| |
Education-Research |
| |
-
EHD 502 - Directed Readings (area)
Opportunity to read in a particular area of education under faculty direction.
Prerequisites & Notes
Doctoral Students in Education and permission.
Credits: 1-6
|
| |
-
EHD 510 - Introduction to Educational Research
For graduate students in education and related fields. Topics include: locating educational research reports, abstracting and evaluating sources, understanding statistical symbols, examining inquiry methodology and communicating about research. Designed for consumers of research.
Prerequisites & Notes
permission.
Credits: 3
|
| |
-
EHD 520 - Educational Assessment
An introduction to the concepts, principles, and practices associated with design and conduct of assessments in education. Teacher-made assessments, standardized achievement tests, and large-scale assessments will be considered.
Credits: 3
|
| |
-
EHD 532 - Data Analysis for Education Data Specialists II
This course expands on the techniques learned in EDS 531 to aggregate and analyze assessment, attendance, grade, and demographic data. This course will use specific software resources (including FileMaker, Excel/Calc, “R”, and/or Minitab) to summarize and analyze data. This course will refine specific procedures learned in EDS 531 for data organization and aggregation as well as teaching students how to select and apply the correct analyses for specific data types. A comprehensive project will require students to combine and analyze multiple years worth of education data and design a school level data analysis. This analysis will summarize achievement, behavior, and attendance trends over time and will include specific recommendations for how to incorporate these data into curriculum reviews and planning.
Prerequisites & Notes
EHD 531
Credits: 3
|
| |
-
EHD 569 - Seminar in Educational Leadership
Discussion and reports structured around a series of topics on organizational theory, educational leadership practice and a list of readings.
Credits: 3
|
| |
-
EHD 571 - Qualitative Research: Theory, Design and Practice
Examination and use of phenomenological approaches to social science research, emphasizing ethnographic methods in education and human service settings. Field work required.
Prerequisites & Notes
EHD 510 or EHD 575 and permission.
Credits: 3
|
| |
-
EHD 572 - Advanced Qualitative Research
Designed for advanced graduate students, this course examines theoretical foundations, methodologies, methods, analysis, interpretation, and writing in qualitative inquiry with an emphasis in education. In-depth fieldwork is a core component of the course.
Prerequisites & Notes
EHD 571 or equivalent course.
Credits: 3
|
| |
-
EHD 573 - Statistical Methods in Education I
Introduction to descriptive and inferential statistics as applied to education and human behavior. Emphasis on parametric statistics.
Credits: 3
|
| |
-
EHD 574 - Statistical Methods in Education II
Builds on the statistical foundation provided in EDS 521. Topics include power analysis, factorial and repeated-measures analysis of variance, multiple regression and factor analysis. Students use statistical software for data analysis.
Prerequisites & Notes
EHD 573 or equivalent.
Credits: 3
|
| |
-
EHD 642 - Seminar in School Leadership
Considers problems related to the leadership of individual schools.
Prerequisites & Notes
Admission to EDL Program or permission of instructor.
Credits: 3
|
| |
-
EHD 643 - Seminar in School District Leadership
Considers specific problems related to curriculum coordination, special education and superintendency.
Prerequisites & Notes
Admission to EDL Program or permission of instructor.
Credits: 3
|
| |
-
EHD 676 - Doctoral Seminar in Educational Leadership
Examines major theoretical perspectives on the organization of education systems. Students develop research questions and a writing style appropriate for doctoral level work. Required for doctoral students in educational administration.
Prerequisites & Notes
permission.
Credits: 3
|
| |
-
EHD 699 - Graduate Thesis/Research
Graduate thesis or research conducted under the supervision of student’s advisor.
Prerequisites & Notes
A “Responsible Conduct of Research” course approved by the Office of Research and Sponsored Programs and the Graduate School (www.umaine.edu/graduate/responsible-conduct-research) is required before or concurrently with completion of 3rd XXX 699 credit. Permission
Credits: Ar
|
Education-Science |
| |
-
ESC 516 - Advanced Studies in Science Instruction (Elementary and Middle Schools)
Examines instructional strategies for science education in elementary and middle schools.
Prerequisites & Notes
ESC 316 or equivalent.
Credits: 3
|
| |
-
ESC 542 - Advanced Studies in Science Education (Secondary)
Critical appraisals of curriculum and instructional practices at middle and secondary school levels.
