaching reading by providing theoretical background and pedagogical skills and to prepare them to be functional in techniques of teaching the reading process. Students will also investigate the connections to the other language arts: writing, listening, and speaking.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 352 - Intervention for Families with Children 3 CR
Interventions appropriate for young children and their families are explored. Social policy, chronic life conditions, and methods for empowering families are addressed. The family life cycle and multicultural perspectives are examined in the context of the school, the family, and the community. (This course is cross-listed with HUS 352 .)
Prerequisite(s): PSY 100 .
|
| |
-
EDU 361 - Teaching Science in Elementary School 3 CR
This course is designed to provide prospective elementary teachers with current methodologies of teaching science by providing theoretical background and pedagogical skills. The course will introduce ways to become an innovative teacher who supports all students in gaining science knowledge through inquiry and discovery.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 362 - Language and Literacy in Early Childhood 3 CR
This course is designed to teach students how to recognize and implement appropriate environmental strategies that support early literacy development and appropriate early experiences with books and writing. Emphasis is placed on speaking and listening, as well as reading and writing readiness.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 363 - Young Children with Special Needs 3 CR
This course is designed to be part of the professional preparation for students who will be working with infants, toddlers, and small children and their families in a variety of careers - human services, social work, education, childcare, nursing, and others. Strategies, service delivery, and designing learning environments for teaching young children with special needs will be addressed. Students will learn about PL 94-145 and IDEA as it pertains to young children through early intervention and early special education.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 366W - Children’s and Young Adult Literature 3 CR
This course is designed to help students become familiar with the world of children’s and/or young adult literature and to explore its curricular and recreational uses, critical issues surrounding its use, and instructional methods and contexts for sharing, encouraging, and reading a variety of this literature with students. (This course is cross listed with ENG 366W .)
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 370 - Classroom Assessment 3 CR
This course is designed to provide teachers with a foundation of knowledge about the concepts and skills related to designing, administering, evaluating, interpreting, applying, and communicating results of classroom assessments. The everyday interactions with students when added to the quizzes, tests, papers, and other assignments, help to communicate what it means to be successful in their learning. The course will introduce educators to fundamental principles of assessment and how they interact with planning for and implementing plans of instruction, formative and summative scoring, proficiency scales to making the progressions of learning clear, parallel assessments, performance assessments, validity, reliability, and unidimensionality.
Prerequisite(s): ENG 101 ; MAT 1XX; EDU 251 or instructor permission.
|
| |
-
EDU 371 - Teaching Social Studies in Elementary School 3 CR
This course prepares students to become effective K-8 social studies educators capable of teaching the content knowledge, intellectual skills, and civic values necessary for becoming a global citizen. Students will learn about effective teaching strategies, assessment tools, interdisciplinary teaching, and curriculum integration. The appropriate use of informational technology is an important element of the course.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 375 - Managing K-12 Classrooms with Positive Behavior Interventions and Supports (PBIS) 3 CR
This course will provide students an overview of Positive Behavior Interventions and Supports (PBIS) and the empirical and theoretical evidence supporting its effectiveness as a framework for pK-12 classroom management. Major topics will include application of PBIS tier one teaching practices to: structure and actively engage students during instructional time, develop and reinforce classroom behavioral expectations, reinforce students’ positive behaviors, and respond to students’ inappropriate behavior. Additionally, this course will provide an overview of the teacher’s role in implementing tier two and tier three behavioral interventions at the classroom level.
Prerequisite(s): Acceptance to Teacher Candidacy or permission by instructor.
|
| |
-
EDU 379 - Trauma-Sensitive Classrooms 3 CR
Childhood trauma is more prevalent than many may know. More than half of American youths experience a traumatic event by the time of their 16th birthdays, with many children suffering multiple or repeated traumas. Traumatic stress affects children’s schooling, interfering with their ability to concentrate and learn, delaying development in their brains and bodies, and changing how children view their world and their futures. Caring adults can help through their capacity to listen, connect, and protect. This course will give pre-service educators the opportunity to cultivate those capacities for adaptation to a trauma-sensitive classroom setting.
