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Course Criteria
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3.00 Credits
2-3 credits A hands-on workshop to help the professional develop as A writer. Covers the writing process and writing activities that promote mastery in the disciplines. Explores similarities and differences in writing for the humanities, the social sciences, and the sciences. The course is especially appropriate for teachers, mental health professionals, managers, and others who use writing in their work. It is also recommended for students who want to do more writing for their fields of study. Those in the early stages of A thesis should find this course helpful. Formerly: GWRIT 5003.
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6.00 Credits
3-6 credits Based in Boston, this institute explores the history, art, architecture, literature, and environment/ecology of New England. Native American, European, and African cultural traditions are examined as well as the interactions and experiences of other nineteenth and twentieth century immigrant groups. Students pursue individualized research and writing in areas of particular interest.
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6.00 Credits
6 credits At the lower end of the Bay of Fundy marine system on the northeastern border of the United States and Canada, Cobscook Bay is one of the largest tidal systems in the United States. This course offers a comprehensive survey of the marine and terrestrial ancestries that inhabit the ecosystem of and surrounding Cobscook Bay. Outstanding features of this area include the extreme tidal fluctuations (23 feet at certain times of the year); due to its lack of population centers, Cobscook Bay is one of the premier sky viewing places in the northern hemisphere; and because of its remote rural character, it is one of the last remaining natural resource communities of North America. The natural science ecosystem analysis that will constitute this study will ground educators in an ecological perspective for studying, investigating, and discovering their home place with students. Note: Ecological Teaching and Learning students only.
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1.00 Credits
1 credit Scientists and naturalists throughout the ages have gone out with pencil, charcoal, pen, paper, paints, and colors recording and documenting their impressions of the landscape and its inhabitants. These nature journals and field sketchbooks have become the initial data for much of what we know about the natural world. This course provides students with the opportunity to journey into the realm of nature journaling as A way to record learning and observations.
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3.00 Credits
3 credits This course is an overview of applied theory, research, and pedagogy to inform the practice of ecological education. In this inquiry, the transdisciplinary nature of ecological education will be explored and analyzed. The online discussion will focus our inquiry while inviting our observations of educational theory in practice. Investigation of aspects of your teaching practice will be highlighted through cohort discussion moving toward a synthesis paper describing A successful implementation of A new pedagogical practice.
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3.00 Credits
3 credits This distance-learning course examines positivistic and post-positivistic worldviews to inform our personal, collaborative communication and leadership skills as it relates to ecological education pedagogy. Students equate ecologically literate teaching with practice skills that promote understanding and cooperation among and within diverse groups and within differing viewpoints and philosophies. In examining the relationship between education, advocacy, research, and science, students will understand and assess their identities as change agents, teacher researchers, and teacher activists/leaders.
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6.00 Credits
6 credits The complexity of systems in urban dynamics is provoking A new field of study in urban ecology. This course is an investigation and inquiry into the ecological interactions in the urban ecosystem using A United States city as A focus of inquiry. Ecological research of the urban ecosystem requires A new approach that is participatory and involves urban citizenry in asking research questions, developing hypotheses, collecting data, and interpreting and utilizing the results for policymaking. Note: Ecological Teaching and Learning students only. ESPED 5013 Introduction to the Autism Spectrum Disorders: Educational Implications and Teaching Strategies (online) 3 credits The focus of This course is on the autism spectrum disorders from diagnosis through adulthood. The condition of autism spectrum disorder reflects A range of diversity and severity, which will be examined in This course. History, current research, and definitions will be explored. Three major characteristics of autism spectrum disorder will be examined: communication impairment, impaired social interactions, and behavioral abnormalities. A variety of educational theories and practices will be introduced, and teaching strategies that meet the needs of these diverse learners will be presented. Usually offered fall semester.
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1.00 Credits
1 credit Diversity is an important function of ecological communities. Students focus on the human community and how values of ecological diversity are reflected in their teaching practice. The focus is on U.S. political ideology of democracy and how to teach about diversity as A value of democracy. In education, what is taught is as political as what is not taught. The concepts of civic democracy and environmental racism are particularly poignant to the urban ecology study. EEDUC 5013 Curriculum, Instruction and Assessment in General Science 3 credits This course explores fundamental concepts of each science domain and investigates the interconnections among science disciplines, technology, and engineering. Introduces conceptual frameworks and strategies for aiding students' development of scientific, technical, and engineering knowledge. Explores techniques for creating A valid scientific environment so all students can experience scientific processes and learn rigorous science. Participants will engage in actually utilizing current, nationally validated, inquiry-based curricular materials as part of the course of study. Considers A variety of assessment techniques that are used to inform teachers, students, and parents of student performance. Usually offered spring semester.
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3.00 Credits
3 credits Participants in this intensive institute explore the heritage and cultures of Passamaquoddy Bay, Maine. The course blends in-depth study of the dynamics of historical, literary, and artistic traditions of Wabanaki, EuroAmerican, and Maritime cultures. Students will choose particular areas of interest and complete A final integrative research project.
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3.00 Credits
1-12 credits Focus is on the design, development, and completion of individually designed courses to create A specialization for the Master's degree. Components will include reading, writing, research, and creative and experiential academic activities. Note: By arrangement only.
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