Credits: 3
|
| |
-
ESC 598 - Special Topics in Science Education
Concentrated study of designated topics in science education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
|
| |
-
ESC 622 - Seminar in Science Education (K-12)
Overview of issues influencing implementation of Science Education. Emphasis on in-service science education programs. May be repeated for credit.
Prerequisites & Notes
ESC 516 or ESC 542 and ESC 604 or permission.
Credits: 3
|
| |
-
ESC 697 - Independent Study in Science Education
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in science education.
Prerequisites & Notes
Permission.
Credits: 1-6
|
Education-Special Education |
| |
-
SED 500 - Adapting Instruction for Students with Disabilities
Provides an overview of the philosophies, legislation and litigation, and methods that serve as the foundation of special education services.
Credits: 3
|
| |
-
SED 520 - Law and Policy Affecting Individuals
Examines state and federal laws and policies that affect individuals with disabilities in both school and the community.
Prerequisites & Notes
SED 402.
Credits: 3
|
| |
-
SED 523 - Home-based Practicum and Seminar in Early Intervention
This practicum course focuses on the application of methods for providing early intervention services to infants and toddlers with disabilities or who are at-risk for developmental problems and their families in home-based settings. An important emphasis of the field experience is the design and adaptation of curricular goals and objects, instructional strategies, environments, materials, and activities to promote active learning and full participation by infants and young children with developmental delays and disabilities in home-based settings.
Prerequisites & Notes
SED 505 and SED 517 or permission of the instructor.
Credits: 3
|
| |
-
SED 524 - Literacy and Language Development
Examines how oral and written language are acquired; sociocultural linguistic variations, connections between language acquisition and print awareness and classroom practices that promote language development. (ERL 534 and SED 524 are identical courses.)
Credits: 3
|
| |
-
SED 528 - Educational Methods for Students with Autism
Provides an overview of diagnostic, clinical, and educational approaches for students with autism. Topics include definitions and characteristics under the autism spectrum, historical perspectives on etiology and treatment, curriculum and instructional strategies, and bio-medical interventions. Specific research-based intervention procedures in language development, social behavior, sensory implications, pivotal responses, and the development of academic and functional skills are examined. Emphasis placed upon educational and behavioral methods used in school and family settings.
Prerequisites & Notes
Permission of instructor.
Credits: 3
|
| |
-
SED 532 - Behavior Management and Intervention
Approaches to behavior management and behavior change in educational settings. Examines principles of cognitive behavior modification, social skills training and crisis intervention.
Prerequisites & Notes
SED 402 or equivalent.
Credits: 3
|
| |
-
SED 536 - Educational Strategies For Students with Severe Disabilities
Examines instructional strategies that have been effective in the education of students with severe disabilities. Emphasis on models of inclusive education; nonverbal communication strategies; and behavioral supports.
Prerequisites & Notes
SED 401.
Credits: 3
|
| |
-
SED 543 - Program Planning and Curriculum Access
Topics include an overview of the special education process through the development of the IEP; how to write an educationally useful IEP; planning for general education curriculum access.
Prerequisites & Notes
SED 402.
Credits: 3
|
| |
-
SED 544 - Math Methods in Special Education
Examines educational principles and strategies for teaching students with math
difficulties.
Prerequisites & Notes
SED 402.
Credits: 3
|
| |
-
SED 545 - Intervention for Reading Difficulties
Explores strategies for adapting reading instruction for students with reading difficulties. Topics include theoretical explanations of reading difficulties, multi-tiered systems of support, research-based approaches to intervention, and procedures for evaluating response to interventions. Addresses the needs of students with high- and low-incidence disabilities as well as students at risk.
Prerequisites & Notes
SED 302 or SED 402 or SED 500 or Permission.
Credits: 3
|
| |
-
SED 551 - Curriculum and Instruction in Special Education
A consideration of educational principles and practices essential to the development of effective instructional strategies for students with mild-to-moderate disabilities.
Prerequisites & Notes
SED 402.
Credits: 3
|
| |
-
SED 552 - Working with Families of Students with Disabilities
Models for consulting with families of children and youth with disabilities.
Prerequisites & Notes
SED 402.
