Current UMF Graduate Courses

Have a question, need some information? Just contact us. We’re generally open Monday – Friday, 8am – 4:30pm (EST).

Division of Graduate & Continuing Education
University of Maine at Farmington
Theo Kalikow Education Center
186 High Street
Farmington, Maine 04938
tel 207-778-7502
fax 207-778-8134
TYY (via Maine Relay Service) dial 711
gradstudies@maine.edu

ECH 505 Mathematics in the Early Years
This course will concentrate on the development of mathematical concepts in young children ages B-8 in naturalistic, informal and formal settings. Using a constructivist theoretical approach, the course will embed and integrate early math development across curriculum areas and throughout the daily environments of young children. Current research and national and state mathematics standards on early mathematics will be linked to philosophy and practice. This course will fulfill the required math content area for the Maine state Birth-5 081 teaching certificate.
Instructor: Donna Karno
Format: Blended
Days/Dates/Times: Jan 20-May 1 Sat. 1/24 9:00 AM -3:00 PM in-person, Thurs. 2/26 7:00 PM-9:00 PM virtual, Sat. 4/4 9:00 AM -3:00 PM in-person, Thurs. 4/16 7:00 PM-9:00 PM virtual.
CRN 48043

ECH 539 Assessment & Evaluation
This course focuses on building collaborative and integrative curricula that utilizes assessment for best teaching practices. The emphasis will be child-centered and include the use of inclusive classroom adaptations. Students will focus on assessing outcomes and learning goals, as well as articulating developmentally appropriate alignment with school (K-3) outcomes and goals. The role of inquiry to practice and viewing reflective inquiry as a critical part of curriculum building will be emphasized.
Instructor: Patty Williams
Format: online synchronous
Days/Dates/Times: Jan 20-May 1. Zoom meetings Tuesdays 1/27, 2/24, 3/24, 4/14 from 6:00-8:00 PM.
CRN 48054

EDU 502 Second Language Acquisition
This course examines second language acquisition (SLA) theories and research as they apply to teaching and learning activities for English for Speakers of Other Languages (ESOL). Key questions include: What is language? How are first and second languages learned? What are SLA theories and how do they compare to first language acquisition (FLA) theories? What are various disciplinary approaches to SLA research? What are key trends and findings in SLA research? How are SLA theories and research applicable to (ESOL) materials, methods and practices.
Instructor: Denisa Cundick
Format/Location: Online synchronous
Days/Dates/Times: Jan 26-March 23; Zoom Saturdays Feb. 7, Feb. 21, March 7, 8:00-11:00 AM
CRN 48062

EDU 505  Curriculum, Instruction, and Assessment for Multilingual Learners
This course fosters course participants’ abilities to modify and adapt learning environments that support the diversity of linguistic, cultural, and social experiences that all students bring to the classroom. Through the examination of various ESOL curricula, materials, strategies, and assessments participants will look at language literacy skills, curriculum adaptation for language minorities, and design appropriate assessments connected to learning objectives for Multilingual Learners within the curriculum. Participants will develop a pedagogical understanding that effectively connects culturally situated knowledge to equitable learning experiences.
Instructor: Clara Jean Howard
Format/Location: Online synchronous
Days/Dates/Times: January 20-March 19 Zoom Saturdays 1/31 & 2/28 from 8:30AM-12:30PM
CRN 48066

SED 530 Identifying and Educating Learners Who are Gifted
This course introduces the participant to the education of gifted learners. Topics to be presented:  conceptions of giftedness; myths and truths of gifted education; the necessity of gifted education; equitable identification of gifted learners from diverse populations; common cognitive and affective characteristics; highly gifted students; special populations of gifted learners; common social/emotional issues; necessary components of a gifted program; curriculum differentiation in the regular classroom; acceleration vs. enrichment.
Instructor: Jennifer Curtis
Format: Online synchronous
Days/Dates/Times: January 20-May 1; Zoom February 7th & March 28th 9:00 AM-1:00 PM
CRN 48441

EMA 501 Geometry & Measurement PK-12
The course is designed for students seeking an emphasis in mathematics education. It prepares students for attaining expertise and demonstrating leadership regarding how children develop geometry and measurement concepts and the corresponding instructional and assessment practices that facilitate this development. Students will learn postulates, theorems, proofs, and axiomatic ways of understanding geometry and measurement. Students will participate in small-group and individual activities which may include, but are not limited to: electronic discussions, research papers, problem sets, and exams to demonstrate their understanding of course content.
Instructor: Daniel Jackson
Format/Location: Online synchronous
Days/Dates/Times: Jan 20-May 1. Zooms January 22, March 12, April 30 from 5:00 PM-8:00 PM
CRN 46910

