UMaine Online

This course covers the basic topics in algebra needed to enter a mathematics course at the precalculus level. The covered topics include a brief review of the real number system (including absolute value, exponents, roots, and radicals), linear equations and inequalities, quadratic equations, graphs, functions (primarily linear and other polynomial), factoring, rational and radical expressions. Optional topics include systems of equations, variation, exponential and logarithmic functions. Note: This course does not satisfy the General Education in Quantitative Literacy Requirement. If MAT 111M was taken at UMM, credit cannot be earned for this course.

This course is for pre-service or in-service educators who wish to expand their skills in facilitating outdoor learning experiences for their students. After exploring the theories and research behind outdoor learning, we will shift our focus to practical, hands-on content for implementing outdoor learning. Emphasis will be placed on exploring and increasing skills in the following areas: use of experiential learning techniques in outdoor settings; risk and group management in outdoor settings; being comfortable in a variety of outdoor activities and environments; and creating effective and enriching outdoor learning experiences. Course Note: This course meets the training requirements of the state of Maine's Educational Trip Leader Permit, which allows educators to bring students outdoors in settings that would normally require a Registered Maine Guide Recreation license. Note that this course does not fulfill the Wilderness First Aid portion of the requirements.

Studies in the various topics concerning literature connected to faculty research interests (for example, utopian literature, the graphic novel, revenge in literature) or in issues pertaining to questions of language and literature, such as modern grammar, history of the English language, Old and Middle English, or theories of semiotics and linguistics brought to literary analysis. Specific topic varies from year to year. May be repeated for credit as long as the topic is different.

This course is for graduate students who are non-native English speakers. Students will read and analyze the content, structure, and style of a wide range of academic and professional writing in order to improve their own essays, articles, reports, theses, critiques, and proposals using those features. They will learn to explain, support, compare and argue their ideas effectively through attention to organization, vocabulary, and style. Grammar will be infused into the course as it applies to revision and editing of written work and consistency within various types of writing. Students will use a variety of strategies to improve skills in idea development, organization, word choice, sentence fluency, voice, grammar and mechanics. Writing tasks will be integrated with content, vocabulary, and grammar from various texts. Grad School referral required.

This course will emphasize the fundamental concepts to understand the relationship between structure and properties of different types of materials, and how they relate to various engineering applications. Course Note: MEE 522 and INT 540 can not both be taken for degree credit

IEI 090 and IEI 191, which are taken together, are normally the fourth in a series of course modules designed to provide non-native English-speaking students with the necessary linguistic foundation to successfully transition to a university-level curriculum. The focus of the IEI program is primarily on academic language use, and includes the development of listening, speaking, reading and writing skills. Students are initially placed in courses in the IEI program based on the English language proficiency tests given by the IEI. In order to transfer to non-conditional status at the University of Maine, the student must complete the full sequence of courses from the initial course in which s/he is placed.

This B1 level course helps students develop the English speaking and listening skills needed in the US by focusing on functional communication, vocabulary development, and pronunciation.

This C1 level writing course is designed to provide students with intensive writing practice to improve fluency and command of written English structure.

This B1 level course provides leveled discrete grammar review, practice, and synthesis in standard English reading, writing, listening, and speaking skills.

This C1 level course provides leveled discrete grammar review, practice, and synthesis in standard English reading, writing, listening, and speaking skills

This multi-level course will introduce students to the academic expectations, resources, policies and traditions of university life in the US and serve as an ongoing orientation to the University of Maine. The course is designed to help new international students adjust to college life, establish skills that will help them be successful through their transition into their academic program and develop a sense of belonging and engagement Course may be repeated as topics will vary depending on need.

Health appraisal, health promotion and illness prevention throughout the lifespan. Covers nurse practitioner interviewing, history taking, physical assessment and health risk appraisal.

Application of social work research methods to social work research project.

Develops knowledge, values and skills necessary for direct practice of generalist social work with small systems, including individuals, small groups and families. Covers social systems and problem solving framework.

Examines the exercise of leadership in sports settings. Pays special attention to team dynamics, the role of culture and organization in teams, strategic management practices in sports applications, and the ethical challenges of highly competitive environments.

An opportunity for non-science majors to broaden their understanding of mathematics and to examine the connections between mathematics and other areas of human understanding. Specific topics may vary from semester to semester and are chosen to provide students with the opportunity to explore, through inquiry and discovery, the development, structure, and application of mathematical systems.

Interdisciplinary senior research project. Senior students will use their areas of foci to build on their knowledge and apply it to a specific senior project or internship. Students will integrate program knowledge and demonstrate synthesis, analysis and critical evaluation of their specific project.

A biophysical approach to the detailed workings of peripheral and central nervous systems connecting structure (molecular, subcellular and specialized tissues) to function (physical and neural), through wet lab experiments on living cells, and/or computer-assisted exercises. .

