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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.

This course is an introduction to Financial Accounting for not-for-profit and governmental entities and hospitals, voluntary health and welfare organizations. It includes coverage of fund accounting and reporting financial statements under GASB standards.

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 since 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.

A descriptive survey of astronomy including contemporary views of the universe. Topics include the solar system, stars, galaxies, black holes, quasars, and cosmology. May be taken without AST 110.

Students will draw together the knowledge and experiences they have gathered in their undergraduate program to create a Capstone experience. This takes the form of a hypothetical or potential project which reflects the culmination of their degree and the work typical of their academic field of study. Students design a hypothetical or potential research project which investigates a problem in animal or veterinary science, aquaculture, or a related field. The hypothetical project may include scientific research in a laboratory, farm, or field site; literature review; meta-analysis; survey; design problem solving; or other hypothesis-driven testing. Course assignments are designed to teach about research planning, experimental designs, writing research proposals, and presenting their ideas as an oral report to faculty and students. Students are not required to perform research during this course. AVS 401 and AVS 402 collectively serve as the Capstone experience for Animal and Veterinary Sciences students.

The practical application of nutrition to the production of livestock. Topics discussed include feed types and sources, feed composition and quality, nutritional requirements of various livestock and the formulation and evaluation of rations to meet nutritional needs and optimize animal performance.

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.

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.

Technologies and information systems represent a crucial part of any organization in today's economy; businesses require continual digital transformation to become or remain competitive. The focus of this course is to provide students with the knowledge and tools in essential technologies, including cloud computing, cybersecurity, analytics, artificial intelligence (AI), low-code software, and other emerging technologies.

A multidisciplinary study of fundamental biological questions through the organization, integration and analysis of increasingly large and complex datasets. Topics include primary data repositories, data integration and curation, sequence analysis methods, functional annotation, high-throughput sequence analysis workflows, statistical analysis of gene expression data, clustering methods and modeling biological networks. BMB 402 and BMB 502 cannot both be taken for credit

Course provides an overview of fundamental/critical issues in biomedical science and engineering today.

Current techniques, methods, and concepts in Biomedical Science and Engineering topics.

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 is aimed at those who have a foundation in Excel and want to reach the next level of expertise. The expert level course teaches sophisticated formulas, advanced charting, simple macros, pivot tables, and more about the back-stage area of Excel including security and protecting spreadsheets. Students are given the opportunity to take the Microsoft Office Specialist (MOS) Excel Expert certification exam at the end of the course. If this course was taken as a topics course in BIS 490, it cannot be repeated for credit.

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.

Using the United States Green Building Council (USGBC) Leadership in Energy and Environmental Design (LEED) framework as an outline, this course covers green building practices for design and construction. Green building practices are healthier for people, better for the environment, and economically profitable.

Second semester of a two-semester sequence covering fundamental principles in chemical science presented in quantitative terms. Topics include gases, intermolecular forces, properties of solutions and solids, kinetics, equilibrium, acid-base chemistry, aqueous ionic equilibria, thermodynamics, and electrochemistry. This course and CHY 124 (taken concurrently) provide the foundation for all further studies in chemistry.

Fundamentals of pavement analysis, design and maintenance will be presented in this course. Specific course topics include pavement types; stress, strain, and deflection analysis of rigid and flexible pavements; traffic loading and volume calculation; drainage design, overlay design; materials (hot mix asphalt (HMA) and portland cement concrete (PCC)) characterization; rigid and flexible pavement design methods (AASHTO and others); pavement performance and management systems; and life-cycle analysis. If this course was taken under as a topics course in CIE 498 it cannot be repeated for credit.

Surveys the mythologies of the ancient Mediterranean Basin, including Hebrew Mythology. Through lectures, reading and video the major deities and heroes of each culture will be presented within their cultural context, including the stories associated with them.

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.

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

This course will investigate manuscript design, layout and editing, not as a hypothetical exercise or general advice in professional writing, but as a specific analysis and review of the work of individual students. Students will explore all stages of the development of a professional manuscript from selection of the journal or conference, addressing the specific expected audience, and rewriting and revising the narrative and text with guided supervision.

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.

This course examines white-collar crime within the context of the criminal justice system, focusing on its impact on victims, society, and institutions. Topics include the historical evolution of white-collar crime, key theories, offender profiles, victimization patterns, and societal responses through law, policy, and enforcement.

