UMaine Online

This course is an introduction to the use and preparation of accounting information for management decision-making and analysis. It includes techniques that can be used by all businesses in evaluating, planning and controlling operations. The course focuses on how manufacturing costs are accounted for and used to make business decisions, the nature of cost-volume-profit relationships and the contribution margin approach to decision making, preparation and use of budgets and financial statements for a manufacturing company. It includes an introduction to job order and standard costing systems.

A survey course focusing on the evolution of humankind, the development of culture, and the beginnings of civilization. Required for Anthropology majors.

A survey of the distinctive features of the major world religions and the most studied Native American, African and aboriginal Australian religions. Focuses on the fit between myth and ritual, the problems involved in trying to understand both "from the believer's point of view," and what generalizations can be made about religion in general.

A global survey of the visual arts from prehistory until 1400 C.E. This course includes lectures and discussions of the art and life of people across many cultures around the world and across a wide spectrum of history.

Students learn the elements and principles of 2 and 3-dimensional design through hands-on practice in this introductory course. Studio sessions include drawing, painting, printmaking, mixed media, assemblage and construction. Class discussions include topics in Western and non-Western art, critical assessment of work, aesthetics, art media and materials usage. This course partially satisfies the University Core requirements in fine art studio and is a prerequisite to all other studio offerings.

Laboratory and observational exercises to accompany AST 109. Together with AST 109, this course satisfies the General Education Lab in the Basic or Applied Sciences requirement.

Provides both theoretical and practical knowledge of livestock and companion animal behavior. Enables students to understand why simple improvements in management practices can bring about tremendous changes in production and performance of the animals as well as improve the ease of handling for their human caregivers. A background in the human-animal bond and the impact of humans on livestock and companion animals will be provided. Designed for animal and veterinary scientists, graduate students interested in the human-animal bond and animal-assisted therapy, and those who wish to understand more about the behavior of their companion animals.

This course will take students from raw DNA sequencing data through quality assurance, through to data interpretation, statistical analysis, and presentation of the results as a mock scientific article. A background in microbiology, microbial ecology, or genetics would be beneficial. No programming or data analysis experience is required. Students who are performing research may bring their own sequencing data to process in class. Students will become familiar with command-line programs and basic computer programming techniques; understand bioinformatics methods such as quality trimming, assembling contigs, sequence alignment, using reference databases, and statistical comparisons; gain hands-on experience in bioinformatic analysis of DNA sequences using the R platform and its packages; primarily, DADA2, phyloseq, vegan, ggplot2; and be able to apply the knowledge gained in class to other sequence types and programs. Students may bring their own data, or some can be provided. AVS 454 and 554 cannot both be taken for credit.

This introductory course in general biology for both majors and non-majors is organized around the characteristics of life. Topics covered include cellularity, homeostasis, growth, development, reproduction, genetics, response to stimuli, ecology and evolution. The inquiry-based laboratory provides opportunities for students to participate in hands-on investigations into these topics. Credit cannot be earned for both BIO 100 and BIO 117. Lecture 3 hours, laboratory 2 hours.

Physiological processes in humans with emphasis on the integration of organ systems. A pre-professional course for pre-medical, pre-dental, pre-graduate school, and exercise physiology students.

This inquiry-driven research course provides a hands-on laboratory experience in which students isolate a novel bacteriophage from the environment and characterized the bacteriophage through experimentation. Topics covered include phage biology and bacteriology, gene structure and expression, DNA isolation, restriction digest analysis, agarose gel electrophoresis, and electron microscopy. In this writing intensive course, students will learn effective scientific writing skills through instruction and writing activities and will write a final manuscript to report their research findings. Students also carry out activities and reflective writing assignments that simultaneously teach students both scientific content as well as personal, interpersonal, and critical-thinking skills essential to the practice of science. (HON 150 and BMB 150 are identical courses.)

Reading, critique, and discussion of primary literature.

This course is intended to teach you the basics of writing a grant to secure funding for your scientific and/or engineering research.

To inform organizational decisions, students will learn to identify business problems, differentiate types of big data, propose a research question, and think critically about which statistical processes and applications will yield insights from the data.

This course is dual-focused on business problem formulation and decision analysis. First, the course introduces students to a variety of ways to formulate a business problem and identify its decision alternatives using systems thinking and process thinking. Second, the course presents core concepts and techniques for conducting data-driven decision analysis (e.g. utility/objective function, linear/nonlinear optimization, and simulation optimization) with the purpose of recommending optimal decision options by taking advantage of the results of predictive analytics.