Credits: 3
|
| |
-
SED 553 - Assessment in Special Education I
Develops knowledge of basic measurement concepts and principles and provides introductory experiences with procedures used to assess the educational performance of students with mild/moderate disabilities.
Prerequisites & Notes
SED 402 and teaching experience or permission.
Credits: 3
|
| |
-
SED 554 - Assessment in Special Education II
Develops skill in selecting educational measures to address assessment questions pertaining to students with mild-moderate disabilities; administering, scoring, and interpreting norm-referenced, criterion-referenced, performance-based, and curriculum-based assessments of educational performance; and communicating assessment results.
Prerequisites & Notes
SED 553 and enrollment in M.Ed. program in Special Education or permission.
Credits: 3
|
| |
-
SED 556 - Assessment of Students with Autism Spectrum Disorders and Severe Disabilities
Provides training in assessing individual learning needs of students with autism spectrum disorders and severe disabilities, emphasizing curriculum-based assessment, diagnostic criteria, ecological inventories, adaptive behavior scales, person-centered planning, and quality of life indicators.
Prerequisites & Notes
SED 304 or SED 402 or SED 500 or permission.
Credits: 3
|
| |
-
SED 563 - Positive Behavior Support for Students with Autism Spectrum Disorders
Provides training in behavioral assessment, support, and intervention for students with Autism Spectrum Disorders. Emphasizes evidence-based practices including functional behavioral assessment and communication training, social skills instruction, self-management, and antecedent and broader environmental interventions.
Prerequisites & Notes
SED 528 or permission.
Credits: 3
|
| |
-
SED 564 - Universal Design for Learning in PreK-12 Classrooms
This course will acquaint PreK-12 educators with principles, theories, research, and policies related to Universal Design for Learning (UDL). The course will examine the historical roots and policies related to UDL, neuropsychological and sociological theories driving UDL, core components of UDL, application of UDL within various content areas (e.g., reading, mathematics, social studies, science), and systems issues related to meeting the diverse needs of students.
Prerequisites & Notes
SED 302 or SED 402 or SED 500 or permission
Credits: 3
|
| |
-
SED 570 - Technology for Individuals with Disabilities
Develops strategies for identifying and implementing adaptive and assistive technology in educational settings. Explores current technology available to assist students with disabilities.
Prerequisites & Notes
EDT 520.
Credits: 3
|
| |
-
SED 572 - Educational Needs of Students with Physical and Medical Disabilities
An overview of the physical and medical aspects of children and youth with severe and multiple handicaps. Course taught by skilled health, medical and special education professionals who work directly with students with severe handicaps. Course is appropriate for educators, therapists and other professionals who work directly with students with severe handicaps.
Credits: 3
|
| |
-
SED 581 - Response to Intervention for Behavior: School-Wide Prevention
Critical components of universal positive behavioral interventions and supports. Focus on a continuum of research-based behavioral practices integrated into a system for all students, and using data to evaluate student outcomes and program fidelity.
Credits: 3
|
| |
-
SED 582 - Response to Intervention for Behavior: Targeted Interventions
Based on the Positive Behavioral Interventions and Supports model, addresses effective implementation of secondary behavioral systems and practices. Emphasizes behavioral interventions, outcome data tools, and fidelity measures for targeted groups of students who require behavioral support and intervention beyond Tier 1 to succeed in school settings. Includes check-in/check-out and group social skills programs.
Prerequisites & Notes
SED 581
Credits: 3
|
| |
-
SED 583 - Response to Intervention for Behavior: Individualized Interventions
Based on the Positive Behavior Interventions and Supports model, addresses effective implementation of Tier III behavioral systems and practices. Focus on comprehensive, multi-component behavioral interventions, outcome data tools, and fidelity measures for individual students who require intensive behavioral support and interventions beyond Tier I and II to succeed in school settings.
Prerequisites & Notes
SED 581 and SED 582
Credits: 3
|
| |
-
SED 585 - Communication for Students with Autism Spectrum Disorders
This course examines communication, including an overview of typical communication and language development, the difference in autism speech and language development, assessments of communication, augmentative communication supports, visual supports, and the interrelationships between communication and socialization. Students develop the awareness and the necessary skills to conduct informal observations of communication abilities to identify supports that match the individual’s learning style. Students learn strategies to collaborate with teachers, family members and related professionals to increase communication. Using a combination of observation, practice sessions, lecture and project-based learning, students apply their knowledge of communication and supports across the autism spectrum.
