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Education-Reading Recovery |
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EEL 656 - Seminar: Issues Related to Reading Recovery Theory and Practice II
A continuation of ERR 631.
Prerequisites & Notes
ERR 631.
Credits: 3
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EEL 657 - Reading Recovery Internship I
This course presents theories and models of professional development and clinical supervision of Reading Recovery teachers and develops skills for the administration, implementation and evaluation for district or regional Reading Recovery Teacher Training sites.
Prerequisites & Notes
Prior acceptance into the certification program for Reading Recovery Teacher Leaders.
Credits: 3
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EEL 658 - Reading Recovery Internship II
A continuation of ERR 633.
Prerequisites & Notes
ERR 633.
Credits: 3
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EEL 659 - Reading Recovery Practicum I
Designed to prepare Teacher Leaders-in-Training to implement Reading Recovery procedures with first grade children with reading difficulties: tutoring four children daily; tutoring a child behind the one-way mirror two or three times per semester.
Prerequisites & Notes
Prior acceptance into the certification program for Reading Recovery Teacher Leaders.
Credits: 3
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EEL 660 - Reading Recovery Practicum II
A continuation of ERR 635.
Prerequisites & Notes
ERR 635.
Credits: 3
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Education-Research |
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EAD 648 - Responsible Conduct of Research in Education
EAD 648 is designed to help doctoral students learn how to conduct ethical and responsible research through exploration of research design and the implementation process. The course will involve development of a preliminary problem and research goal, exploration of various research methodologies and empirical studies relevant to your identified research questions, and finally, data collection possibilities with attention to issues of trustworthiness and ethics in research. A secondary purpose of the course is to continue to develop doctoral students’ scholarly “habitus”, or the quotidian practices that support the production of rigorous and relevant practitioner research responsive to peer review.
Prerequisites & Notes
Enrollment in EdD in Educational Leadership program or by permission.
Credits: 3
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EAD 663 - Dissertation Proposal
This course is designed to serve as the entry point into candidacy. EdD members will submit a finalized and written product in the form of a portfolio during the first two weeks of the course, followed by two weeks of oral defenses. The last four weeks of the course will be dedicated to creating and drafting an IRB proposal based on the success and feedback of the written and oral defense. The IRB proposal will consider a succinct literature review, sampling and participant selection, data collection and analysis procedures, and researcher role and biases. Competencies include making an argument about a problem of practice, connecting it to a developed review of the existing literature, sketch out a conceptual framework, and then use that framework to develop a methodological approach that will help answer the problem of practice. EdD members will also be expected to target a conference for later submission as a conference presentation.
Prerequisites & Notes
Enrollment in EdD in Educational Leadership program or by permission.
Credits: 3
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EAD 664 - Dissertation l
Dissertation l (EAD 664) is designed to serve EdD members in their data collection for their dissertation. Cohort members can expect to put in significant additional time and energy over this 15 week course outside of class time. Focus will be given to instrument implementation, targeted return rates, interview saturation, document collection, and additional data collection to helo triangulate methodological approaches. Cohort members can expect to begin primary data analysis by the end of this course.
Prerequisites & Notes
Completion of EAD 663 and enrollment in EdD in Educational Leadership program or by permission.
Credits: 3
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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
With permission
Credits: 3
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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
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EHD 571 - Qualitative Research: Theory, Design and Practice
The purpose of this course is to introduce graduate students to qualitative research methods in the social sciences and other disciplinary contexts. We will explore theoretical foundations, methodologies, research design, interviewing and observation methods, data analysis and interpretation of findings. The course requires fieldwork in addition to the regularly scheduled class time.
Prerequisites & Notes
EHD 510 or EHD 575 and permission.