Reports and discussion of recent developments in chemical engineering and related fields, based on the literature or current investigations. Required of all graduate students.

Interpersonal dynamics of dating, courtship, mate selection, and the development of family life. Changing patterns of personal interactions within the family life cycle and a pluralistic society.

Analysis of the managerial process and its relationship to decision making. Emphasis on the use of resources including time, energy, and money to attain family goals.

Examination of issues such as ethics, advocacy, collaborating with families and other professionals and professional development. May be repeated for credit with a total of 9 completions and 27 total credits.

Properties and reactivity of organic compounds with emphasis placed on functional groups, bonding, stereochemistry, reaction pathways, and curved-arrow mechanisms. The topics in this class will complement the organic chemistry covered in other courses including biology, chemical synthesis, engineering, and microbiology. If CHY 221 was taken at UMM, credit cannot be earned for this course.

A survey of Greek literature. No knowledge of Greek is necessary.

The nature and problems of public speech communication, with practical experience in representative speaking situations. Participation in research to a maximum of 3 hours is expected.

This course provides the basics of video production, incorporating both lecture and laboratory experience. Students will learn about shot composition, sound, lighting, and editing, all from a digital video format. Students will produce and edit several projects from a variety of media formats, depending on the interests of the student.

Topics include design and use of spreadsheets to solve problems using formulas, charts and data functions.  Credit does not count towards the COS major. This course assumes practical skills with the Windows operating system.

A broad view of software engineering which introduces a variety of software engineering techniques which can be applied to practical software projects. Topics include process models, human factors, software specification; software design, programming techniques and tools, and validation.

Data are everywhere - in every walk of life, people leave digital traces, which are stored and analyzed at both individual and population levels, by businesses for improving products and services, by governments for policy-making and national security, and by scientists for advancing the frontiers of human knowledge. This course serves as an introduction to various aspects of working with data, including data acquisition, cleaning, integration, querying, processing, analysis, and visualization, and data of different types - from structured databases to unstructured images/text. In particular, the course covers both fundamental concepts and computational tools for working with data, and applies them to real datasets and real-world problems. Note: COS 482 and COS 582 cannot both be take for degree credit.

This course examines the causes, extent, and nature of crime in American society. Emphasis given to the measurement of crime, the social patterning of criminal behavior, theories of criminal behavior, and the dynamics of types of crime.

Presents a sociological perspective on law and the legal system in the United States and other societies. Topics include problems in defining law, sociological theories of the origins and consequences of law, international differences in modes of dispute resolution, the relation between law and social change, studies of the legal profession and legal discretion in the criminal justice system. Credit cannot be earned for both CRJ 314 and SOC 314.

As the introductory course to the Digital Curation program, this class surveys the variety of digital artifacts that we consciously or unconsciously create and consume today, with a focus on how to collect and manage digitized and born-digital artifacts and their related data. Students learn technical skills such as how to digitize analog documents, photographs, and videos, as well as curatorial knowledge such as how selection criteria vary as a function of type of institution (archives v. libraries v. museums) and field (art v. archeology). The course also reviews methods for ensuring the ongoing integrity of the artifact and laws governing the acquisition and use of intellectual property, such as how copyright extends to images, editions, and future versions of a work.

Designed to introduce the student to disability as an element of human diversity that has a significant reciprocal relationship with the environment. We begin by discussing prevalence and incidence of disability across the globe, examine the historical changes in concepts of disability over time, and then study disability as a human phenomenon which both emerges from and influences biological, economic, physical, social, political, spiritual, cultural, technological and virtual environments.

Analyze the historical context of current disability policy. Critically examine the major federal legislative policies that guide disability responses. Apply, compare, and contrast multiple models of policy analysis to the examination of policy and identification of needed policy change and policy advocacy.

This course introduces computer programming concepts for graduate students with little to no programming experience using the Python programming language. The first half of the course focuses on writing computer instructions that employ variables, input and output statements, decision-making constructs, repetition, and functions. The second half of the course covers fundamental concepts on data analysis and data visualization using Python libraries, Numpy and Matplotlib. By the end of this course, students will be able to take tabular data, read it, clean it, manipulate it, and run primary statistical analyses using Python.