Credits: 3
|
| |
-
SED 598 - Special Topics in Special Education
Concentrated study of designated topics in special education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
Permission.
Credits: 1-3
|
| |
-
SED 605 - Seminar in Special Education
Advanced study of current issues, problems, and controversies in special education. Typically taken as the final course in the master’s program in special education.
Prerequisites & Notes
permission.
Credits: 3
|
| |
-
SED 610 - Internship in Special Education Teaching
Supervised student teaching experience in special education. May be repeated for a total of 6 credits.
Prerequisites & Notes
M.Ed. student in special education and permission.
Credits: 1-6
|
| |
-
SED 620 - Practicum in Special Education
Supervised practice to develop and apply advanced professional skills for certified special education or related services professionals. May be repeated for credit.
Prerequisites & Notes
M.Ed. or C.A.S. student in special education, certification in special education or related services, and permission.
Credits: 3
|
| |
-
SED 630 - Internship in Special Education Administration
Supervised school-based practice in special education administration. Requires mentoring by a certified special education administrator. May be repeated for credit.
Prerequisites & Notes
M.Ed. or C.A.S. student in special education, Maine teacher certification in special education or related services, three years teaching experience, and permission.
Credits: 3
|
| |
-
SED 651 - Seminar in Emotional & Behavioral Disabilities
Advanced study of recent research, educational practices and policy analyses in the field of emotional and behavioral disabilities. Topic varies by semester. May be repeated for credit with permission of instructor (maximum of six credits).
Prerequisites & Notes
Experience working with students with emotional and behavioral disabilities and a minimum of 15 graduate credits completed in Special Education or a related field.
Credits: 3
|
| |
-
SED 697 - Independent Study in Special Education
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in special education.
Prerequisites & Notes
Permission.
Credits: 1-6
|
| |
-
SEI 524 - Supporting Play and Social-Emotional Development of Infants and Young Children
Methods of supporting emotional competence and self-regulation, attachments and parent-infant relationships, play, peer interaction and friendships of infants and young children including children with disabilities.
Prerequisites & Notes
SEI 501 or permission.
Credits: 3
|
Education-Technology |
| |
-
EDT 520 - Digital Age Teaching and Learning Methods
In this foundational course students will explore how digital tools allow for new models of teaching and learning. Students will engage in a critical review of how technology has been used, and explore current trends in educational settings. Students will discuss relevant theories of cognition, explore issues of access and equity, and consider how curriculum, instruction, and assessment might be designed with the support of technology. The learning environment for the course will model different engagement, practical applications, design projects, and social networks.
Credits: 3
|
| |
-
EDT 522 - Methods of Teaching with Computer Technology - M.A.T.
Provides practical and understandable information about integrating technology in K-12 classrooms.. Examines tool applications, multimedia and categories of software. Explores ways these support learning.
Prerequisites & Notes
Degree student in Master of Arts in Teaching program (College of Education and Human Development).
Credits: 3
|
| |
-
EDT 525 - Using the Educational Web
Introduces methods and models of using the Internet effectively for PK-adult education. Includes emerging Web 2.0 and 3.0 technologies.
Credits: 3
|
| |
-
EDT 527 - Networking and Troubleshooting Basics for Educators
The basics of networking and troubleshooting for designing, building, and managing a Local Area Network (LAN) in a classroom environment.
Prerequisites & Notes
EDT 520.
Credits: 3
|
| |
-
EDT 529 - Advanced Networking & Troubleshooting
Provides participants with the advanced capabilities needed for the position of an educational technology coordinator. An in-depth knowledge of behavior and problems leads to the skills needed to isolate and solve security and advanced application problems. Course work is based on theory, class exercises and “on-line” labs, which will allow students to manage and manipulate hardware remotely.
Prerequisites & Notes
EDT 527 or permission of instructor
Credits: 3
|
| |
-
EDT 530 - Introduction to Hypermedia in Education
Presents hypermedia tools for Macintosh and/or PC platforms. Emphasizes writing code for Hypermedia applications.
Prerequisites & Notes
EDT 400 or EDT 520.
Credits: 3
|
| |
-
EDT 535 - Multimedia Design for Teaching and Learning
Develops skill in educational multimedia design and development using educational software found in most schools.
