UMaine Online

This is an introduction to the organization, presentation and use of financial accounting information. Students will understand the elements of the accounting system - assets, liabilities, equity, revenues, expenses and dividends. Emphasis is on acquiring familiarity with the double-entry system and gaining an understanding of the purposes and uses of the information found within the income statement, balance sheet, statement of stockholder's equity and the statement of cash flows.

A survey course focusing on the nature of culture, similarities and differences among the world's cultures, relationships among cultures, and culture change. Required for Anthropology majors.

Introductory survey of painting, sculpture, architecture, and other forms of visual and material culture in their various contexts from the Renaissance to the present.

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.

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.

Focuses on the organization and function of the nervous systems in various animals. Specifically addresses how single nerve cells function; how groups of neurons interact; how systems of neurons provide brain function and behavior. Sensory and motor system interplay will be emphasized. Note: Because of overlap, BIO 474 and BIO 574 cannot be taken for degree credit.

The course introduces students to work with data sets in Excel worksheets, formulas, templates, charts, and common Excel functions needed in any business context. A student cannot earn credit for both COS 213 and BUA 105.

This course presents the philosophical and technical foundations of business intelligence and analytics. The philosophical principles of business intelligence and analytics are discussed. Important fundamental concepts and tools in business intelligence and analytics are introduced using a structured and integrated approach that moves from initial data collection to final decision outcome assessment. Throughout the course, conditional reasoning and logical thinking in terms of process and systems are emphasized.

Acquaints students with varied aspects of the Canadian experience: society, culture, history, native peoples, environment, education, technology, economy and diplomacy. Participating faculty include Canadian-American Center staff, visiting scholars from Canada and the United States, and faculty members from UM Colleges. Course includes an optional field trip to Canada.

Developmental processes and transitions from the early to later years of adulthood. Social, physical, cognitive, and familial aspects of adult growth and aging are examined.

Introduction to sustainability and sustainable development concepts; role of engineers in sustainable development; ethical dimension of sustainable development-engineers, technology and ethics; measuring sustainability; green and sustainable materials; engineers as problem solvers and curators of the planet. No specialized background in engineering, sciences or social sciences is required.

An introduction to storytelling as a communication practice in daily life. Emphasis is on gaining greater sensitivity and expressiveness as a communicator. Participation in research to a maximum of 3 hours is expected.

This course is designed to provide an overview of the justice process and the criminal justice system in general. Concepts of crime, deviance and justice will be discussed. Individual rights in a democratic society will be explored, as will the legal definitions of various crimes. The law enforcement, judicial, juvenile justice and corrections subsystems will also be explored, and a number of reform proposals presented.

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.

This course covers digital formats for describing the contents and contexts of artifacts with an emphasis on their use in libraries, archives, and online repositories. This includes a discussion on the need for and use of metadata in a variety of digital contexts, exposure to specific metadata standards used in a number of fields, and demonstrations of how these metadata are expressed in several output formats. DIG 500 is strongly recommended.

This course provides an introduction and overview of the underlying building blocks of big data stack architecture and infrastructure. It covers the foundational concepts and techniques of data acquisition, data storage, high-performance computing, and parallel data analysis. It provides hands-on experiments using advanced computing platforms and modern software tools to perform parallel data-intensive computing.

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

Schools and communities exist in a symbiotic relationship. Developing positive relationships with stakeholders benefits students by ensuring equitable access to quality educational services that support success for all students, and benefits stakeholders by including them in school-centered decisions that support the community at large. Stakeholder engagement is an ongoing system that facilitates meaningful connection and communication between a school and various members of its community in support of positive educational outcomes for all students and healthy community development.

The Dissertation II course is designed to serve EdD members in their data analysis for their dissertation. Cohort members can expect to put in significant additional time and energy over this 8 week course outside of class time, particularly out of class time throughout July and August. Focus will be given to analyzing data based on methodological approach(es), updating the literature review, updating the methodology section, and developing a robust findings section. Cohort members can expect to begin primary discussion and impact on practice by the end of this course.

Introduction to computer programming with emphasis on algorithms and an understanding of underlying hardware. Topics include syntax, variables, control structures, pointers, operations, functions, and input and output.

This course is an introduction to deep learning, a branch of machine learning concerned with the development and application of deep artificial neural networks. Topics include convolution neural networks, recurrent neural networks, and their applications for various engineering and scientific problems. Students should know at least one high-level programming language. This course will use Python and give tutorials on Python programming. Students will gain hands-on experiences of developing, training, and evaluating deep learning models to solve sophisticated problems. ECE 491 and ECE 591 cannot both be taken for credit.

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.

Pre-service teachers learn technology tools to support teaching and learning in classrooms. Content includes application of technology (ISTE) standards required for teacher certification to instruction and assessment. Required for Elementary Education, Child Development and Family Relations Early Childhood Education option majors, and Secondary English majors.

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.

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.

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 learners. Students will progress to computational thinking concepts as they build an understanding from middle school to 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.

Cooperative work experience at full-time employment for at least a ten-week period. Course may be repeated for credit for a total of 9 completions and 27 total credits.