Credits: 3
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EHD 572 - Advanced Qualitative Research
This course is designed to help graduate students further their understanding and skill in qualitative research, related to its use in the social sciences and other disciplinary contexts. The course will extend the concepts and skill learned in the introductory course EHD 571. Students will gain in-depth experience with: qualitative research design, selection of appropriate qualitative methods for inquiry, fieldwork emphasizing interviewing methods, use of software and other tools to analyze qualitative data, and ways to communicate about qualitative research and findings.
Prerequisites & Notes
EHD 571 or equivalent course.
Credits: 3
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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
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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
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EHD 602 - 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
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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
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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
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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
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EHD 699 - Graduate Thesis/Research
Graduate thesis or research conducted under the supervision of student’s advisor.
Prerequisites & Notes
Students who have not yet completed a “Responsible Conduct of Research” course approved by the Office of Research and Sponsored Programs and the Graduate School (https://umaine.edu/graduate/students/rcr/) must receive permission to enroll in thesis/ research credits. Students must enroll in an RCR course before or concurrent with their third credit of thesis/research.
Credits: Ar
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Education-Science |
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ESC 552 - Teaching Science in Secondary Schools
Instructional Strategies and general approaches to teaching science in grades 7-12. Emphasis on professional literature, curriculum development, teaching and learning styles and reflective teaching. ESC 452 and ESC 552 can not both be taken for credit
Prerequisites & Notes
EHD 504 or instructor permission
Credits: 3
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ESC 555 - Engineering Design Process for K-12 Educators
This course will provide students an opportunity to learn insights about engineering concepts and practices while focusing on their implications for K-12 learning settings. These learning settings can be formal classrooms and informal learning environments such as museums, science, technology, or innovation centers. While deepening our understanding of integrating engineering to K-12 learning settings, we will utilize successful engineering activities to look at how teachers and students can engage in Engineering Design Process (EDP), We will question how teachers and K-12 students conceptualize engineering and the role of engineers and how K-12 students construct engineering identities while engaged in EDP. Finally, this course will draw from nations policy documents to discuss how understanding of EDP can enhance K-12 students’ learning of other STEM subject areas of science, mathematics, and technology.
Prerequisites & Notes
Permission of instructor
Credits: 3
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Education-Social Studies |
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ESS 551 - Teaching Social Studies at the Secondary School
Covers current practices in teaching social studies, selection and use of instructional materials, modern trends in curriculum construction for social studies in the secondary school.
Prerequisites & Notes
EHD 504 or instructor permission
Credits: 3
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Education-Special Education |
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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
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SED 520 - Law and Policy Affecting Individuals with Disabilities
Examines state and federal laws and policies that affect individuals with disabilities in both school and the community.
Prerequisites & Notes
SED student, or permission.
Credits: 3
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SED 522 - 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
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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
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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.
Prerequisites & Notes
ERL 534 and SED 524 are identical courses
Credits: 3
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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
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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 student, or permission.
Credits: 3
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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
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SED 543 - Program Planning and Curriculum Access
Comprehensive introduction to the field of special education, program planning for inclusive settings from theory to practice, and classroom application for accessing the curriculum most suited to the student’s needs.
Prerequisites & Notes
SED 302, SED 402, or SED 500.
Credits: 3
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SED 544 - Mathematical Methods in Special Education
Examines educational principles and strategies for teaching students with math difficulties.
Prerequisites & Notes
SED student or permission
Credits: 3
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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 student or permission
Credits: 3
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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 student or permission
Credits: 3
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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 student, or permission.
Credits: 3
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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
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SED 564 - Assistive Technology and 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) as Assistive Technology (AT). The course will examine the historical roots and policies related to UDL and AT, core requirements of UDL and AT, application of UDL and AT withing various content areas (e.g., reading, mathematics, social studies, science), and systems issues related to meeting the diverse needs of students.
Prerequisites & Notes
None.