Provides students a forum to examine interpersonal aspects of school leadership. Students research and prepare strategies in response to leadership dilemmas, then carry them out in simulated situations.

This course is designed to support doctoral students in the art of reading and understanding organizational life. It is based on the premise that theories of organization and management are based on implicit images or metaphors that lead us to understand and manage organizations in distinctive and, sometimes, complementary ways. A central goal of the course is to enable students to think critically about organizations by learning to use various theoretical models and lenses. The challenge of the course is to become skilled in the art of finding fresh ways of seeing the situations that we want to organize, manage and, hopefully, lead. Class readings and activities will provide the basis for the analysis of specific organizational issues within educational settings. Different theories of organizations will be applied using a case study approach in schools and districts with an emphasis on the ramifications for school leadership and ultimately student learning.

This course is designed to extend and refine students' thinking, experience, and knowledge about qualitative research and how this can be applied in practice to PK-12 settings. Emphasis will be placed on preparing educational leadership students to conduct a qualitative project and/or dissertation. Students are expected to be able to apply various theories of qualitative research to study and better understand educational settings.

The Dissertation III course is designed to serve EdD members in their dissertation writing phase. Cohort members can expect to put n significant additional time and energy in this course outside of class time. Focus will be primarily given to writing the discussion chapter, the conclusion and implications for practice chapter, and the reviewing, updating, and finalizing of the dissertation document as a whole. Cohort members can expect to begin to consider their creative application of their dissertation project as well as where they will submit to present their work by the end of this course.

Examines the relation between the natural environment and the economy, the economic sources of environmental degradation and economic analysis of alternative approaches to environmental regulation and management.

Principles of macroeconomics and their application to modern economic issues and problems. Analysis of national income and employment; fluctuations in national income; monetary and fiscal policy; control of inflation, unemployment, and growth; and international aspects of macroeconomic performance.

The primary lesson of economics is that incentives matter: economic agents alter their behavior in predictable ways when faced with changing costs and benefits. Over the past 30 years, the power of economics as a predictive social science has been demonstrated time and time again as scholars have shown that seemingly uneconomic decisions can be modeled from an economic perspective. In this course, we will use academic readings and popular books such as Freakonomics to indicate the breadth and scope of questions that can be analyzed from an economic perspective.

Covers a variety of empirical methods that are often used to examine economic data. Emphasis is on using the appropriate data analysis tool to solve a problem or answer an economics-related question. Focuses on statistical inference, as well as descriptive and regression-based analysis. Includes several computer-based assignments.

An examination of quantitative techniques for optimization and forecasting typically used by businesses. Emphasis is placed on modeling linear programming problems in Excel, determining optimal solutions, and interpreting parameter sensitivity. The course also covers forecasting, queuing models, and simulation modeling.

In this foundational course students will explore how digital tools allow for new models of teaching 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 model different engagement, instructional, and assessment strategies including readings, multiple modes of discussion and reflection, practical applications, design projects, and social networks.

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.

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 student¿s 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.

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.

A course designed to acquaint prospective elementary and middle-level teachers with the content, strategies, techniques, materials, and organizational structures related to teaching mathematics. Topics include problem solving, logical thinking, finding numerical patterns, transmitting positive attitudes towards mathematics, and the use of manipulatives and technology. Methods of increasing the mathematics skills of children with exceptionalities are addressed. A 20 hour internship is required.

Student teaching is the final field experience for elementary, middle-level, and secondary education students. Individually assigned university supervisors and carefully selected cooperating teachers in local schools provide a 15-week extended apprenticeship into the profession. Students must participate in a portfolio defense at the conclusion of the student teaching experience, at which time the student teacher will provide evidence of achievement of the Maine Department of Education's initial teacher certification standards outlined in the syllabus. Student teachers must also attend campus-based orientation sessions and seminars designed to complement the student teaching experience. Prerequisite: acceptance by the Student Teaching Committee. Among other factors considered by the committee: (a) attainment of senior status; (b) GPA of 2.5 overall and in concentration and program courses; (c) successful completion of all required professional education courses; (d) successful completion of the writing sample; (e) completion of interview with education faculty; (f) attendance at an information session for student teaching applicants; (g) evidence of continuous personal growth and responsibility; and (h) successful completion of Praxis Core Academic Skills for Educators subtests and Elementary Education or relevant Praxis content area for secondary majors.