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 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.

Multi-disciplinary overview of selected social science topics on humans and climate change. Critical anthropological attention to what this literature overlooks and how these omissions can be dealt with.

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.

Work experience at the equine operation at the J.F. Witter Teaching and Research Center. Students work in teams to manage the University equine herd, including feeding, nutrition, health management, retraining of donated horses, maintenance and marketing.

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. Student cannot earn credit for both COS 213 and BIS 105.

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 presents a variety of data visualization techniques to graphically summarize business data information. Students will learn to create charts, maps, and other visualizations to create effective graphical displays of business data that tell meaningful business stories. Students will also learn to critically evaluate examples from print media and the Internet after learning the foundations of information visualization

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.

Discusses sexuality and its social implications against a background of constantly changing sexual mores, sex role development, alternative conceptualizations of sexuality, and implications for future trends in human interaction.

Parent behavior and the dynamics of parenthood are studied. Emphasis on interpersonal, familial, and societal roles of parents, and factors influencing role behaviors and expectations.

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.

The basic elements of interpersonal communication, with special emphasis on developing knowledge and skills applicable to face-to-face interactions between individuals and in small groups. Participation in research to a maximum of 3 hours is expected.

Intensive introduction to news writing and editing, with emphasis on accuracy, style, as well as grammar, spelling and usage. Students must earn a C- or better in CMJ 136 to continue taking professional courses in the Journalism Major.

Advanced topics not regularly covered in other Communication courses. Content varies to suit current needs. May be repeated for credit for a total of 9 completions and 27 total credits.

A survey of disorders of speech, language, hearing and swallowing with particular attention to the lived experiences of people with communication impairment as representative of human biological/neurological, linguistic and cultural diversity. Emphasis on exploring the nature of communication impairments and differences across communities (e.g., individuals with autism, Deaf or hard of hearing) and the lifespan.

Introduction to articulatory phonetics, speech sounds of American English, and typical phonological development. Emphasis on acquisition, understanding and use of phonetic transcription. Includes a weekly 50-minute transcription session.

Surveys the needs of individuals who can benefit from augmentative and alternative communication (AAC) across life span. Includes history of AAC and social communication theories related to evidence-based practice.

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.

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.

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.

Sociological, social psychological, political and social constructionist models of organizational behavior in educational settings are examined in relation to decision-making, power, bureaucratic and professional authority and careers.

Basic circuit laws and theorems, operational amplifiers, natural and forced response of first order circuits, phasors and steady-state AC circuits, 3 phase circuits. For non-majors.

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.

Reviews current global resources focusing primarily upon food production and population, and environmental problems relating to food production and distribution. World trade and world trade policy are considered with primary emphasis on food. Other topics include world trade liberalization, genetically modified foods and comparative agricultural systems.

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 to connect beyond the traditional boundaries of classroom walls. If this course was taken as a topics course in EDT 598, it cannot be repeated for credit.

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.

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.

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 online 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.

Offered as need, interest, and research require. Specific topics will address issues related to early childhood literacy, including comprehension and cohesion, vocabulary development, reading and cognition, etc. May be repeated for credit 3 times for a total of 9 credits

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.

Covers the basics with particular emphasis on Technical Project Management. Includes designing a project plan, selecting and allocating resources, team-building skills, project plan implementation, and other topics relevant to Project Management. Focuses on developing the skills needed to effectively manage a variety of technical projects, and to prepare students for certification as Project Management Professionals (PMP).

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.

Examines the conceptualization and application of prevention and intervention within school settings. Assumes that students have a theoretical understanding and classroom experience with core educational approaches relate to pro-active classroom management, effective instruction, curriculum development, and classroom assessment. From this foundation, students enrolled in EHD 541 examine theoretical perspectives on risk and resilience as they pertain to the development of competent social behaviors and self-regulation skills, including those found to facilitate social relationships, serve as academic enablers, and promote self-determination. Social learning theory and the developmental-ecological framework will serve as the primary theoretical and conceptual roots for this course. Emphasis is given to behavioral and academic prevention and intervention implemented within coherent classroom and schoolwide systems of support. Contextual factors (e.g. home, community, SES and the broader domain of social justice) provide the ecological backdrop of our study.

Discussion and reports structured around a series of topics on organizational theory, educational leadership practice and a list of readings.

Concentrated study of designated topics in education. Topics may vary depending on faculty and student interest. May be repeated for credit. Some sections may have prerequisites beyond the following.

Provides an introduction to the sociology of education as an academic discipline. Considers competing interpretations of the relationships between schools and society, the impact of race, class, and gender on education, and issues of continuity and change in policy and practice.

Basic principles underlying ESL pedagogy and current techniques for second language teaching. Students review materials, develop activities, plan lessons and compile a teaching portfolio. For content-area teachers seeking Maine's ESL endorsement or individuals planning to teach EFL overseas.

Offers small-group discussions of literature focusing on a common theme. Each division takes up a different theme, such as utopianism, the quest myth, growing up in America and the like. Students can expect to read texts closely and write regularly about them. May be repeated for credit.

Offers students experience in writing in three major forms: autobiographical narrative, fiction, and poetry.

A study of genre, form, and theme in representative works of American short fiction from Irving to the present.

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.