Prerequisite(s): ENG 101 .
|
| |
-
EDU 380 - Digital Literacy and Technology in Schools 3 CR
In this course students will investigate what it means to be a literate person in the 21st century. Students will learn and practice digital strategies for strengthening literacy levels in their content and grade areas. Students will also consider the role of paperless classrooms, cloud computing and web 2.0 tools.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 381 - Teaching Mathematics in Elementary School 3 CR
This course is designed to provide prospective elementary teachers with current methodologies of teaching mathematics by providing theoretical background and pedagogical skills. The course will introduce ways to become an innovative teacher who supports all students in gaining mathematical knowledge through inquiry and discover.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 385W - Methods of Teaching Reading and Writing in the Content Areas (6-12) 3 CR
This course is emphasizes reading and writing in the content areas, as well as instructional strategies to support students’ literacy development. It focuses on ways that reading, writing, speaking, and listening are developed and used in learning discipline-specific curriculum.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 387 - Teaching the Exceptional Child in the Regular Classroom 3 CR
This course is designed to assist pre-service teachers and others to develop an understanding of the characteristics of children and adolescents considered to be exceptional. Students will gain knowledge of effective teaching strategies, interventions, and modifications for exceptional children and adolescents.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 389 - Topics in Education 3 CR
Studies in education practice or theory not offered in the regular program, but pertinent to education studies. Examples might be social justice in the classroom, effects of poverty, or navigating standards. In addition topics related to specific grade level or content area would be appropriate.
|
| |
-
EDU 390W - Secondary Methods of Teaching 3 CR
This course is designed to provide students with an understanding of general and specific methods for teaching in the secondary school. Methods and problems related to teaching and learning in the student’s major field will be emphasized. Formative and summative assessments, differentiated instruction, and curriculum design are among the topics addressed.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 392 - Methods of Teaching Computer Science 3 CR
This course is designed to provide potential computer science teachers with an understanding of general and specific methods for teaching computer science in middle and high school. Students will examine a variety of computing tools, virtual environments, and a variety of other resources to support the teaching of computer science. Effective pedagogical strategies for curriculum design, assessments, differentiation, and classroom management will be addressed.
Prerequisite(s): ENG 101 ; EDU 387 or accepted exceptionalities course; knowledge of JAVA and 2nd programming language, or permission of instructor (s); Praxis Core passed if required; MDOE CHRCC.
|
| |
-
EDU 395 - Field Experience Seminar 4 CR
This course is designed to engage you in the study of K-12 education programs through visits, consultation, and appraisal of practices in selected schools, instructional centers, or community agencies. The purpose of the course is to acquaint you with the many facets of the school community and to provide you and opportunity to work cooperatively with practicing teachers in schools. Also, this course will provide you information and experiences with instructional strategies, student diversity, district curriculum, and content pedagogy. Finally, this course will provide you opportunities to develop, implement, and evaluate lessons in actual classroom settings.
Prerequisite(s): Admission to teacher candidacy or instructor permission.
|
| |
-
EDU 399 - Student Teaching Seminar 3 CR
EDU 399 is taken concurrently with EDU 490 or EDU 492 . This course is designed to support and assist student teachers as they complete their student teaching practicums and to prepare them for employment as licensed educators. The course will develop knowledge, skills, and dispositions in designing lesson plans and delivering them with student learning in mind.
