Registration for Summer 2023 will begin February 27th 2023

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.

Course Registration Form (pdf)

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

  • Click here for Spring 2023 Classes

  • Summer 2023 Courses

    Early Childhood

    Educational Leadership

    English Language Learning

    Mathematics Education, Intervention and Coaching

    Special Education Masters Degree, Graduate Certificate & SPARC

    Gifted and Talented Graduate Certificate

    Masters Degree in Counseling Psychology

    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.
    Prerequisites: All students must hold a Bachelor’s Degree. Enrollment in UMF M.S.Ed. Early Childhood Program, or permission of instructor
    Instructor: Donna Karno
    Format/Location: TBA
    Dates/Days/Times: TBA
    Class Number: TBA


    ECH 534 Advanced Program Administration and Leadership
    Participants in this course will investigate the current field of early childhood care and education from the perspectives of leadership, advocacy, policy, and research within inclusive settings. Students will compare and contrast leadership models and styles, while delineating the differing roles and ethical responsibilities of leaders and managers. Building on their professional experiences in the field and previous coursework in program administration, this course will help students examine major components of administration including supervision and professional development of staff, relationships with families and the community, advocacy for the program and the field, professional accreditation, and applying research findings in the field.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times: TBA

    Class Number: TBA


    ECH 506 Language and Literacy in the Early Years
    This course will concentrate on the development of literacy concepts in young children ages B-8 in informal and formal settings. Using a constructivist theoretical approach, the course will embed and integrate early literacy development across curriculum areas and throughout the daily environments of young children. Current research and national and state literacy standards on early literacy will be linked to philosophy and practice. This course fulfills 3 of the 6 credit requirements towards the language, literacy, and literature content area for the Maine state Birth-5 081 teaching certificate.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
    Instructor: Joshua Hill
    Format/Location: TBA
    Dates/Days/Times: TBA
    Class Number: TBA


    EDU 550 School Law for Administrators
    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: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    EDU 551 Changing Educational Organizations in a Diverse World
    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: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    EDU 577 Linguistics
    This course introduces students to the vocabulary of linguistics and the structures that govern language. These include the sound and sound systems of language (phonetics and phonology), the word structure (morphology), and the phrase and sentence structure (syntax). Other topics explored include the meaning of words and utterances (semantics and pragmatics), historical linguistics, and written language. Key questions include: What is language and how does it function? What are some commonalities and differences across languages? How does an understanding of how other languages behave help you support language learners in acquiring another language?
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Denisa Cundick
    Format/Location: TBA
    Dates/Days/Times:May 8th – June 30th
    Class Number: TBA


    EDU 528 Mathematics Intervention: Implementation and Assessment
    In this class, participants will engage in the intervention process with a focus on one student or set of students. Participants will identify a goal for their student(s) and use this to develop and implement evidence-based interventions that support the whole student in his/her learning. Particular attention will be paid to the ways classroom culture and relationships between student(s), teacher(s), guardians, and administration can impact student success.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Vicky Cohen
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    EDU 529 – Mathematics Leadership in K-12 Settings: Understanding and Implementing Maine’s 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 Maine’s 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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    EDU 529 – Mathematics Leadership in K-12 Settings: Understanding and Implementing Maine’s 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 Maine’s 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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    EDU 527 Mathematics Intervention: Theory and Data Informed Decision Making
    Students will engage with research and theory that supports mathematics intervention in schools. Participants will connect the research to their school and/or district culture to consider critical aspects of the intervention process including: recognizing who it is important for you to work with and how that work might be best accomplished, analyzing school data, identifying students who need support, examining systems for universal screening, using formative assessment to inform instruction, and sharing data with other school personnel and with families.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Heidi O’Leary
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    SED 504 Collaborative Partnerships Among Individuals with Disabilities, Families, and Professionals
    This course focuses on collaboration and teaming strategies among individuals with disabilities, their families, general and special educators, school psychologists, paraprofessionals, and other related service providers in inclusive school and community settings. Assignments and activities require application of teaming and collaboration skills. Participants will also conduct research on collaborative interactions in school and community-based services. Course projects involve co-teaching, staff development, and problem-solving situations.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Laurie Lemieux
    Format/Location: Online
    Dates/Days/Times:June 19- August 19th
    Class Number: TBA