This one-credit course in Electrical Engineering Technology (EET) can be taken to complete the graduate portion of any of the cross-listed (400/500) level EET courses. This course can be repeated for credit with faculty approval.

This variable credit course (1 to 3 credits) in Electrical Engineering Technology (EET) is an independent graduate study course guided by EET faculty. Topics will vary by semester. Students may propose topics to EET faculty for approval.

A scientific study of human development, learning, cognition and teaching. Emphasis on theory and research and their application to educational problems.

This course examines the application of prevention and intervention theory and practice within classroom settings. Theoretical perspectives on risk and resilience as they pertain to the development of competent social behaviors, including those found to facilitate social relationships, serve as academic enablers, and promote self-determination will be addressed. Applied behavioral analysis, social learning theory, and the eco-behavioral framework will serve as the primary intellectual roots for this course. Particular emphasis will be given to creating a comprehensive classroom plan based on evidence-based practices and implemented within a cohesive system of behavioral and academic support and intervention. Contextual factors such as home, community, race, culture and SES, within the broader domain of social justice will provide the ecological backdrop of our study.

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.

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.

Evidence based classroom practice and the skills to construct and sustain challenging instruction and a healthy learning environment. Individual and group reflection on research findings from educational psychology, brain development and learning, universal design, effective schools, effective teaching, student diversity, social foundations and educational assessment.

This course provides students an opportunity to engage with theories of education as they intersect with society, economy, and politics. The course will focus on a critical, socio-cultural, multicultural, progressive, democratic, social justice worldview and view of education. Students will have the opportunity to explore theory and how it informs, and can enhance, their practice.

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

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.

Students practice the ways in which writing serves to expand, clarify, and order experience and knowledge, with particular attention to persuasive writing. Satisfactory completion of the course depends upon quality of weekly writing assignments as well as demonstration of proficiency in college-level writing.

Builds upon ENG 101's introduction to post secondary writing by developing students' facility with a range of strategies for tailoring rhetorical style and tone to a range of academic, transactional, and public genres

A self-designed, self-paced, reading-intensive course in which students tackle the literary classics that we have always wanted to read. This course instills appreciation for literature from the American, British, and world canon. From a Master List, students select the books they want to read. Working with the instructor and guided by detailed reading prompts, students reflect critically on the aesthetic achievements of reading materials and the complex influences that gave rise to these works. The interpretive process involves the examination of the relationship between literary works and the institutions, traditions, and values that define the societies reflected in those works.

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.

Course covers a wide range of project management topics including project planning, controlling, scheduling, and risk analysis. Through lecture and case studies, students will be prepared to become project management professionals and will learn to bring projects to successful completion. The course also emphasizes the human relations aspects of project management such as team theory and personnel conflict.

Examines reading, writing, studying and thinking as elements of content discipline instruction.

Explores the Earth Science concepts that underlie energy, energy sources, the environmental impacts of energy use, and the role of energy in climate. We will consider the ways in which society interacts with and extracts energy from the Earth System, the energy balance of Earth, the climate and environmental implications of energy use, and gain an understanding of renewable and non-renewable energy sources. This course satisfies the General Education Applications of Scientific Knowledge and Quantitative Literacy requirements.

A survey of food and nutrition principles, including the influence of food patterns on health and physical performance; description of a balanced diet; study of the nutrients, interrelationships, sources, effects of processing and storage, food safety, fads, controversies.

Basic nutrition science with emphasis on carbohydrate, lipid, protein, vitamin, mineral functions, and metabolism. Genetic influences on nutrient needs and metabolism. Two courses in chemistry and a nutrition course are recommended. Online class with some synchronous discussions.

A comprehensive exploration of Type 2 diabetes and obesity, focusing on their epidemiology, pathophysiology, contributing factors, and nutrition interventions. Students will analyze the interplay between diet, physical activity, and genetic and environmental influences in the development and management of these conditions. Special emphasis will be placed on evidence-based nutrition counseling techniques and the role of dietitians and other healthcare providers in promoting sustainable lifestyle changes.

The Graduate Engineering Internship and Experiential Learning course will be with a business, non-profit or federal, state or local government organization that integrates advanced engineering or business skills into a graduate project or learning experience for the student. This is open only to students in the Professional Science Masters (PSM) or Master of Science in Engineering Technology (MS in ET) Programs. A student generally takes 3 credits of GEE 694 for two consecutive semesters (for a total of 6 credits).

Best practice strategies for professionals who work with older adults and caregivers in a variety of settings. Through study of the health-illness trajectory and transitions in care-settings of older adults who develop chronic and acute health problems, students will gain knowledge and skill in performing assessments and in developing comprehensive interprofessional case management approaches to meet the needs of older adults and their caregivers. Diversity and complexity of health-illness needs, functionality, coping with chronic illness and transitions in care-settings, harm reduction, and a strengths-based approach inform the holistic perspective of this course. Special issues for rural elderly and caregivers are addressed. GRN 502 is a required course in the UM Interprofessional Graduate Certificate Program in Gerontology.