Master of Science in Education in Early Childhood Education

Master of Science in Education in Educational Leadership

Applied Behavior Analysis

Administration

Educational Technology

Gifted and Talented Education

Math Education

Special Education (SPARC)

Enrollees must hold a Baccalaureate degree to register for any of these graduate level courses.


ECH 537  Science in the Early Childhood Years

This course addresses the development of inquiry-based science curriculum in the early childhood setting.  Rooted in constructivist approaches, it incorporates topics of scientific literacy, conceptual development, content areas, current research and curriculum development, implementation and evaluation.   Sources of curriculum in science for young children are explored (e.g., standards content, children’s knowledge and concepts, flora and fauna of the immediate environment, etc.) are explored, teaching/learning strategies examined and scientific outcomes assessed.  This course will fulfill the science content area for the Maine state Birth-5 081 teaching certificate.

Prerequisite: Enrollment in UMF M.S. Ed. Early Childhood Program

Instructor: Donna Karno
Format/Location: Blended design/UMF
Dates/Days/Times: TBA
Class Number: TBA


ECH 541  Field-Based Research

This course is the capstone of the M.S. Ed. Early Childhood Program. Students will complete a field-based, original research project, utilizing a research design that will draw on the student’s background knowledge from ECH 540. Analysis and reflection on the research process with an emphasis on interpretation and practical application of research to practice will be central to the course.

Prerequisites: Enrollment in UMF M.S. Ed. Early Childhood Program AND ECH 500 Early Childhood Education in Today’s World; ECH 540 Research Methods in Early Childhood OR EDU 582 Research Methods.

Course Section: 0001
Instructor: Patricia Williams
Format/Location: Blended design/UMF
Dates/Days/Times: TBA
Class Number: TBA

Course Section: 0002
Instructor: Donna Karno
Format/Location: Blended design/UMF
Dates/Days/Times: TBA
Class Number: TBA


EDU 529  Mathematics Leadership in K-12 Settings: Understanding and Implementing the Common Core State Standards
This course is the first of a four-course concentration designed to prepare educators to be leaders and specialists in mathematics education.  It is a prerequisite for the other three courses which will focus on content, instruction and supervision.  The key content focus of this course is mathematics curriculum & assessment – specifically drawn from the Common Core State Standards for mathematics, the use of tactile and electronic technology, and the design for lessons, units and curriculum documentation.  Throughout each content strand there will be a focus on the strategies to create, adopt and execute professional development for teachers of mathematics.

Prerequisite: Bachelor’s Degree

Instructors: Bob Jenkins and Maggie Griswold
Format/Location: Blended design with three face-to-face (f2f) classes at Bath/Brunswick University College Center, teleconferencing and online work
Dates/Days/Times: TBA
Special Note: This course is part of our Certificate in Math Leadership series
Class Number: TBA


EDU 530  Mathematics Leadership in K-12 Settings: The Mathematics Content for Standards-Based Instruction
The content of this course is specific to the skills and concepts needed as an emergent mathematics leader/specialist/instructor. The focus of this course will be:

  • An in-depth study of the Domain Progressions in the Common Core State Standards and the NCTM Standards and Connections in the NCTM Process Standards.
  • A research project that will examine the definition of mathematics content knowledge, the mathematics knowledge needed to teach effectively.
  • Development of a mathematics unit demonstrating math content, domain progressions and connections between mathematics topics.
  • A section of the course series portfolio that will show evidence of the student’s ability to use the learning in a professional development capacity as a mathematics leader.

Prerequisites: Bachelor’s Degree; EDU 529 Mathematics Leadership in K-12 settings: Understanding and Implementing the Common Core State Standards.

Instructors: Bob Jenkins and Maggie Griswold
Format/Location: Blended design with three face-to-face (f2f) classes at UMF, teleconferencing and online work
Dates/Days/Times: TBA
Special Note: This course is part of our Certificate in Math Leadership series
Class Number: TBA


EDU 532  Mathematics Leadership K-12: The Art of Mathematics Coaching and Supervision
The content of this course is specific to the skills and concepts needed as an emergent mathematics leader/specialist as they support the development of mathematics educators.  The focus of this course will be:

  • The strategies of clinical supervision
  • The understanding of the aspects of coaching
  • The ability to give targeted feedback
  • The understanding of being a teacher-leader in the culture of a school.

This work will give the enrollee the foundation for becoming a mathematics leader using mentoring and supervision.

Prerequisites: Bachelor’s Degree; EDU 529 Mathematics Leadership in K-12 settings: Understanding and Implementing the Common Core State Standards.