Credits: 3
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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
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SED 582 - Positive Behavioral Interventions and Supports (PBIS) Tier 2: 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
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SED 583 - PBIS Tier 3: Individualized Assessment and Intervention
Based on the Positive Behavior Interventions and Supports (PBIS) 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
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SED 585 - Autism and Social Communication
This course examines communication, including an overview of typical social communication and atypical social communication development in autism, 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 social communication abilities to identify supports that match the individual’s learning needs. Students learn strategies to collaborate with teachers, family members and related professionals to increase social skills and social communication. Using a combination of observation, practice sessions, lecture and project-based earning, students apply their knowledge of social communication and supports across the autism spectrum.
Prerequisites & Notes
SED 528
Credits: 3
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SED 598 - Special Topics in Special Education
Concentrated study of designated topics in special education. Topics may vary depending on faculty and student interest.
Prerequisites & Notes
Some sections may have additional prerequisites.
Graduate student or permission.
May be repeated for credit.
Credits: 1-3
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SED 605 - Seminar in Special Education
Study current issues, problems, and controversies in special education with a focus on professional writing. Typically taken as the first or second course in the master’s program in special education.
Prerequisites & Notes
Graduate standing
Credits: 3
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SED 620 - Critical and Creative Thinking and Panel Review
Explores critical and creative thinking, and how teachers can bring critical and creative thinking to the center of their curriculum and instruction. Approaches critical and creative thinking as skills that can improve through practice but remains mindful of the relationship between thinking skills and specific academic content. Contains both a portfolio requirement and a panel review. The portfolio that is submitted includes work products demonstrating the competencies specified in the Professional Standards for Teachers. The review panel is composed of School of Education faculty member, a partner-school special educator/administrator, and course instructor.
Prerequisites & Notes
Graduate standing or permission by instructor.
Credits: 3
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SED 630 - Internship in Special Education Administration
Supervised school-based practice in special education administration. Requires mentoring by a certified special education administrator.
Prerequisites & Notes
May be repeated for credit.
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
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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
With permission
Credits: 1-6
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Education-Technology |
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EDT 515 - Dynamic PK-12 Library Management
The course covers principles and processes underlying the successful administration of a school library including management, program development, and evaluation of contemporary school libraries. The course explores the changing roles and responsibilities of an effective and proactive school librarian. This course will explore the role of educational technology in the effective management of the PK-12 library.
Prerequisites & Notes
EDT 520 or permission
Credits: 3
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EDT 516 - Reference and Research for Digital Age Teaching, Learning and Libraries
The modern library is a rich hub of information sources, and librarians need excellent skill to promote inquiry, inclusiveness and collaboration with students and educators. This course will provide an overview of the field of reference and research instruction in order to prepare graduate students to work with students in grades PK-12. Graduate students will critically evaluate the most important print and electronic resources, and reference interview, bibliographic instruction, and readers’ advisory. In addition, students will practice their leadership skills with reference and research as they seek to promote the library as a learning commons, and information literacy as essential to teaching and learning in the digital age.
Prerequisites & Notes
EDT 515 or permission
Credits: 3
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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 in diverse learning environments such as the traditional classroom setting, libraries, coaching models, and industry training. 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 will model different engagement, instructional, and assessment strategies including readings, multiple modes of discussion and reflection, practical applications, design projects, and social networks.
Prerequisites & Notes
None
Credits: 3
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EDT 528 - Designing Technology Systems to Optimize Learning
In order to create and support sustainable, effective, and integrated technology systems, leaders must be well versed in technical systems design, planning and evaluation processes. This course is designed for students who seek to be leaders in approaching these technical concepts through a vision of aligning solutions and systems that are consistent with a learner-centered perspective on educational practices. Students will learn strategies to engage stakeholders, develop budgets, and plan for evaluation of technology investments.
