Registration for Summer 2024 begins February 20th 2024

You can self-register or complete the Course Registration Form below and return it to gradstudies@maine.edu
The information on the webpage will be updated. Check MaineStreet for more details.

Contact Us

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


Summer 2024 Courses

Early Childhood

Educational Leadership

English For Speakers of Other Languages

Nature Based and Outdoor Learning

Mathematics Education, Intervention and Coaching

Special Education Masters Degree, Graduate Certificate & SPARC

Masters Degree in Counseling Psychology Full Time

Masters Degree in Counseling Psychology Part Time

Spring 2024 Courses

Special Education Masters Degree, Graduate Certificate & SPARC

Mathematics Education, Intervention and Coaching

Course Descriptions


ECH 500 Early Childhood Education in Today’s World

Participants in this course will investigate the current field of inclusive early childhood care and education from the perspectives of leadership, advocacy, policy and research. This course serves as a foundation for the M.S.Ed. Program, as students develop goals for their professional growth. Using a socio-ecological model, the contexts of the environments that surround childhood in the 21st century will be identified and explored. Students will explore current issues in early childhood by reading and understanding research on a selected topic in early childhood.
Instructor: Donna Karno
Format/Location: Online/UMF online with in person and Zoom meetings
Dates/Days/Times: May 6th- June 9th. Meeting on campus:5/11 9:00 -3:00 Zoom session 5/30 7:00-9:00 PM
Class Number: 61967


ECH 535 Play and the Social World
In this course, students examine how children form and maintain relationships with others, including the family, peers, early childhood educators, and the community. Issues involving support systems for inclusive education settings will be investigated. The implications of these relationships for children’s development are investigated, as is the critical role of play in promoting positive connections with individuals and groups in the child’s world.
Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
Instructor: Patty Williams
Format/Location: Online/UMF online with in person and Zoom meetings
Dates/Days/Times: June 3rd- July 8th. Zoom meetings: 6/5 and 6/26 7:00-9:00 PM. In person 6/15 9:00-3:00
Class Number:61969


ECH 543 Social Studies for Early Learners
This course addresses the development of inquiry-based social science curriculum in the early childhood
setting. Rooted in constructivist approaches, it incorporates topics of social studies literacy, conceptual
development, content areas, current research and curriculum development, implementation and evaluation.
Sources of curriculum in social studies for young children are explored (e.g., standards content, children’s
knowledge and concepts, building a civic classroom, etc.) are explored, teaching/learning strategies
examined and assessment/evaluation.
This course will fulfill the social science content area for the Maine State 029 Endorsement.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Kathryn Will
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: June 24th- July 28th. Zoom meetings TBD
Class Number: 61970


EDU 550 School Law

This course is a survey of the legal bases of public education in the United States and of contemporary legal issues and cases affecting the practice of school administration. Although the primary objective is to acquaint the student with the legal principles governing public education in the nation and the State of Maine, special attention will be given to those topics of school law which are, or should be, of immediate concern to the practicing school administrator.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Paul Knowles
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: May 18- July 20th Zoom meetings: 5/18, 6/22 and 7/20
Class Number: 61795


EDU 551 Changing Educational Organizations in a Diverse World
for Administrators
This course is designed to provide an overview of educational organizations and the change process with attention to the impact of diversity on the local context. It draws on literature about organizational behavior, change, diversity, leadership, and professional learning communities. The course begins with an analysis of organizations and moves to a focused examination of the change process. Specifically it will support a framework that acknowledges the important role that families, communities, and culture play on educational practice.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Sally Beaulieu
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: June 26th-August 27th. Zoom meetings: 6/26,7/17 and 8/7
Class Number: 61978


EDU 583 Curriculum, Instruction, and Assessment I: Development and Planning for Digital Age Learners
This course focuses on current research and best practice in the area of curriculum development, instructional design, and assessment techniques. Participants will learn about a range of planning models that will inspire the creativity and innovation necessary to provide rich and powerful learning experiences and environments for every student. This course motivates participants to support colleagues in engaging students authentically in their own learning. An integral part of this course will be the development of a critical stance related to current practices in the design of curriculum, instruction and assessment.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Meredith Swallow
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: May 6th- June 14th. Zoom meeting dates TBD
Class Number: 61988


EDU 585 Cultivating Ethical Leadership
This course is designed to cultivate leaders at the classroom, school, and district level who are prepared to influence system transformation. Using student-generated and case study scenarios participants will engage in reflective practice to develop their ethical leadership capacity. Participants will collect data; reflect on the role of local context; and the importance of building relationships with a variety of stakeholders to advocate for student learning.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Kathryn Will
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: May 13th- June 23rd. Zoom meetings : 5/20,6/3 and 6/17 4:00-7:00PM
Class Number: 61991


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
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Denisa Cundick
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: June 27th-August 22nd. Zoom meetings 7/13, 7/27 and 8/17 8-11:00AM
Class Number: 61972