Prerequisite(s): Completion of UMA Education pathway, enrollment in EDU 490 or EDU 492 . Permission of course instructor needed to enroll.
|
| |
-
EDU 400 - Integrating Mindfulness-Based Stress Reduction into the Classroom 3 CR
Mindfulness-based Stress Reduction is a series of techniques that are based on an age-old philosophy brought into today’s 21st century. They are practical wise tools proven over centuries to not only bring more health to our lives but also aliveness, connection, passion, and humor to everyday life. This course is for participants who would like to integrate Mindfulness into your discipline. We will study the results of research, which show benefits of practicing mindfulness in the classroom.
|
| |
-
EDU 401W - Educational Psychology 3 CR
An in-depth examination of psychological principles as they apply to the educational environment. Topics will scrutinize current issues and innovative methods of instruction. (This course is cross listed with PSY 401W ).
Prerequisite(s): ENG 101 and PSY 100 .
|
| |
-
EDU 489 - Topics in Education 3 CR
Studies in education practice or theory not offered in the regular program, but pertinent to education studies. Examples might be social justice in the classroom, effects of poverty, or navigating standards. In addition topics related to specific grade level or content area would be appropriate.
|
| |
-
EDU 490 - Secondary Student Teaching (B. English C. Life Science D. Physical Science F. Social Studies G. Mathematics) 9 CR
This 16-week field experience provides students with the opportunity to develop teaching skills and experience the full role of teaching in a school setting. With their mentor teachers, students will plan and organize instruction, evaluate student progress, and participate in the extra-curricular activities of the host school. Successful completion of student teaching is a requisite for teacher licensure in Maine.
Prerequisite(s): Completion of UMA teacher candidacy requirements or permission of instructor.
|
| |
-
EDU 491 - Student Teaching Elementary 9 CR
This 16 week internship provides students with the opportunity to develop teaching skills and experience the full role of teaching in a school setting. With their mentor teachers, students will plan and organize instruction, evaluate student progress, and participate in the extra-curricular activities of the host school. Successful completion of student teaching is a requisite for teacher licensure in Maine. Application required.
Prerequisite(s): Completion of UMA teacher candidacy requirements or permission of instructor.
|
| |
-
EDU 492 - Student Teaching Early Elementary 9 CR
This 16-week internship provides students with the opportunity to develop teaching skills and experience the full role of teaching in a school setting. With their mentor teachers, students will plan and organize instruction, evaluate student progress, and participate in the extra-curricular activities of the host school. Successful completion of student teaching is a prerequisite for teacher licensure in Maine.
Prerequisite(s): Completion of UMA teacher candidacy requirements or permission of instructor.
|
| |
-
EDU 493 - Student Teaching (A-art; M-music) 9 CR
This 16 week internship provides students with the opportunity to develop teaching skills and experience the full role of teaching in a school setting. With their mentor teachers, students will plan and organize instruction, evaluate student progress, and participate in the extra curricular activities of the host school. Successful completion of student teaching is a requisite for teacher licensure in Maine. Application required.
Prerequisite(s): Have completed all minor and degree requirements except student teaching,; CHRC; at least a 2.5 GPA overall 2.75 GPA in education courses.
|
| |
-
EDU 495A - Capstone: Alternative Practicum and Seminar in Education 3 CR
This course is an alternative capstone experience for students in the Education majors who choose not to seek teacher certification and takes the place of the student teaching experience. Students will develop and implement an approved course of study to include the following components: practicum, research review; application of research to practice; reflection; paper; and presentation. Students will draw upon academic and professional course work and resources, examine and reflect on their understanding about teaching and learning, apply integrated educational skills and knowledge in approved settings, and develop projects (including paper and presentation) that synthesize academic and professional experiences.
Student teaching is 12 credits. If students elect to take the capstone in lieu of student teaching, they will have to also enroll in additional courses to total 12 credits, if needed, for graduation.
Prerequisite(s): Permission of instructor.
|
| |
-
EDU 495B - Capstone: Alternative Practicum and Seminar in Education 6 CR
This course is an alternative capstone experience for students in the Education majors who choose not to seek teacher certification and takes the place of the student teaching experience. Students will develop and implement an approved course of study to include the following components: practicum, research review; application of research to practice; reflection; paper; and presentation. Students will draw upon academic and professional course work and resources, examine and reflect on their understanding about teaching and learning, apply integrated educational skills and knowledge in approved settings, and develop projects (including paper and presentation) that synthesize academic and professional experiences.