    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 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: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: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    SED 531 Curriculum and Instruction for Learners Who Are Gifted
    This course 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; and integration with district standards.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA


    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.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:TBA
    Class Number: TBA

    Spring 2023 Courses

    Early Childhood

    Educational Leadership

    English Language Learning

    Mathematics Education, Intervention and Coaching

    Special Education Masters Degree, Graduate Certificate & SPARC

    Gifted and Talented Graduate Certificate

    Masters Degree in Counseling Psychology


    Course Descriptions

    ECH 537 Science and the Early Child 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..
    Prerequisites: All students must hold a Bachelor’s Degree. Enrollment in UMF M.S.Ed. Early Childhood Program, or permission of instructor
    Instructor: Leigh Ann Fish
    Format/Location: UMF/ Online Blended
    Dates/Days/Times: January 17th- May 4th Meeting: January 19th, Zoom, 6:30-8:30PM. Feb 23rd, Zoom, 6:30-8:30PM. March 11th, In person, 9-3:00. April 1st, In person, 9-3:00. April 27th, Zoom, 6:30-8:30
    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: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
    Instructor: Donna Karno
    Format/Location: Online
    Dates/Days/Times: January 17th- May 4th with in person meetings 1/28, 3/4 and 4/15 9:00-3:00 and synchronous Zoom meetings 2/9, 3/30 7:00-9:00PM. Virtual Presentations- 4/29 9:00-12:00

    Class Number: 89170


    Advanced Infant and Toddler Development and Curriculum WINTER SESSION
    This course will examine the physical, socio-emotional, cognitive, linguistic, and behavioral development of infants and toddlers. The importance of early relationships and attachment with mothers, fathers and other primary caregivers will be explored. State and national standards for infant/toddler caregiving environments, observation, curriculum, and assessment will be reviewed and utilized. A focus of this course will be considering strategies for developing collaborative relationships with parents and creating programs for young infants and toddlers that support parent partnerships, culturally competent caregiving, and developmentally supportive environments. This course has been approved to be used to apply for the State of Maine’s 081 Birth-Five Early Childhood Endorsement.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted in MS Ed in Early Childhood program, or permission of program director
    Instructor: TBA
    Format/Location: Online Synchronous
    Dates/Days/Times: 12/27-1/13 Zoom meetings TBA

    Class Number: 89980


    EDU 519 Risk and Resilience in Educational Settings
    Resilience is the ability to “bounce back” in the face of adversity. It is a process (not a product) that can be fostered in children in multiple ways. This course will explore how risk impacts students and their education through a systems approach, as well as how to identify and increase protective factors. It will examine risk and resilience processes during childhood and adolescence and the long terms effects of risk on the lifespan. Diverse conceptual, empirical, and applied perspectives from sociology, psychology, and education will be employed to understand how resilience is present in the multiple contexts of child development. Application of theory and research to practice will be emphasized throughout this course.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: TBA
    Dates/Days/Times:
    Class Number: TBA


    EDU 553 Finance for School Administrators
    This course 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; and 3) build skills and understanding for leading this dimension of the school effectively.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Paul Knowles
    Format/Location: Online Synchronous
    Dates/Days/Times: Online January 17th – May 4th Synchronous Zoom Meetings: 1/21, 2/11 and 3/25
    Class Number: 89125