EDU 503 Culturally Responsive ESOL Pedagogy & Teaching Methodology (for Portland Schools)
This course is designed with the premise that Multilingual Learners function in more than one language and more than one culture; these experiences influence and impact their learning in the classroom. Students will investigate the value of understanding the backgrounds of  Multilingual Learners and how that understanding informs their teaching practices. Students will explore research-informed teaching methodologies that support learning in a second language and culture while fostering a respect for other languages and cultures.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Lesley Herschlag
Format/Location: Online
Dates/Days/Times: May 20th-July 13.
Class Number: 61973


EDU 511 Evidence and Inquiry Based Strategies for Working with Multilingual Learners
This course is designed to engage teachers of English for Speakers of Other Languages (ESOL) in a practice of critical and reflective inquiry. Course participants will develop an understanding of what constitutes informed, creative and meaningful research inquiries. Finally, students will examine how current second language acquisition and bilingual education research frames effective inclusive instructional practice.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Kathryn Will
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: May 13th-June 23rd. Zoom meetings: 5/18, 6/8 and 6/22 8:00-11:00AM
Class Number: 61974


EDU 520: Nature-Based Programming and Leadership
This course looks at the policies, procedures, safety, and risk involved in conducting a nature-based program. The course explores benefit and risk assessment, regulations & licensing, the role of teachers and management and the importance of shared vision and principles. It includes how to engage families and the community in supporting nature-based education in schools and other programs.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Marie Robinson
Format/Location: UMF/Blended. In person and synchronous Zoom meetings
Dates/Days/Times: June 24th-August 9th. Zoom meetings 7/10 and 7/24 6-7:30PM. On Campus Saturday August 3rd 9:00-2:00
Class Number: 62688


EDU 594 Theories of Mathematics Coaching
This course offers an introduction to the theory and practice of mathematics coaching. Students will examine research related to mathematics coaching with particular attention to the different models employed by school districts, resources that are available to support mathematics coaches, barriers and supports to effective mathematics coaching, working with adult learners, engaging in critical conversations, and the efficacy of coaching.  Focus will also be given to strengthening participants’ own mathematical content knowledge for teaching.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Lisa Coburn
Format/Location: UMF/Online Synchronous
Dates/Days/Times: June 24th- August 3rd Meetings on campus 6/29. Zoom Meetings 7/13 and 7/27
Class Number: 62017


EDU 577 Computational Fluency: Trajectories of whole number concepts & skills, diagnostic approaches, and instructional practices (for MMSA)
This course is a blended course, incorporating one full-day session with six additional ninety-minute virtual sessions. The course is aimed at building teachers’ math knowledge and skills for teaching and assessing the computational fluency of their students. The course addresses three key goals for teachers: (1) building a deep understanding of the trajectories of computational fluency and its connection to math practices; (2) gaining skills in assessing students’ progression to automaticity of number combinations and fluency in computations using diagnostic interviews; (3) expanding repertoire of instructional practices for teaching and supporting all students in developing computational fluency. In addition, the course aims to create a community of learners and provide opportunities to strengthen collaboration among teachers. In recognition of the varied professional learning needs of educators, the course is differentiated to meet a range of prior math knowledge and teaching experiences. This course is intended for in-service teachers K-5 and middle school teachers who want to support their students’ growth in computational fluency. The math content addresses the Common Core Standards for Mathematics. There are no prerequisite courses for this course. Please enroll through MMSA here : https://app.miniextensions.com/preview-record/LB8vFzMHRDkLmbjVWOGQ/recZpsOmBlLZ7VcLZ (All students must hold a Bachelor’s Degree.)
Instructor: Becky Tapley
Format/Location: MMSA Blended
Dates/Days/Times: March 21-June 10th
Class Number: 48706


EMA 502: Data Analysis, Statistics, & Probability PK-12
The course is designed for M.S..Ed students seeking an emphasis in mathematics education. It prepares students for attaining expertise and demonstrating leadership regarding how children develop data analysis, probability, and statistics concepts and the corresponding instructional and assessment practices that facilitate this development. Topics studied will include the exploration of randomness, data representation, modeling. Descriptive statistics will include measures of central tendency, dispersion, distributions, and regression. The analysis of experiments requiring hypothesizing, experimental design and data gathering will also be discussed. 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.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Dan Jackson
Format/Location: UMF/Blended
Dates/Days/Times: June 24th-August 9th Meeting on campus 8/3. Zoom meetings TBD
Class Number: 6224


SED 505 Universal Design
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.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Hillary Goldthwait-Fowles
Format/Location: Online
Dates/Days/Times: May 6th- July 1st
Class Number: 61993

SED 506 Assessment in Special Ed
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 will also explore a variety of current issues including universal design, test accommodations, modifications, and assistive technology.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Danielle Williams
Format/Location: Online
Dates/Days/Times: May 13th-August 23rd
Class Number: 62225