Instructors: Bob Jenkins and Maggie Griswold
Format/Location: Blended design with three face-to-face (f2f) classes at Reeds Brook Middle School in Hampden, teleconferencing and online work
Dates/Days/Times: TBA
Special Note: This course is part of our Certificate in Math Leadership series
Class Number: TBA


EDU 546  Online Teaching and Learning: An Overview

How do teachers who excel in the classroom learn to translate that expertise into an online course that serves their students? What works well in online learning? This course offers an overview of online learning: its history, current status and future progress. Participants will also receive an introduction to learning theories and be introduced to different types of online teaching course design and educational technologies. Using case studies and a historical perspective of the evolution of online teaching, students will understand the challenges and advantages of establishing a distance learning course or program. The course will discuss course design, development, implementation and evaluation and the concept of building community.

Prerequisite: Bachelor’s Degree

Instructor: Ashley Montgomery
Format: Online
Dates: TBA
Special Note: This course is part of our Certificate in Educational Technology series.
Class Number: TBA


EDU 553  Finance for School Administrators

EDU 553 presents a comprehensive introduction to resource acquisition, management, and leadership at the school level. Further, it is designed to engage students in exploring the practical realities of resource leadership and to examine in depth their own skills and knowledge in light of their goals for school leadership. Specifically, in the course students will:  1)  develop a comprehensive understanding of resource acquisition, management, and deployment as a central part of their leadership effectiveness.  2)  understand the procedural and legal parameters for financial and other resource acquisition, management, and deployment.  3)  build skills and understanding for leading this dimension of the school effectively.

Prerequisite: Bachelor’s Degree

Instructor: Michael Cormier
Format/Location: Blended with five face-to-face (ftf) class meetings at UMF and online.
Dates: March 28-May 2, 2015. Saturdays, March 28, April 4 & 11, and May 2 from 8:00 AM-4:30 PM.
Special Note: This course is part of our Certificate in Administration series.
Class Number: TBA


EDU 584  Curriculum, Instruction and Assessment II: Data Informed Decision Making for Digital Age Learners

Participants in this course will investigate the cycle of program evaluation: design, implementation, management, and evaluation. The effects of reform initiatives on the stakeholders in educational environments will be investigated and critiqued. An emphasis is placed on developing a collaborative culture in educational environments that enhances teacher agency, builds instructional capacity, and enables every student to learn.

Prerequisites: EDU 583 Curriculum, Instruction, and Assessment I: Development and Planning for Digital Age Learners; practicing educator or permission of instructor.

Instructor: Rebecca A. Young
Format/Location: Blended design with three face-to-face (f2f) classes and online/UMF
Dates/Days/Times: January 24-May 14, 2015. f2f classes on Saturdays, January 24, March 7 and May 9 from 9:00 AM to 2:00 PM.
Class Number: TBA


EDU 587  Field-Based Research II

This course is designed to be the capstone in the Master of Science in Education program.  In this course, students will carry out the action research plans designed in EDU 586 Field-Based Research I. Further, this course is a forum for analysis and reflection on the theoretical and experiential knowledge gained through the action research process to generate an informed, multi-faceted perspective on the practice of education.

Prerequisite: EDU 586 Field-Based Research I

Instructor: Johanna Prince
Format/Location: Blended design with three face-to-face (f2f) classes and online/UMF
Dates/Days/Times: January 20-May 14, 2015.  f2f classes on Wednesdays, January 21 and March 25 from 4:00-7:00 PM, and  Saturday, May 9 from 9:30 to 11:30 AM.
Class Number: TBA


SED 503  Transition from High School to Adult Life for Students with Disabilities

This course prepares future special education teachers at the middle and secondary level to meet the transition requirements of IDEA by exploring issues and strategies for preparing adolescents and young adults with disabilities for the transition from school to adult life. We will explore these issues and strategies within the context of ecological models of human development. Students will: understand federal and state mandates for transition planning and historical perspectives of transition, explore and describe the five areas of transition, implement effective strategies for dealing with diversity and gender equity issues, implement key transition assessments and curricula, develop student-centered transition plans and demonstrate awareness of how community agencies can collaborate to improve outcomes for youth with disabilities.

Prerequisites: Bachelor’s Degree; Employed as a teacher or educational technician

Instructor: Lance Neeper
Format: Online
Dates: TBA
Class Number: TBA


SED 505  Achieving High Standards with Universal Design and Assistive Technology

This course introduces students to the concept of universal design (UD) and technologies that provide educators with powerful ways to create flexible methods and materials to reach diverse learners. We’ll begin by exploring UD for professional productivity and then look at the use of UD for teaching and learning. Course participants also will investigate the use of assistive technology (AT) devices and services for children with disabilities.  A range of technology will be examined from “low tech” devices that are inexpensive or easily modified to “high tech” devices that are expensive and may be available on loan from specialized companies. Evaluation approaches and determination of appropriate uses of assistive technology will be discussed.  Methods and strategies for infusing assistive technology within infant/toddler playgroups, preschool, elementary, and secondary programs will be stressed. (Course participants will select the age group on which they wish to focus.) Each person is expected to bring previous professional knowledge and experiences regarding standards, practices, and instructional strategies.