Student teaching is 12 credits. If students elect to take the capstone in lieu of student teaching, they will have to also enroll in additional courses to total 12 credits, if needed, for graduation.
Prerequisite(s): Permission of instructor.
|
| |
-
EDU 496 - Student Teaching Early Childhood Teacher 9 CR
This 16 week internship provides students with the opportunity to develop teaching skills and experience the full role of teaching in a school setting. With their mentor teachers, students will plan and organize instruction, evaluate student progress, and participate in the extra curricular activities of the host school. Successful completion of the student teaching internship is a requisite for teacher licensure in Maine. Application required.
Prerequisite(s): Acceptance to UMA teacher candidacy or permission of instructor.
|
English |
| |
-
ENG 100 - Introduction to Academic Reading & Writing 3 CR
This course is a reading and writing workshop that (re)introduces students to reading and writing for academic contexts. Through reading, discussion, writing, and reflection, we will work to connect your previous writing experiences with your current and future writing situations both in academic and professional environments.
|
| |
-
ENG 101 - College Writing 3 CR
ENG 101 builds upon already acquired high-school level writing skills to prepare you for the more advanced writing that you will do in your college career and beyond. It gives you extensive practice in the writing process, with emphasis on crafting texts appropriate to academic contexts.
Prerequisite(s): Grade of C or better in ENG 100 OR appropriate scores on the UMA Placement Test.
|
| |
-
ENG 102W - Introduction to Literature 3 CR
This course introduces the fundamentals of literary analysis through an examination of poetry, fiction, and drama. Students will sharpen their critical reading and writing ability and learn a wide range of literary terms and concepts. They will read and respond to literature written from a diverse range of historical periods, cultural perspectives, and authorial identities and hone analytical skills through formal essays, informal writing and class discussion.
Prerequisite(s): ENG 101 .
|
| |
-
ENG 111W - Journalism 3 CR
Instruction and practice in developing, reporting and writing news stores. Emphasis on accuracy, style and editorial responsibility.
Prerequisite(s): ENG 101 .
|
| |
-
ENG 185W - Introduction to Mythology: Origins of Literature 3 CR
Reading and investigation of important early Western mythological texts with emphasis on Babylonian, Sumerian, and Greek mythology. Texts include myths and collections of myths vital to Western civilization and literature as well as classical works rich in allusions to mythology.
Prerequisite(s): ENG 102W . Completion of a 200-level sequence is strongly recommended.
|
| |
-
ENG 202W - Survey of British Literature I: Beowulf to Romantics 3 CR
The course is a survey designed to foster close study and appreciation of major works of poetry, prose and drama from the medieval period through the eighteenth century. Discussion will focus on individual texts and on their cultural and historical background.
Prerequisite(s): ENG 102W .
|
| |
-
ENG 203W - Survey of British Literature II: Romantics to the 20th Century 3 CR
A Survey of representative British poetry, prose, fiction, and drama from the nineteenth century until the present.
Prerequisite(s): ENG 102W or permission of instructor.
|
| |
-
ENG 210W - Writing for Allied Health 3 CR
This course provides nursing, dental hygiene, and other health majors intensive practice in developing research topics, reading and analyzing peer-reviewed research, and writing in APA format. Students will investigate issues related to race, class, and gender in public health through evidence-based reading and writing assignments.