Overview of the key responsibilities and activities associated with the administration of local and county government. Appreciation of the dynamics and politics of the administration of local government entities. An emphasis is placed upon the actions of managers interacting with department managers, the public, and volunteer committees.

Independent Study. (May be repeated for credit until a total of 3 credits have been earned.) A total of 3 credits are required to satisfy the General Education Writing Intensive and Capstone Experience Requirements.

Advanced generalist social work practice in community agencies. Provides students the opportunity to apply advanced social work knowledge and skills directed toward planned intervention and change efforts.

This online course will focus on printed circuit board (PCB) technology, layout, and construction. Emphasis is placed on troubleshooting PCBs and the physical realization of electronic circuits. Background topics include PCB manufacturing and assembly (focusing on cutting-edged manufacturing capabilities and designing for pick-and-place auto assembly). Emphasis will also be placed on schematic capture and circuit board layout and advanced layout techniques using Altium Designer (including 8-10 layer design, 3-D PCB design, flex-PCB design, and PCB miniaturization techniques). Students will be required to use Altium Designer to design and layout their own custom circuit board as a final project. There is no textbook and the software is free for University students. EET 414 and EET 514 cannot both be taken for credit.

Examines instructional planning, grouping of students, classroom space, and appropriate teaching materials, the theory and ethical practice of educational assessment includes descriptive statistics, design, administration, scoring, and evaluation of assessments. Emphasis will be given to teacher-made formative and summative assessments including standardized assessments and how to incorporate data into backwards planning for unit and lesson design.

Offered as need, interest, and research require. Specific topics might include: word processor and writing instruction, comprehension and cohesion, reading and writing in the content areas, vocabulary development, reading and cognition, ethnographic research in the language arts, and teacher as researcher. May be repeated for credit.

This course provides a theoretical framework for analyzing the history and organization of schooling in the United States. It explores the influences of schools, families, communities, government policies, society, and culture on student learning and classroom interactions. Moreover, the course examines educational issues related to diversity, equity, and inclusion so that teachers are well-prepared to support all students, especially those from culturally and linguistically non-dominant backgrounds.

Examines instructional planning, grouping of students, classroom space, and appropriate teaching materials, the theory and ethical practice of educational assessment. Emphasis will be given to how to incorporate data into backward planning for unit and lesson design.

A comprehensive introduction to the fundamentals, methods, and collaborative activities necessary for patient safety, evaluation of quality, quality measures, and principals of quality improvement in the delivery of health care. Topics include factors that contribute to a safe and quality healthcare environment, barriers to a safe and quality healthcare environment, and methods to improving health outcomes.

This course focuses on the application of research and evidence-based practice principles to advanced nursing practice. Using these principles, students critically examine inductive and deductive approaches to generating knowledge, appraising, and synthesizing existing literature to design an evidence-based project to solve a clinical problem. Ethical decision-making frameworks and relevant research findings will be used to promote the development of application skills for clinical practice. Logical and epistemological foundations of empirical science will be explored.

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 or Leadership. Students will work collaboratively with peers, field experts, and the faculty members. As appropriate for the content and approach of projects, mentors and/or the practicum supervisor may recommend a research review for area ranging from pedagogical approach, appropriateness for settings, and technical feasibility. Student teams will present their projects at the end of the term.

Advanced individual study, research, field experiences and writing projects in Native American Studies. May be repeated for credit. Arranged upon request.

Content varies to suit student needs. May be repeated for credit.

Integration of generalist knowledge, values and skills with application to simulated and actual social work practice situations.

Introduction to descriptive and inferential statistics as applied to education and human behavior. Emphasis on parametric statistics.

This course presents the theory and design of modern wind turbines. Theoretical aspects of the course cover the fundamentals of assessing the aerodynamic loads and efficiency of a wind turbine. Design procedures for wind turbines are outlined with an emphasis on maximizing performance, assuring structural integrity and minimizing the cost of energy. Current trends in offshore wind are also covered as well as the social and environmental issues of a burgeoning wind energy industry.

A study of the basic operating principles of fuel cells, the different types of fuel cells, fuel reforming and power conditioning, and the efficiency, performance and application of fuel cell systems. (MEE 475 and MET 475 are identical courses.)

Key topics in conducting research responsibly. Guidelines, polices and codes relating to ethical research. Skills development for identifying and resolving ethical conflicts arising in research. Address case studies in the context of ethical theories and concepts.

The Constitutional framework, legal issues and state statutes affecting the practice of school administration. Special emphasis on the impact of recent court decisions.

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.

Examination and application of data based decision-making in schools to help educators find, use and develop dependable information about students, learning, teaching, and curriculum.

Approaches to behavior management and behavior change in educational settings. Examines principles of cognitive behavior modification, social skills training and crisis intervention.

Theoretical perspectives, contributing factors, special populations and basic assessment and intervention principles. Emphasis on disorders of language, literacy and learning in the school-age population.