    EDU 554 Internship in School Leadership
    No new enrollments This course will be designed to allow students to demonstrate competency with the Professional
    Standards for Educational Leaders. Students will complete the 320 hour internship as required by the
    Department of Education for building leaders; and will be designed in collaboration with the student, the
    internship mentor, and the instructor of EDU 554. The field experience will be combined with an applied
    research project in school leadership; and is designed to encourage the application of formal
    coursework to the leadership issues faced by school leaders.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Paul Knowles
    Format/Location: UMF/Blended
    Dates/Days/Times: Fall and Spring Semester
    Class Number: 70290


    EDU 582 Research Methods in Education
    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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Libby Cohen
    Format/Location: Online Synchronous
    Dates/Days/Times:January 17th- May 4th Meetings : 1/28, 4/1 and 4/29 10:30-1:30
    Class Number: 89778


    EDU 586 Applied Educational Research
    This course builds on foundational theories and practices investigated in Research Methods. Students will design a research study related to the field of education and document the proposed methods for that study. Students will better understand various ethical concerns when conducting research with people.
    Prerequisites: EDU 582 (All students must hold a Bachelor’s Degree.)
    Instructor: Paul Knowles
    Format/Location: Online Synchronous
    Dates/Days/Times: January 17th – May 4th Synchronous Meetings: 2/4, 3/11 and 3/29
    Class Number: 89127


    EDU 502 Second Language Acquisition
    This course examines second language acquisition (SLA) theories and research as they apply to English Language Learner (ELL) teaching and learning. 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 ELL materials, methods and practices
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Clara Jean Howard
    Format/Location: Online Synchronous
    Dates/Days/Times: January 17th-March 6th Synchronous Zoom Meetings: 2/5, 2/19 and 3/5 8:30am- 12:30
    Class Number: 89127


    SED 505 Universal Design for Learning and Curriculum Access
    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: 1/17-3/12 (8 Week)
    Class Number: 89779


    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 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: January 17th- May 4th
    Class Number:23292


    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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Kathryn Desjardin
    Format/Location: Online
    Dates/Days/Times: January 23rd-March 19th
    Class Number: 89839


    SED 513 Early Childhood Speech and Language: Development, Disorders and Interventions
    This course is designed to introduce future early childhood special and general educators to the development of speech and language in young children. Content includes an overview of the ages and phases of typical speech and language development and the link between speech, language and literacy. We will explore disorders and delays in speech and language and learn about research-based techniques for assessment, identification and intervention.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: TBA
    Format/Location: Online
    Dates/Days/Times: January 17th- May 4th
    Class Number: 89156


    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: Brian Cavanaugh
    Format/Location: Online
    Dates/Days/Times: January 17th- May 4th
    Class Number: 89157


    SED 522 Internship in Special Educations
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Deb Baker
    Format/Location: UMF
    Dates/Days/Times:
    Class Number: TBA


    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: January 17th- May 4th
    Class Number: 89158

    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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Jessica Apgar
    Format/Location: Online Synchronous
    Dates/Days/Times:January 17th- May4th Synchronous Meetings: 2/11, 3/4 and 4/15
    Class Number: 89159


    SED 586 Research Project
    Practical application of educational research methods to school reform initiatives and academic and
    behavioral intervention methods. The focus is on creating a research design for systematic inquiry of a
    schoolwide or classroom-specific issue. Includes data analysis, research report writing, and
    professional presentation skills.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Brianna Grumpstrup
    Format/Location: Online Synchronous
    Dates/Days/Times:January 17th- May 4th Synchronous Meetings: 2/4, 3/25 and 4/22
    Class Number: 89161


    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 Synchronous
    Dates/Days/Times: Zoom meetings 1/21, 2/25, 3/25, 4/22 9:00AM- Noon
    Class Number: 89168


    SED 533 Teaching Critical and Creative Thinking in Gifted Programs and 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: UMF/Blended online and in person
    Dates/Days/Times:Online January 17th- May 4th. In person meetings: Saturday February 11 9:00-2:00, Saturday March 11 9:00-11:30, Saturday April 22 9:00-2:00
    Class Number:90206