Prerequisites & Notes
EDT 530.
Credits: 3
|
| |
-
EDT 537 - Introduction to Flipped, Blended, and Online Learning
Advancements in technology have led to exponential growth in opportunities for innovative education for all learners. Participants will explore what it means to create a flipped, blended, or online learning environment. These philosophies and strategies can be applied in K-12 classrooms, higher education contexts, and workplace settings. Participants will consider how format, technologies, and modalities may impact the learner and learning community. Participants will explore historical context of adopting technologies to enhance and expand learning opportunities, and how best practices are determined. Participants will conduct research on various aspects of flipped, blended, and online learning and be actively engaged in the application of effective methods for designing and delivering learning experiences online.
Prerequisites & Notes
None
Credits: 3
|
| |
-
EDT 540 - Instructional Design and Project Managment
In this hands-on, project-based course, students will design and develop an authentic technology-based learning experience based in sound instructional design principles. Students will present several iterations of their designs to the class, participate in peer critiques, and continually improve their projects over the semester. As instructional designers work in a team, each student contributes to, and benefits from consulting with peers. They use their skills to help others and improve their own projects. Students will also explore additional instructional design frameworks and learning theories to improve fluency and flexible thinking while managing instructional design projects. This is a class that embraces creativity, active learning, social learning, and design thinking.
Prerequisites & Notes
EDT 520.
Credits: 3
|
| |
-
EDT 541 - Advanced Instructional Design
This advanced course extends students’ knowledge of the theory and practice of instructional design as well as introduces students to the practice of research in instructional design. Students will design original 2D and 3D models of physical spaces as well as plan types of instruction and learning that their designs would facilitate. Students will also work with technology mediated approaches to
instruction and plan curricula that helps students master content and skills appropriate for the 21st Century information culture. Throughout, students will critically assess the efficacy of their own and each other’s designs to meet learning objectives. The course will have synchronous and asynchronous elements. Students will also work independently as well as in small groups on projects.
Prerequisites & Notes
EDT 540 or Permission of Instructor
Credits: 3
|
| |
-
EDT 542 - Supporting Technology Integration through Professional Development and Coaching
Mentoring, coaching, and collaboration are all parts of a helpful and supportive approach to improving instructional practices. According to Carr, Herman & Harris (2005), “When these interactions are embedded in school culture, a new synergy evolves and a shift occurs- a shift to the forward momentum of collaborative school improvement” (p.11). In this course, learners will integrate theories and models of professional development to create plans and activities that are aligned to the needs of their community as well as professional teaching standards. Learners will apply best practices in professional development design, incorporating the elements of teacher evaluation models, adult learning theory, professional learning communities, and instructional coaching.
Prerequisites & Notes
EDT 520 or 540
Credits: 3
|
| |
-
EDT 543 - Practicum in Instructional Design
This capstone course is designed to allow participants focusing on instructional design to engage in the full life-cycle of such a design project. The work will include analysis, design, development, implementation, and evaluation to create an original instructional project. Participants will work in one or more of the principle program domains: Learning Environments, Teaching/Learning Strategies & Assessments, Digital Citizenship, Professional Practice, and Leadership. Students will work collaboratively with peers, field experts, and faculty members. As appropriate for the content and approach of projects, mentors and/or the practicum supervisor may recommend a research review for areas ranging from pedagogical approach, appropriateness for settings, and technical feasibility. Student teams will present their projects at the end of the term.
Prerequisites & Notes
Permission
Credits: 3
|
| |
-
EDT 545 - Information Security in the K-12 Environment
Covers privacy and security in the educational environment from several perspectives: legal issues, social and ethical concerns, standards and policy development.
Prerequisites & Notes
EDT 520 or permission of instructor.
Credits: 3
|
| |
-
EDT 550 - Video Communication in the 21st Century
Examines roles of video in education and the technology behind video as an information medium.
Prerequisites & Notes
EDT 520.
Credits: 3
|
| |
-
EDT 555 - Computers and Cooperative Learning
Strategies for using computer technology in cooperative learning environments. Topics include theoretical explanations of cooperative groups, online cooperative learning projects, criteria for evaluating resources, and lesson plans.