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: (All students must hold a Bachelor’s Degree.)
Instructor: Caroline Peinado
Format/Location: Online
Dates/Days/Times: June 28th- August 23rd
Class Number: 61996


SED 508 Classroom and Behavior Management of Students with Disabilities
Students will explore basic principles of classroom and behavior management from prevention of problems through the development of a variety of positive responses to chronic misbehavior in special education and regular classroom settings. Students will develop and conduct a number of classroom application projects designed to improve the behavior of individuals and groups of students. Students will also review current research on effective classroom and behavior management.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Brian Cavanaugh
Format/Location: Online
Dates/Days/Times: June 17th-July 26th
Class Number: 61997


SED 508 Classroom and Behavior Management of Students with Disabilities SPRING ’24
Students will explore basic principles of classroom and behavior management from prevention of problems through the development of a variety of positive responses to chronic misbehavior in special education and regular classroom settings. Students will develop and conduct a number of classroom application projects designed to improve the behavior of individuals and groups of students. Students will also review current research on effective classroom and behavior management.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Caroline Pienado
Format/Location: Online
Dates/Days/Times: March 18th-May 3rd
Class Number: 46069

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.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Libby Cohen
Format/Location: Online
Dates/Days/Times: May 20th- June 28th
Class Number: 61998


SED 518 Special Education 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.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Jessica Apgar
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: May 20th- July 12th Zoom meetings 6/1 and 6/22
Class Number: 61999

SED 519 Assistive Technology
This course introduces students to assistive technology (AT). Course participants will investigate the use of assistive technology devices and services for individuals 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. Evaluation approaches, determination of appropriate uses of assistive technology, and funding will be explored. Methods and strategies for implementing assistive technology with students who require varying levels of support across settings and ages will be a primary focus.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Hillary Goldthwait- Fowles
Format/Location: Online
Dates/Days/Times: March 11-April 29th
Class Number: 47921


SED 529 Individualized Positive Behavior Supports

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
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Monica Smith
Format/Location: Online
Dates/Days/Times: May 13th-July 28th
Class Number: 62000

SED 533 Teaching Critical & Creative Thinking in Gifted Programs & Classroom Settings
This course prepares teachers to increase the levels of critical and creative thinking in their classroom teaching. Topics include critical thinking, creative thinking, and problem solving in education in regular classrooms, arts or music classrooms, and in the education of gifted students. Participants will learn about assessment of critical thinking and creativity; social and cultural practices which facilitate or inhibit critical and creative thinking; and classroom practices which stimulate or inhibit critical and creative thinking in students and in teachers. Specific research-based classroom strategies will be taught.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Leigh Ann Fish
Format/Location: Online with synchronous Zoom meetings
Dates/Days/Times: July 8th-August 10th
Class Number: 62222


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.
Prerequisites: (All students must hold a Bachelor’s Degree.)
Instructor: Kate Macleod
Format/Location: Online with Synchronous Zoom Meetings
Dates/Days/Times: May 28th- July 26th Zoom meetings 5/29,6/26,7/17 3:30-6:30
Class Number: 62245

PSY 555 Practicum
A course of clinical instruction that provides practical experience in counseling for the purpose of developing individual and group counseling skills. These field experiences will allow students to perform, on a limited basis, some of the counseling activities that a regularly employed licensed clinical professional counselor would be expected to perform. Students will complete a total of 100 hours of supervised clinical counseling practicum experiences, with a minimum of 40 clock hours dedicated to direct service with clients that contributes to the development of counseling skills.
Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MACP Program or instructor permission
Instructor: Lisa Henry and Bodhi Simpson
Format/Location: Online
Dates/Days/Times: June 3rd- August 12
Class Number: 62003 and 62777

PSY515 Social & Cultural Foundations
This course will expose students to issues of ethnicity, race, gender, socioeconomic status, culture, sexual orientation, physical and psychological disability, religion, age, language, etc. as these relate to their development as clinical counselors. Theories of multicultural counseling, identity development, multicultural competencies, social justice, and strategies for working with and advocating for individuals, couples, families, groups, and communities will be reviewed. Students will explore their own attitudes and beliefs through written assignments, texts, class discussions and films to increase their understanding of self and diverse populations.
Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MACP Program or instructor permission
Instructor: Karla Diffin
Format/Location: UMF Blended
Dates/Days/Times: May 18th-July 20th
Class Number: 62220

PSY525 Human Growth & Development
This course provides a survey of theory and research pertaining to biological, cognitive and social development across the lifespan. Course materials and assignments will facilitate students’ ability to engage in developmentally appropriate practice. Students will also examine their own understanding of healthy development, and its influence on their work as therapists.
Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MACP Program or instructor permission
Instructor: TBD
Format/Location: UMF/Blended
Dates/Days/Times: May 18th-July 20th
Class Number: 62221


Contact Us

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

Mailing address:
Division of Graduate & Continuing Education
University of Maine at Farmington
111 South Street
Farmington, Maine 04938