    EDU 528 Mathematics Intervention: Implemtation and Assessment
    In this class, participants will engage in the intervention process with a focus on one student or set of students. Participants will identify a goal for their student(s) and use this to develop and implement evidence-based interventions that support the whole student in his/her learning. Particular attention will be paid to the ways classroom culture and relationships between student(s), teacher(s), guardians, and administration can impact student success.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Vicky Cohen
    Format/Location: Online Synchronous
    Dates/Days/Times: Online January 17th- May 4th with Zoom meetings Thursdays : 1/19, 2/9, 3/2, 3/23, 4/13, 5/4 4:30-6:30PM
    Class Number: 89977


    EDU 532 Mathematics Leadership K-12: Leadership in Mathematics Education

    This is the fourth course in a four-course Certificate in Math Leadership. This course offers an introduction to the principles and types of mathematics leadership in educational settings. Students will examine literature related to mathematics leadership with particular attention to the different roles mathematics teacher leaders may play in the classroom, schools, districts and beyond. Participants will use this knowledge to critically examine their own leadership practices and roles. Focus will be given to developing a shared vision of mathematics teacher-leadership.

    Prerequisites: (All students must hold a Bachelor’s Degree.) EDU 531
    Instructor: Robert Jenkins and Margaret Griswold
    Format/Location: UMA Rockland
    Dates/Days/Times: January 17th- May 6th with class meetings: 1/21, 3/4 and 4/29
    Class Number: 89777


    EDU 596 Math Coaching in Practice
    In this course, participants will focus on applying the work of a mathematics coach. Participants will examine research that supports high quality teaching practices and use this as the frame for engaging in coaching cycles, including co-planning, observation, and feedback, in their district. Participants examine different models of mathematics professional development and can expect to engage with various tools and media that support the work of mathematics coaches
    Prerequisites: (All students must hold a Bachelor’s Degree.) EDU 595
    Instructor: Shannon Larsen
    Format/Location: Online with Synchronous Zoom meetings
    Dates/Days/Times: Wednesdays- January 23, February 8, March 1, March 22, April 12- 3:00-5:30
    Class Number: 89945


    EMA 501 Geometry & Measurement 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 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.
    Prerequisites: (All students must hold a Bachelor’s Degree.)
    Instructor: Dan Jackson
    Format/Location: UMF Hybrid
    Dates/Days/Times: January 17th- May 4th Zoom meetings 1/21 and 3/11. On campus meeting 4/29 9:00-3:00
    Class Number: 83838


    PSY 525 Human Growth and 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 into MACP program
    Instructor: Karla Diffin
    Format/Location: UMF Hybrid
    Dates/Days/Times: January 27th- May 5th Meeting: Wednesdays 6-7:30pm
    Class Number: 89178


    PSY 535 (Winter Term) Special Topic Creative Arts 1 Immersion
    Students in this course will immerse themselves in the experience of creative expression and creative arts therapies. Students through their research of creative art modalities, will develop a project that will culminate in a piece of clinical work that incorporates creativity into clinical practice. This course may be offered Pass/Fail.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program. PSY 500
    Instructor: Bodhi Simpson
    Format/Location: UMF
    Dates/Days/Times: December 28th – January 18th Meeting: Wednesdays 6-7:30pm
    Class Number: TBA


    PSY 530 Fundamentals of Counseling Theories and Skills II
    This course develops students¿ knowledge, understanding, and application of the major theoretical systems of counseling. Psychotherapies studied include Psychodynamic, Humanistic/Existential, Gestalt, Cognitive Behavioral, Family Systems, Feminist, Solution-Focused, and Narrative. Theoretical principles and their application are discussed in the context of working with individuals from culturally diverse groups. The class combines theoretical knowledge of counseling with peer practice and self-reflective critique of counseling skills.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program. PSY 510
    Instructor: Natasha Lekes
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 1:30-3:15
    Class Number: 89179