Credits: 3
|
| |
-
EDT 559 - Essentials for Educational Technology Leaders
Technology is reshaping how organizations work and how learning takes place. Individuals with expertise in instructional technology are relied upon to take leadership positions with technology use, planning and evaluation. However, these individuals seldom have expertise in how to be leaders and agents for change at the organizational level. Every situation is different, but knowing the right questions to ask can mean the difference between effective leadership and frustration. This course examines such challenges in the context of technology leadership for a variety of instructional settings.
Prerequisites & Notes
9 credits of EDT coursework , or permission of instructor
Credits: 3
|
| |
-
EDT 560 - Assessment in the 21st Century Classroom
Students will first explore the traditional vocabulary used for assessment and learning. Students will then evaluate, discuss, reflect upon, and consider the implications of integrating technology and digital assessment tools in the pk12 classroom to support knowledge acquisition and creation of new knowledge. Students will look through a variety of lenses for students understand and assessment including ISTE, SAMR, and Bloom’s among others.
Prerequisites & Notes
EDT 520 or permission of instructor.
Credits: 3
|
| |
-
EDT 561 - Technology Supported Inquiry-Based Teaching and Learning
This course examines the role of technology in active, inquiry-based teaching and learning environments. Participants will explore self-directed questions and problems engaging in inquiry-based instructional methods supported by technology resources and tools. An integral component of this course will be the development of an inquiry-based facilitation plan that fosters and promotes active
student questioning, critical thinking, and complex problem solving for implementation in classroom environments. Emphasis is placed on student-centeredness, constructivist learning theories, and problem based teaching and learning approaches.
Prerequisites & Notes
Graduate Standing or Permission
Credits: 3
|
| |
-
EDT 562 - Technology for Young Learners
This course is designed to provide students with the ability to integrate developmentally appropriate technology into the early childhood classroom, birth to age eight. Students will gain the skills to apply technology-mediated family engagement strategies. Emphasis will be placed on how computer technologies, mobile devices, and Internet resources can enhance play-based pedagogy learning. This course develops students understanding in evaluating and integrating technology into curriculum, instruction, and assessment in order to create learning environments that address the needs of the diverse young learners.
Prerequisites & Notes
EDT 520 or permission of instructor.
Credits: 3
|
| |
-
EDT 580 - Instructional Technology Institute
This course is for educators seeking to enhance their knowledge and skills with using educational technology to support teaching and learning. Students will engage in on line study, and complete an in-person residence. Course will include strands to allow for focused study of literature, research, and practices with regards to educational technology. Students will participate in both individual and collaborative projects. The focus will be pedagogically driven practices for technology in virtual, blended, and in-person environments. The course is designed for a wide variety of educators and educational technology skill levels.
Prerequisites & Notes
None
Credits: 3
|
| |
-
EDT 598 - Special Topics in Instructional Technology
Concentrated study of designated topics in instructional technology. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following:
Prerequisites & Notes
Graduate student or permission.
Credits: 1-3
|
| |
-
EDT 616 - Seminar in Educational Media
Discussions and individual reports on current research and activities in the field of instructional technology.
Prerequisites & Notes
EDT 520.
Credits: 3
|
| |
-
EDT 657 - Practicum
This course is an alternative capstone experience for students in the Instructional Technology master’s degree who choose not to seek the Maine Department of Education 680 endorsement prior to graduation. Students will develop and implement an approved project to include the following components: research review; application of research to practice; reflection; and presentation.
Prerequisites & Notes
Approval of Practicum Supervisor.
Credits: 1-6
|
| |
-
EDT 693 - Educational Internship
This course provides an internship experience for students in the Instructional Technology M.Ed. program who are certified PK-12 teachers and are seeking the Maine Department of Education 680 endorsement. Students will complete an approved internship aligned with performance-based standards identified by the International Society for Technology in Education (ISTE) as well as the College of Education and Human Development’s NCATE proficiencies.
Prerequisites & Notes
Permission
Credits: 3-6
|
| |
-
EDT 697 - Independent Study in Instructional Technology
Provides graduate students with an opportunity to increase professional competence through independent readings and research. Students plan individual projects to gain competencies in instructional technology.
Prerequisites & Notes
Permission.
Credits: 1-6
|
Electrical and Computer Engineering |
| |
-
ECE 512 - Linear Systems Analysis
Analysis of linear dynamic systems using matrices and linear vector spaces, internal and external models, state variable analysis, controllability and observability, stability. (Spring.)