This course acquaints students with the challenges of, and best practices for, preserving digital artifacts. Topics can include a survey of the (sometimes bewildering) array of formats for digital media, along with their vulnerabilities and half-lives; analysis of various preservation strategies (storage, migration, emulation, reinterpretation); institutional, legal, and practical impediments to preservation; preservation standards and resources for digital media (Media Matters, Variable Media Questionnaire). DIG 500 and DIG 540 strongly recommended.

Consistent with contemporary literature and research in the interdisciplinary field of disability studies, students will examine and analyze disability as an interactive disjuncture between the environment, the human body and population groups. Students will analyze how environments shape and are shaped by disability populations and will focus on realigning bodies, populations and environments to advance full participation, reduce personal and environmental harm reductions, and preserve just and safe environments. Included will be natural, virtual, service, economic, social, policy, and community environments across the globe.

Examination and analysis of the service, support, and community contexts in which people with disabilities live, work, and participate. Distinction between and analysis of the concepts of accommodation and universal design/access. Critical examination of service and community responses to diversity and difference. Collaborative leadership strategies to improve inclusion and social justice for all people including those with disabilities.

This course provides an introduction of tools and methods used to explore, visualize, and analyze data. It covers practical steps in preparing data for analysis including data cleaning, preprocessing, and data reduction, data structures for supporting efficient data exploration and analysis and visualization methods for gaining insights from data. Students will gain knowledge and experience through applying data science tools and methods to real world data sets. The course will be taught using Python ecosystems of tools that support data science including: NumPy, Pandas, Matplotlib, and SciPy, among others.

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

Explores the processes of educational policy formulation at local, state and national levels and the nature and role of policy analysis in those processes.

The Adult Learner in PK-12 Education is designed to expand students' thinking, knowledge, and interpersonal skills about various theories and practices about motivating adult learners in PK-12 school buildings and districts. Emphasis will be placed on preparing educational leadership students to use apply andragogy theories and frameworks as they consider their problem of practice and their eventual dissertation.

This course 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 help triangulate methodological approaches. Cohort members can expect to begin primary data analysis by the end of this course.

Provides students with a field-based opportunity to explore the role of the principal and assess themselves for work in such a role.

Topics in electrical engineering not regularly covered in other courses. May include advanced microprocessor applications, robot applications, instrumentation semiconductor technology, introduction to VLSI design and microwave acoustics. Content can be varied to suit current needs. May be repeated for credit, with departmental permission, if topics differ for a total of 9 completions and 27 total credits

Principles of microeconomics and their application to economic issues and problems. Analysis of the economic decision-making of individuals and firms; markets and pricing; monopoly power; income distribution; the role of government intervention in markets.

A study of how individual choice allocates goods and resources in market economies.

Survey of the structure and functioning of the Canadian economic system, its problems and the policies used to solve them.

This course surveys major topics in health economics including: the economic determinants of health; the market for health care and insurance; the role of government. We focus on the health system in the United States with comparisons to other countries, as well as health system reform. We also consider special topics including: the health endowment; business cycles and health; socio-economic gradients in health; health externalities; health behaviors and outcomes.

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 sciences 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.

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 the 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.

This course examines the role of technology 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.

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 pre-professional course required of all education majors. This course examines historical, philosophical and current educational issues. The role of the professional educator is a focus, and the student evaluates personal skills and aptitudes in light of expectations for the profession. An eight hour practicum is required.

The purpose of this course is to gain understanding and offer experience in design, implementation and evaluation of curriculum aligned with assessment practices. Instructional goals and objectives to develop a variety of appropriate assessment tools for both formative and summative assessment are critical to effective teaching. Both classroom and standardized assessment and their reliability and validity will be considered. Philosophy, goals and practices are explored through cultural, economic, political and social influences on the curriculum.

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.

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.

The purpose of this course is to provide students with the necessary support to meet the field placement requirements of their program coursework. The course is designed to ensure students understand the purpose of the placement and their role in the cooperating teacher's classroom, as well as develop and practice professional dispositions to maximize learning in the field placement experience.

Current methods, materials, strategies, and assessment tools to teach and assess reading and writing in grades 3-8, including the foundation for using scientific approaches to teaching vocabulary, content area reading, the reading/writing connection, narrative and informational text, and print skills with intermediate/middle grades students.

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. Must be EDE, EDS, KPE, AED, BME, RED Major or EDS minor or Alternative Path to Teacher Certification student.