EDU 525  Developing Formative Assessment Practices in the Mathematics Classroom
The course will examine principles and aspects of formative assessment with a focus on establishing conceptual based mathematics learning targets, gathering and analyzing evidence of students thinking related to the learning target, providing feedback to students and deeply involving students in processes that will help them move their own learning forward. Research review, discussions, in-class exercises, practical experiences and action research on the integration of these formative assessment aspects within mathematics instruction will be an integral part of this course.
Instructor: Shannon Larsen
Format/Location: Online synchronous
Days/Dates/Times: January 20-May 1. Zooms Sat, Jan 24 and Sat, Feb 28 from 9:00 AM – 12:00 PM
CRN 48067

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.
Instructor: Ryan Crane
Format/Location: Online synchronous
Days/Dates/Times: Jan 20-May 1 Zooms Saturdays January 24, February 21, March 21 from 9:00 AM-1:00 PM
CRN 48092

EDU 582 Research Methods (for administration students only)
This course is designed to introduce educators to different methodological frameworks in educational research and become more familiar with a range of research designs and practices.  Participants will select an area of inquiry and begin an in-depth analysis of the research on this topic.
Instructor: Libby Cohen
Format/Location: Online synchronous
Days/Dates/Times: Jan 20-May 1 Zoom Jan. 24 – 1:30 to 3:30 p.m., Feb. 7 – 1:30 to 3:30 p.m., Apr. 25 – 1:30 to 3:30 p.m.
CRN 48103

EDU 555: Integrating Nature into the Curriculum
Drawing on a foundation of place-based education, educators will explore the value of and strategies for bringing nature into the classroom and connecting kids with the outdoors in ways that are integrated across subject areas and developmental domains. Emphasis will be placed on emergent design, where teachers and students are co-constructors and co-learners, and in creating experiences where children feel confident to engage in cognitive, physical, and social-emotional risk-taking.
Instructor: Kathryn Will
Format/Location: Online synchronous
Days/Dates/Times: January 20-May 1. Zooms 1/31, 2/28, 3/28, 4/11 from 9:00 AM-1:00 PM
CRN 48107

SED 503 Preparing Students for the Future: Transition Programming, Self-determination and Advocacy
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 an awareness of how community agencies can collaborate to improve outcomes for youth with disabilities.
Instructor: Laurie Lemieux
Format: Online asynchronous
Days/Dates/Times: March 1-May 1
CRN 48109

SED 505 Universal Design for Learning and Curriculum Assessment
This course introduces students to the concept of universal design for learning (UDL) and instructional technologies that provide educators with effective ways to create flexible methods, materials, and assessments to reach diverse learners.  A focus will be on how to support students with a range of abilities to access the general education curriculum across content areas.
Instructor: Hillary Goldthwait-Fowles
Format: Online asynchronous
Days/Dates/Times: January 20-March 13
CRN 48110

SED 506 Assessment in Special Education
This course examines assessment practices for children and youth from 3-20 years and provides a variety of hands-on experiences in using various assessment approaches including observations, curriculum-based measurement, and standardized instruments. This course includes opportunities to construct and use both formative and summative assessments, emphasizing the links between pre-assessment, program planning and instruction, and monitoring progress. Each student will work with a focus child or youth in their area of specialization to gain practice in constructing, evaluating, and implementing informal assessments, evaluating formal assessments and interpreting assessment information for other educators and parents. Each student will build skills and knowledge in increasing cultural competence related to assessment practices. During this course, we also will explore a variety of current issues including universal design, test accommodations, modifications, and assistive technology.
Instructor: Danielle Williams
Format: Online asynchronous
Days/Dates/Times: January 20-May 1
CRN 48111

SED 518 Special Ed Law
This course will provide prospective and practicing educators and school administrators with a working knowledge of relevant laws, policies, and regulations related to students with disabilities. Laws and regulations pertaining to the Individuals with Disabilities Education Act, Maine special education regulations, and Section 504 of the Rehabilitation Act will be discussed. Major course topics include Special Education eligibility and IEP development, student discipline, and curriculum access. The historical significance and practical application of laws affecting students with disabilities in school will be emphasized.  In particular, the focus of the course will be on making effective educational decisions for students with disabilities.
Instructor: Jessica Apgar
Format: Online asynchronous
Days/Dates/Times: January 20-May 1
CRN 48112 