Prerequisites & Notes
ECE 314, MAT 262.
Credits: 3
|
| |
-
ECE 515 - Random Variables and Stochastic Processes
Engineering applications of probability theory. Analysis of random variables, random processes and stochastic models. Introduction to the analysis and optimization of linear systems with random inputs. Lec 3. (Fall.)
Prerequisites & Notes
graduate standing, MAT 332 or equivalent.
Credits: 3
|
| |
-
ECE 523 - Mathematical Methods in Electrical Engineering
Application of mathematical and numerical methods to Electrical Engineering problems. Topics include: systems of linear equations, sparse matrices, nonlinear equations, optimization, interpolation, numerical integration and differentiation, ordinary differential equations, error analysis, application to linear and nonlinear circuit analysis.
Prerequisites & Notes
Senior or graduate standing in ECE.
Credits: 3
|
| |
-
ECE 533 - Advanced Robotics
Introduces intelligent robot control system and programming. Robot dynamical equations, path planning and trajectory generation, control system, off-line simulations, robot languages and vision integration in robot applications will be discussed. Lec 2, Lab 3. (Spring.)
Prerequisites & Notes
ECE 417.
Credits: 3
|
| |
-
ECE 543 - Microelectronic Devices I
Physics, engineering and design of deep-submicron Si devices used in microelectronic circuits; non-Si devices used for Photonics; and novel quantum-mechanical single-electron devices. (Fall.)
Prerequisites & Notes
ECE 343.
Credits: 3
|
| |
-
ECE 547 - VLSI Design/Layout
Integrated circuit design methodologies. Semi-custom ASICs, logic synthesis and simulation, design automation techniques and designing for testability. Chips designed in this course will be fabricated and tested in ECE 548. (Fall.)
Prerequisites & Notes
ECE 343
Co-requisite: ECE 445 or ECE 444.
Credits: 3
|
| |
-
ECE 548 - VLSI Test/Characterization
Laboratory course covering the testing and characterization of integrated circuits designed in ECE 547 and fabricated externally. (Pass/Fail Grade Only.) (Spring.)
Prerequisites & Notes
ECE 547.
Credits: 1
|
| |
-
ECE 550 - Electromagnetic Theory
Reviews of Maxwell’s Equations and waves in dielectric and lossy unbounded and layered media. Covers plane cylindrical and spherical wave functions; reflection and transmission properties of layered media, electromagnetic radiation and antenna theory. Lec 3. (Spring.)
Prerequisites & Notes
ECE 351 or equivalent.
Credits: 3
|
| |
-
ECE 552 - Wave Propagation
Theory of the propagation of electromagnetic and sound waves in unbounded and layered isotropic and anisotropic solids and liquids. Specific applications to wave propagation in the ocean and crystals are also presented. Lec 3. (Summer.)
Prerequisites & Notes
ECE 453 or permission.
Credits: 3
|
| |
-
ECE 565 - Solid State Device Theory I
A study of physical principles underlying solid state devices. Topics include: crystalline structure, x-ray diffraction, reciprocal space, lattice vibrations, phonons, specific heat and introduction to quantum mechanics. Lec 3. (Fall.)
Prerequisites & Notes
permission.
Credits: 3
|
| |
-
ECE 571 - Advanced Microprocessor-Based Design
Includes techniques for developing software and hardware for microprocessor-based systems, computer aided design using a multistation logic development system, use of components commonly found in microprocessor-based systems. Lec 2, Lab 3. (Spring.)
Prerequisites & Notes
ECE 471 or permission.
Credits: 3
|
| |
-
ECE 573 - Microprogramming
Fundamentals of microcoding and the design of microcoded systems including bit slice design. Lec 2, Lab 3. (Fall.)
Prerequisites & Notes
ECE 471, ECE 475.
Credits: 3
|
| |
-
ECE 574 - Cluster Computing
Advances in high-end computational technology continue to bring the digital revolution into academic, industrial and commercial areas. A popular approach for achieving high performance for these application domains is to use parallel computers. Introduces the primary parallel computer architectures, as well as the programming techniques applicable to concurrent, parallel and distributed computations. Students will gain experience in developing parallel computing solutions for challenging problems. Lec 3. (Offered one every two years - Spring.)
Prerequisites & Notes
At least a C- in ECE 177 or permission.
