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Course Criteria
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3.00 Credits
This seminar is a week-long session held on the University of New England campus in Biddeford, Maine. This course provides a context in which learners collaboratively work in small groups to focus on current issues in education. University faculty and area school professionals facilitate the analysis of these issues and the exploration of potential problem solving solutions. . (Note: this course cannot be taken until the learner has completed 6 credits in the program).
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3.00 Credits
As an alternative to the "Current Issues in Education: Summer Seminar,"students have the opportunity to do "Current Issues in Education: A Guided Self-Study". The topic chosen must be in keeping with the topics used during the previous Summer Seminar. The topics available will be sent to student on Campus Pipeline at the beginning of the semester in which you have enrolled for the course. The project chosen must have effective application in your classroom, school, or district. You will be required to send a comprehensive outline of your project with an annotated bibliography to the Faculty Mentor of the course for approval prior to the commencement of the project.
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1.00 Credits
This course is an introduction to the theory and methodology of Collaborative Action Research (CAR), a practical approach to field-based, applied research for the working educator. Students learn the elements of CAR and how it differs from traditional empirical research. Emphasis is on the collaborative aspect of defining a problem to research within a classroom, school or community; the development of research questions; and. a review of relevant literature. Students cannot register for more than 2 CAR courses in one semester.
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3.00 Credits
This course addresses the issues, themes, and methods that are critical for helping elementary students develop an understanding of social studies issues. Pre-service teachers will engage in their own expansion of social studies knowledge and skills through completing reading and writing assignments and participating in class discussion, small group and whole class collaborative learning, other active learning activities, and observation of elementary social studies instruction in a school setting. Field study required. (Cross-listed with EDU 361)
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3.00 Credits
A variety of instructional strategies grounded in four foundational models of teaching are studied and demonstrated. You will learn to expand your repertoire of teaching techniques, so you can increase the ways in which you engage students in the learning process.
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3.00 Credits
Introduces curriculum, instruction, and assessment in the context of standards and accountability and their relationships to student learning. Teachers explore interrelationships among curriculum, instruction, and assessment: importance of alignment; connection to learning theory and learner variables; and need for differentiation to meet diverse student needs.
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3.00 Credits
This course teaches research-based skills and strategies for facilitating students' literacy development in the area of word knowledge, phonemic awareness, phonics, spelling, vocabulary, and building reading fluency. Key topics such as the stages of developmental word knowledge, the rules of phonemic awareness and phonics instruction in an effective reading program, the elements of vocabulary instruction that promote active and independent reading and learning, and the importance of fluency are explored in depth.
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1.00 Credits
In this course, students further refine their problem statement and research questions developed in CAR I, and design the CAR methodology, including plans for data collection and data analysis. Students can not register for more than 2 CAR courses in one semester.
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3.00 Credits
This course provides opportunities to develop reflective, theoretical perspectives toward and practical approaches for the teaching and learning of science within an inquiry-based framework. Class sessions will address state (Maine Learning Results) and national standards through varied science activities that are designed to help you develop lessons that will engage your students in the science processes which subsequently increases your students¿ ability to be critical thinkers and problem solvers. You will have the opportunity to be a student and a teacher while you participate in hands-on activities and be introduced to a wide range of resources. In addition, researching a scientist from an underrepresented population and synthesizing information including curricular applications into a paper and a presentation is an important aspect of this graduate course. Laboratory times are required. Field study in the schools is required. (Cross-listed with EDU 367)
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3.00 Credits
This course covers key concepts, such as prior knowledge, met cognition, and reading as a constructive process. Strategies designed to facilitate comprehension before, during and after reading will be presented, and along with guided reading, a key component of a balanced literacy program. Writing will be discussed as a process that is integral to reading and developed in parallel with reading acquisition. A variety of strategies for integrating reading and writing will be shared.
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