SED 511 Mathematics Instruction for Students with Disabilities
This course, for practicing teachers, focuses on methods and strategies for introducing mathematical concepts to children and youth with disabilities, preschool through high school. Issues of concern, major curriculum thrusts, such as the Common Core State Standards, Maine Early Childhood Learning Guidelines, promising practices, methods to differentiate instruction, linking instruction and assessment, accommodations, modifications, and assistive technology are addressed in this course.  Approaches for children of different age levels from preschool through secondary are included. Students will select course projects appropriate for the setting or grade level in which they work.
Instructor: Kathryn Desjardins
Format: Online asynchronous
Days/Dates/Times: March 9-May 1
CRN 48117

SED 514 Literacy Development for All Students
This course introduces research-based approaches to (1)  the assessment of and for literacy, and (2) the implementation of methods, materials, strategies, and techniques for supporting literacy learning of all individuals, including those with disabilities.  Although this course focuses on the special needs of individuals with disabilities or who are at risk, individuals taking this course will learn ways to address the needs of all students in grades Pre-kindergarten through 12 and adults who struggle to read and write or to improve their reading and writing skills. Topics include: assessment, print awareness, phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling, writing, and teaching reading and writing to English language learners. Opportunities will be provided for participants to explore independent learning on key course topics.
Instructor: Libby Cohen
Format: Online asynchronous
Days/Dates/Times: January 20-May 1
CRN 48119

SED 529 Individualized Positive Behavior Supports (PBIS)
This course prepares educators to design, implement, and evaluate interventions for students with significant emotional/ behavioral difficulties. Topics include the nature and needs of students with emotional/ behavioral difficulties, functional behavioral assessment, behavior support plans, and wraparound/mental health supports.
Instructor: Brianna Gumstrump
Format: Online asynchronous
Days/Dates/Times: January 20-May 1
CRN 48123

SED 551 Advanced Intervention Methods
This course focuses on identifying, selecting, implementing, and evaluating evidence-based inclusive practices within a multi-tiered system of support (MTSS) framework. In particular, candidates will explore in-depth the data-based individualization process, including the design and implementation of intensive, individualized, research-based interventions. As a requirement of the course, candidates will engage in field-based activities that provide real-world opportunities for translating theory and research into practice and applying several High-Leverage Practices (HLPs) in Special Education.
Instructor: Jessica Apgar
Format: Online synchronous
Days/Dates/Times: January 20-May 1 Zooms on Saturdays 2/7, 3/7, 4/11 from 9:00 AM-1:00 PM
CRN 48125

SED 598 Inclusive Education Reform: a Social Justice Approach to School and Systemwide Reform
This course will explore how educators (teachers and administrators) can establish an inclusive vision and advocate to create a school or systemwide plan for equitable and excellent learning for all students. We will examine historical, legal, practical and theoretical perspectives on the culture and systems of special education and inclusive schooling. Students will study the research, issues, and outcomes from school leaders and educational researchers committed to advancing equity, social justice, and inclusive school reform. By the end of the course, students will have a  deep historical, theoretical, and ethical understanding of inclusive school reform,  as well as experience with practical tools, analysis, and applications to seek, create, and sustain equitable schools, especially for marginalized students.
Instructor: Kate Macleod
Format: Online synchronous
Days/Dates/Times: January 20-May 1 Saturdays 1/31, 2/28, 3/28, and 4/25 from 8:30 AM-12:00 PM
CRN 48135

SED 599 Coaching for Inclusive Education
This course will explore the collaborative and instructional methods necessary for implementing inclusive education for students with disabilities. Students will learn practices and processes for inclusive teaming and co-teaching, strategies for empowering and including families and peers in support for students with disabilities, processes for creating inclusive schedules, instructional methods 55 and adaptation tools for supporting students with disabilities in the general education setting, writing and implementing inclusive IEPs, and techniques for developing positive and inclusive behavior supports. Students will also have the opportunity to learn from practicing educators, inclusion facilitators and directors of special education and be guided on how to advocate for, maintain, and expand inclusive practices and programs.
Instructor: Kate Macleod
Format: Online synchronous
Days/Dates/Times: Zooms on Thursdays, 1/22; 2/19; 3/26; 4/16; 4/30 from 5:30 PM -7:30 PM
CRN 48136