Prerequisite(s): ENG 101 .
|
| |
-
ENG 214W - Writing about Art 3 CR
This advanced course explores the theory and practice of writing about art. Students develop art research and writing skills, learning to write for scholarly and general art audiences by analyzing writings by artists, scholars, and critics, and by writing across art writing genres. The final paper includes art research, writing and peer review. Online video conference format with discussions and possible field trips. (This course is cross-listed with ARH 214W )
Prerequisite(s): ENG 101 and either ARH 105 /ARC 111 or ARH 106 .
|
| |
-
ENG 250W - Survey of American Literature I: The Colonial Era to the Civil War 3 CR
This course surveys U.S. literature from the moment of contact between indigenous peoples and conquistadors through the Civil War. Students will explore a variety of authors, literary movements, and historical contexts, including colonialism, the revolutionary era, transcendentalism, and the American Renaissance. Attention will be paid to the ways in which racial, ethnic and gendered identities, among others, impact the creation of national literatures.
Prerequisite(s): ENG 102W .
|
| |
-
ENG 251W - Survey of American Literature II: Post-Civil War to Contemporary 3 CR
This course surveys U.S. literature from the immediate post-Civil War era to the present day. Students will explore a range of authors and literary movements, including realism, naturalism, modernism, and postmodernism, and consider how writers reflect the changing shape of racial, ethnic, and gender relations; two world wars; and the rise of technology, among other contexts.
Prerequisite(s): ENG 102W .
|
| |
-
ENG 289 - Topics in Literature 3 CR
(Topic would be indicated.) Studies in literature not offered regularly, e.g. literature of a single century, a period, or milieu. For associate degree students.
Prerequisite(s): ENG 102W .
|
| |
-
ENG 294 - Independent Study in English 1-6 CR
The purpose of this course is to develop a close faculty-student interchange of ideas and to encourage a student to undertake as much independent study as possible. May be repeated for credit.
Prerequisite(s): ENG 101 , ENG 102W , and completion of 30 credit hours.
|
| |
-
ENG 300W - Introduction to Literary Criticism 3 CR
This course is designed to provide students majoring in English with necessary skills in writing, research, and criticism. The class will explore the history of English as a discipline, a range of topics in literary criticism and theory, and intensive literary research techniques.
Prerequisite(s): ENG 102W ; and completion of 200-level literacy survey sequence.
|
| |
-
ENG 301W - History of the English Language 3 CR
This course covers the development of the English language from its Germanic roots in the early Middle Ages through its 21st-Century development as a world language and the rise of various world “Englishes.” The course will also introduce students to basic principles of linguistics, or comparative language study.
|
| |
-
ENG 303 - Hip-Hop America: Culture, Consciousness and Movement 3 CR
Hip Hop has shaped American culture for decades and helps to define the essence of what America is. Contested and contradictory, powerful and diverse, beautiful and ugly, Hip Hop gives a voice to the oppressed and a means to mainstream success. Through a variety of texts like rap music and the Broadway musical, Hamilton, as well as contexts like feminism and social justice, we will explore the ways in which Hip Hope shapes and challenges American culture, raising consciousness, and inspiring a variety of movements. (This course is cross listed with AME 303 , MUS 303 and WGS 303 )
Prerequisite(s): AME 201W OR MUS XXX OR ENG 102W OR WGS 101W OR permission of instructor.
|
| |
-
ENG 305W - Irish American Literature 3 CR
Forty-four million Americans identify themselves as being of Irish extraction in the 1990 U.S. Census. Indeed, a large number of Maine’s original European settlers were Scots Presbyterians who came to the new world by way of Ulster, Ireland. The presence of these immigrants added to the artistic life of the United States, not to mention its history and political culture. In this course, students will be introduced to the Irish immigrant experience in the U.S. from the colonial period to the present, through the works of artists of Irish descent.
Prerequisite(s): ENG 102W .
|
| |
-
ENG 310W - Creative Nonfiction 3 CR
Students develop their skills in writing a variety of forms of creative nonfiction, including genres such as memoir, biography, oral history, science, nature, and travel. The course also broadens students’ reading and appreciation of master writers from several different eras and cultures.
Prerequisite(s): ENG 101 .
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
-> 12 |
Print this Page