Prerequisites: Bachelor’s Degree; Employed as a teacher or educational technician

Instructor: Loraine Spenciner
Format: Online
Dates: TBA
Class Number: TBA


SED 507  Curriculum and Instructional Programming for Students with Disabilities

Students will explore basic principles of curriculum development and instructional programming for students with disabilities.  Students will focus on how to develop clear instructional goals and objectives for Individual Education Plans and then how to construct daily instructional programs to accomplish these goals and objectives.  Students will explore current theory and practice regarding direct instruction as it applies to teaching reading and related skills.

Prerequisites: Bachelor’s Degree; Employed as a teacher or educational technician

Instructor: Ray Glass
Format: Online
Dates: TBA
Class Number: TBA


SED 515  Early Intervention: Working with Infants and Toddlers with Disabilities and Their Families

This course addresses various aspects of early intervention services including teaming with families; understanding development and risk during prenatal, natal, and postnatal stages; studying models for working with young  children with disabilities and their families in natural environments; and examining infant and toddler program development and curriculum. Students will identify and use current research to increase personal knowledge and skills, applying their findings to present work settings.

Prerequisites: Bachelor’s Degree; Employed as a teacher or educational technician

Instructor: Tamara Sewell
Format: Online
Dates: January 20-May 14, 2015.
Class Number: TBA


SED 516  Advanced Topics in Curriculum and Program Design: Mild to Moderate Disabilities

This course is designed for special education teachers who wish to extend their skill and understanding of selected curriculum and program design topics introduced in prior courses.  In consultation with the instructor, each participant will develop and conduct three instructional improvement projects.  Examples of such projects include, but are not limited to the following: (1) Implementing positive behavioral supports to improve the daily classroom behavior of a group of students; (2) Working with a team of teachers to improve a targeted area of student behavior or academic performance; (3) Analyzing current instructional practices for a specific group of students and then identifying and implementing newer instructional practices in response to identified needs.

Prerequisites: Bachelor’s Degree; Employed as a special education or regular classroom teacher; Three 500 level courses in special education.

Instructor: Ray Glass
Format: Online
Dates: TBA.
Class Number: TBA


SED 527  Applying Behavior Analysis: Methods of Instruction and Behavioral Support

The purpose of this course, building on the concepts taught in SED 525 Basic Principles of Applied Behavior Analysis and SED 526 Behavior Analysis and the Scientific Assessment of Learning, is to familiarize students with methods of: a) specialized instruction for students with special needs, and b) management of behavior that interferes with learning.  The course represents the progression from conducting behavioral research to implementing practices derived from research.

This course also partially fulfills coursework requirements of the Behavior Analyst Certification Board (BACB) in preparation for the examination for the Board Certified Assistant Behavior Analyst (BCaBA).  This course is explicitly designed to address content areas from the BACB Fourth Edition Task List (2010) including behavior change considerations (TC-01 through TC-03), specific behavior change procedures (TP-01 through TP-13), and behavior change systems (TS-01 through TS-08).  Additional content areas may be addressed.

Prerequisites: Bachelor’s Degree; Classroom Teacher or permission of instructor

Instructor: Laura Betters
Format/Location: Face-to-face classes/UMF
Dates/Days/Times: January 24-May 2, 2015. Saturdays, January 24, February 7 & 28, March 21, April 11 and May 2 from 8:30 AM to 4:30 PM.
Special Note: This course is part of our Certificate in Applied Behavior Analysis.
Class Number: TBA


SED 531  Curriculum and Instruction for Learners Who Are Gifted

Emphasizes the development of curricular and instructional opportunities to address characteristics and needs of the gifted child. Topics include: complexity and abstractness; differentiation from mainstream curriculum; modification of content, process, product, and learning environments; creative and critical thinking skills; the study of major ideas, issues, problems and themes across content areas; development of understanding of self and others; promotion of self-directed learning; career education; scope and sequence; integration with district standards.

Prerequisites: Bachelor’s Degree; Classroom Teacher or permission of instructor

Instructor: Susan Boyce-Cormier
Format/Location: Blended Design – Three (3) face-to-face (f2f) class meetings at University College – Rockland Center and online
Dates/Days/Times: TBA
Special Note: This course is part of our Certificate in Gifted and Talented Education.
Class Number: TBA


SED 532  Developing and Implementing Programs for Learners Who Are Gifted

Prepares participants to build effective cohesive programs for gifted students, with direction provided by Maine Chapter 104 and the National Association for Gifted Children Program Standards. Topics include: program philosophy, goals & objectives; program models; identification procedures; curriculum and instruction; addressing atypical giftedness; grouping for instruction; teacher preparation; parent involvement; coordination between regular and special school programs; prevention of emotional problems; secondary vs. elementary programs; program advocacy and program evaluation.

Prerequisites: Bachelor’s Degree; Classroom Teacher or permission of instructor

Instructor: TBA
Format/Location: Blended Design – Three (3) face-to-face (f2f) class meetings at UMF and online
Dates/Days/Times: TBA
Special Note: This course is part of our Certificate in Gifted and Talented Education.
Class Number: TBA