Prerequisites & Notes
EDT 520 or permission of instructor
Credits: 3
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EDT 531 - Studio in Computing for Learning
Maker spaces have proliferated in our schools, libraries, and elsewhere in our communities. Similarly, toys and kits for children now include programming, circuits, single-board computers, sensor kits, robotics, drones, and more. This course serves as an introduction to computational thinking and computer science as both a delivery mechanism and a 21st century skill within the context of educational practice including classrooms, libraries, and additional diverse learning environments. This course will help students develop approaches and strategies for utilizing what have become consumer-level electronic and computational tools in problem- and project-based learning scenarios. Students will learn to help others engage with technology in the learning process as creators. In so doing, they will heighten their awareness of programming and the capacities of computer hardware.
Prerequisites & Notes
EDT 520 and matriculation in MEd in IT, EdS, or Instructional Technology Graduate Certificate Programs, or permission of instructor.
Credits: 3
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EDT 532 - Creative and Connected Learning Environments
This course is designed for pK-12 educators who are ready to move from learner engagement to learner empowerment. Participants will understand the vital role that creativity plays in problem solving, collaboration, and learning. The course will provide foundational knowledge on strategies to harness educational technology to teach and assess creativity across content areas. Participants will work in depth with technology standards and plan new learning experiences that focus on benefits of creativity and using digital tools connected beyond the traditional boundaries of classroom walls.
Prerequisites & Notes
None
Credits: 3
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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
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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
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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
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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
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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
With permission
Credits: 3
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EDT 545 - Legal, Ethical and Security Issues in Educational Technology
This course is designed to give educators, and emerging technology leaders a foundation with the following domains of digital citizenship: law, risks and responsibilities, and security. Students will engage in readings on existing frameworks, conduct analysis of policies, review case studies to learn more about the importance of legal, social and ethical concerns of standards and policy development in the classrooms of today and tomorrow. In addition, students will plan for collaboration with stakeholders in their organization to work towards legal, secure, safe, and ethical implementation of educational technology.
Prerequisites & Notes
EDT 520 or permission of the instructor
Credits: 3
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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
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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 pk-12 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
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EDT 561 - Technology Supported Inquiry-Based Teaching and Learning
This course examines the role of technology in active, inquiry-based teaching and learning in diverse learning environments such as the traditional classroom setting, libraries, coaching models, and industry training. 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
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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
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EDT 563 - Future Ready: Embedding DesignThinking in The Learning Process
As modern education grows complex, educators need strategies to inspire authentic learning experiences, to motivate colleagues and students, and spark innovative solutions, Empathy fueled, human centered problem solving–design thinking – provides the mindset and framework for developing innovations at any scale and managing project based learning in any environment. This course provides a critical investigation into the principles of design thinking and how to apply them to your professional life. Participants will engage in iterative cycles of a design process and explore how both high and low technologies can support the outcomes of design thinking.
Prerequisites & Notes
None
Credits: 3
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EDT 570 - Leveraging Crowd-Based Knowledge in K-12 Classrooms
This course is an inquiry into crowd-based knowledge and the affordances and challenges of such knowledge for K-12 teachers. We will consider different interfaces (e.g., wiki, question and answer, discussion forum) that manage interactions between large groups of users and examine questions of reliability, access, and participation. The course will be project and discussion oriented.
Prerequisites & Notes
None
Credits: 3
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EDT 571 - Methods of Integrating Computational Thinking for Diverse Learners
Computational thinking is a problem-solving process that draws on the principles and practices central to computing education. This course provides a foundation in the big ideas in computational thinking-abstraction, data and information, algorithms, and programming and the application of these practices to domain-based context in educational environments. Participants will explore pedagogical approaches to promoting computational thinking with a focus on including those groups who are historically underrepresented in the field. Students will use a range of curriculum standards to plan, design instruction, and use assessment strategies that integrate computational thinking competencies.
Prerequisites & Notes
None
Credits: 3
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EDT 572 - Teaching Programming in Multiple Paradigms
The audience for computer science education is larger and more diverse than ever, but educators are often tasked with teaching the subject without any formal exposure to the fundamentals of programming, particularly as it relates to their students. Embracing the wide variety of needs and abilities of different age groups, this course is an introduction to different coding paradigms and some of the programming languages that are appropriate for all levels of K12 and beyond. These paradigms include but are not limited to block-bases, imperative, and object-oriented, and students will use different development environments to explore different application domains. There will be an emphasis on computational problem solving and the key aspects of algorithm development. Students will create unit progressions that allow their learners to work collaboratively and inclusively.