    PSY 540 Diagnosis and Treatment
    This course will provide students with an understanding of psychopathology, the utilization of the Diagnostic and Statistical Manual of Mental Disorders in clinical practice, assessment, and intervention of mental health diagnoses. Students will learn to conceptualize mental health disorders and their etiologies within various schools of counseling theory including how assessment (e.g., intake interviews) inform the process of diagnosis and treatment planning. Additionally, students will identify ethical issues related to research and practice, the various definitions of normality and abnormality, and the significant impact of culture and diversity on diagnosis and treatment planning.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program
    Instructor: Lisa Henry
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 9:00-10:15
    Class Number: 89182


    PSY 545 Group Counseling (4 credits)Lab
    This course will provide students with a foundational understanding of group theory and practice. Students will examine concepts such as group development and dynamics, group leaders¿ roles and styles, membership roles and objectives as they apply to different types of groups. Special needs of diverse populations and their appropriate group interventions will be discussed. Students will have an opportunity to practice group facilitation and will prepare them to work with various types of groups.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program
    Instructor: Dan Seabold
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 10:30-12:30
    Class Number: 89183


    PSY 550 Crisis Intervention
    This course will provide an understanding of the theories and practice of crisis intervention, short term counseling strategies, and the responsibilities of all those involved in the intervention. Principles of intervention will be considered on the individual, family, group, and community levels. Sociocultural influences on crisis and intervention will also be discussed. Additionally, stress and burnout, as they affect crisis clinicians will be examined, and strategies for prevention and professional development discussed.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program
    Instructor: Chad White
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 3:30-4:45
    Class Number: 89184


    PSY 580 Marriage & Family Counseling
    This course will provide an overview of the origins, theories, and techniques of marriage and family therapy (MFT). Through lectures, in-class activities, readings, and online discussion, students will learn how to apply systems theory to case conceptualization, assessment, and treatment in relational care using techniques that are strengths-based, collaborative, and deeply respectful of clients¿ unique context, values, identity, and culture.
    Prerequisites: (All students must hold a Bachelor’s Degree. )Accepted into MACP program
    Instructor: Jenn King
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 3:30-4:45
    Class Number: 89196


    PSY 585 Career Development and Counseling
    This course will engage students in the theories and history of career counseling. We will explore counseling approaches, ethical issues, and their application to clinical practice. This course will emphasize understanding the interrelationships among and between work, family, and other life roles and factors, including the role of diversity and gender in career development. Students will practice both career assessment and career exploration strategies and will learn to identify a client’s stage of career decision-making.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program
    Instructor: Karla Diffin
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 1:30-2:45
    Class Number: 89203


    PSY 590 Advanced/Intermodel Creative Arts Therapies
    In this capstone course, students will reflect on their coursework, research, and applied experiences with individuals and groups of all ages through their internship practice. Students will propose and develop a project that embodies their professional identity as clinical counselors who demonstrate trauma sensitive awareness while incorporating creativity into their overall practice. This project will be integrated into the student’s final theoretical orientation paper for Internship II.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program. PSY 500, PSY 535, PSY 570
    Instructor: Bodhi Simpson
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 9:00- 10:15
    Class Number: TBA


    PSY 595 Internship II
    Internship II is the second course in a two semester internship sequence. This course compliments the supervised practical experience to be gained concurrently at the student’s field work placement in a clinical counseling setting. These experiences will allow students to perform all the activities that a regularly employed licensed clinical professional counselor would be expected to perform. Students must complete a total of 450 hours of supervised clinical counseling experiences, with a minimum of 180 clock hours dedicated to direct service with actual clients that contributes to the development of their clinical skills.
    Prerequisites: (All students must hold a Bachelor’s Degree.) Accepted into MACP program. PSY 505, PSY 510, PSY 515, PSY 525, PSY 540, PSY 545
    Instructor:Henry/Simpson
    Format/Location: UMF
    Dates/Days/Times: January 27th- May 5th Meeting: Fridays 10:30- 12:30
    Class Number: 89205


    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