Credits: 3
|
| |
-
ECE 577 - Fuzzy Logic
This course covers the fundamentals of fuzzy logic and its application in control, model identification, information systems, and pattern recognition, as well as in conjunction with artificial neural networks and genetic algorithms.
Prerequisites & Notes
ECE 477 or permission.
Credits: 3
|
| |
-
ECE 581 - Estimation and Detection Theory
Mathematical fundamentals of optimal signal-processing strategies. Neyman-Pearson and Bayes Detectors applied to radar and sonar systems. Maximum Likelihood and Bayes Estimators and applications. (Spring.)
Prerequisites & Notes
ECE 515.
Credits: 3
|
| |
-
ECE 583 - Coding Theory
In this course students will learn how to compute the maximum rate of reliable transmission and design, evaluate, and implement codes that achieve capacity with reasonable decoding complexity.
Prerequisites & Notes
ECE 515 or permisson.
Credits: 3
|
| |
|
| |
-
ECE 585 - Fundamentals of Wireless Communication
Aims to present the modern wireless communication concepts in a coherent and unified manner and to illustrate the concepts in the broader context of the wireless systems on which they have been applied. Recent wireless standards will be studies in depth and emphasized through a course project.
Prerequisites & Notes
CHB 350 or ECE 383 or ECE 515 or MAT 332 or instructor permission.
Credits: 3
|
| |
-
ECE 590 - Neural Networks
Introduces artificial neural networks. Provides supervised and unsupervised learning in single and multi-layer networks, software implementation, hardware overview. Applications in pattern recognition and image analysis. (Fall.)
Prerequisites & Notes
permission.
Credits: 3
|
| |
-
ECE 598 - Selected Advanced Topics in Electrical and Computer Engineering
Advanced topics not regularly covered in other courses. Content varies. May be repeated for credit. (Fall and Spring.)
Prerequisites & Notes
permission.
Credits: 1-3
|
| |
-
ECE 599 - Selected Study in Electrical and Computer Engineering
Advanced independent study for qualified students who present suitable projects for intensive investigation in the area of faculty interest. (Fall/Spring.)
Prerequisites & Notes
permission.
Credits: 1-3
|
| |
-
ECE 662 - Microwave Acoustics
A study of the theory of acoustic wave propagation in piezoelectric media. Focuses on bulk acoustic waves and guided acoustic waves and use of these waves in microwave acoustic devices such as sensors. Lec 3. (Fall.)
Prerequisites & Notes
ECE 550, ECE 552 or permission.
Credits: 3
|
| |
-
ECE 663 - Design and Fabrication of Surface Wave Devices
Covers the design, fabrication and measurement of surface acoustic wave (SAW) devices, e.g. delay lines, filters, resonators, oscillators, convolvers and sensors. Topics include: planar fabrication techniques, surface properties of piezolectric crystals, photolithography, vacuum technologies for thin film deposition, electronic systems for the measurements of impulse and frequency response, phase and group velocity, insertion loss, distortions and spurious effects. Lec 2, Lab 3. (Spring.)
Prerequisites & Notes
ECE 550, ECE 662 or permission.
Credits: 3
|
| |
-
ECE 667 - Solid State Device Theory II
Theory of electronic properties of solids. Topics include: statistical mechanics, free electron theory, thermoelectric effects semiconductor theory and electronic transport properties in semiconductors. Lec 3 (Summer.)
Prerequisites & Notes
ECE 565.
Credits: 3
|
| |
-
ECE 699 - Graduate Thesis/Research
Graduate thesis or research conducted under the supervision of student’s advisor.
Prerequisites & Notes
A “Responsible Conduct of Research” course approved by the Office of Research and Sponsored Programs and the Graduate School (www.umaine.edu/graduate/responsible-conduct-research) is required before or concurrently with completion of 3rd XXX 699 credit. Permission
Credits: Ar
|
Engineering (PSM) |
| |
-
GEE 694 - Professional Science Masters in Engineering and Business Internship
Internship with a business, non-profit or federal, state or local government that integrates advanced engineering and business skills. Open only to students in Professional Science Masters in Engineering and Business program.
Prerequisites & Notes
Permission
Credits: 1-6 pass/fail only
|
| |
Page: 1
| 2
| 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
|
Graduate School
Print this Page