Prerequisites & Notes
EDT 571 or permissions of instuctor
Credits: 3
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EDT 574 - Computational Thinking for Early Childhood and Elementary
This course is designed for students to understand and apply theoretical concepts of computational thinking (CT) for technology integration into early learning and elementary classrooms. The course begins with pre-computational thinking concepts and how to introduce them to early learners. Students will progress to computational thinking concepts as they build an understanding from early learners to elementary aged learners. This course develops students’ understanding in evaluating and integrating CT using technology into early learning and elementary curriculum, instruction, and assessment with an emphasis on low to high education technology tools.
Prerequisites & Notes
Graduate standing or permission of the instructor
Credits: 3
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EDT 575 - Integrating Computational Thinking for Middle and High School
This course is designed for students to understand and apply theoretical concepts of computational thinking (CT) for technology integration into middle school and high school classrooms. The course begins with computational thinking concepts and how to introduce them to middle school and high school aged learners. This will include the developmental, disciplinary, and instructional pedagogical needs of the two different groups of learners. this course develops students understanding in evaluating and integrating CT using technology into middle school and high school curriculum, instruction, and assessment with an emphasis on low to high education technology tools.
Prerequisites & Notes
Graduate Standing or permission of the instructor
Credits: 3
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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
No prequisites. This course is repeatable up to 3 times for a total of 9 credits.
Credits: 3
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EDT 657 - Practicum
This course is the capstone experience for students in the Instructional Technology master’s degree and educational specialist programs. Students will identify a problem of practice, conduct research and a literature review to develop and implement an approved project to include the following components: action research; application of research to practice; reflection; and presentation.
Prerequisites & Notes
Approval of practicum supervisor
Credits: 1-6
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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
With permission
Credits: 3-6
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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
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Electrical and Computer Engineering |
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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
ECE 316 or instructor’s permission
Credits: 3
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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ECE 584 - Estimation Theory
This graduate level course is designed to follow the stochastic processes course. The main goal of this course is to help students understand concepts of estimation theory with specific focus on stochastic prediction. Both theoretical and practical aspects of t estimation theory are covered. Topics include modeling linear dynamic systems, linear prediction and filtering, implementation issues, non-linear prediction, and diagnostics statistics. Computer simulation will be used to implement the theories and solve real world problems such as navigation using sensors.
Prerequisites & Notes
Students are required to have knowledge of probability theory and advanced statistics.
ECE 515 or instructor’s permission
Credits: 3
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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
ECE 484 or instructor’s permission
Credits: 3
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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
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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
With permission
Credits: 1-3
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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
With permission
Credits: 1-3
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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
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ECE 699 - Graduate Thesis/Research
Graduate thesis or research conducted under the supervision of student’s advisor.
Prerequisites & Notes
Students who have not yet completed a “Responsible Conduct of Research” course approved by the Office of Research and Sponsored Programs and the Graduate School (https://umaine.edu/graduate/students/rcr/) must receive permission to enroll in thesis/ research credits. Students must enroll in an RCR course before or concurrent with their third credit of thesis/research.
Credits: Ar
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Electrical Engineering Technology |
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EET 560 - Renewable Energy and Electricity Production
An overview of renewable energy resources, energy conversion and storage for stationary and transportation applications. Topics include: Basics of electrical energy and power generation, load specification, history of electric utilities, distributed gereration, the economics of energy, biomass duels, wind and solar power and fossil fuel limits, and battery storage.
Prerequisites & Notes
PHY 108, PHY 112, PHY 122; MAT 117 or MAT 126, graduate standing or permission.
Credits: 3
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