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2019-2020 University of Maine at Machias Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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Recreation Management |
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REM 414 - Grant and Proposal Writing
An introduction to the art and science of preparing grant proposals for nonprofit organizations. Emphasis is placed on writing and research skills. By examining the nature and interests of granting agencies and applicant organizations, students learn the importance of relationship-building and how to match funding needs with appropriate grant opportunities. The preparation of mock grant proposals takes students through the entire grant application cycle of need definition, grant research, program and budget planning, proposal writing, submission/review/funding, and post-award administration.
Prerequisites: Junior standing or permission of instructor.
Course Typically Offered Variable
Credits: 3
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REM 431 - Visitor Management in Conservation Areas
This course is for students studying Recreation & Tourism Management or Environmental Studies, and for any student who is interested in working for federal, state or non-profit agencies where managing recreational visitors is part of their work. Students will examine various avenues for managing recreational use in conservation areas. Visitor education, recommendations for types of use and regulation will be examined as options for managing recreational use. Strategies for modifying visitor behavior, based on social psychological models, will be studied to help students understand the diversity of approaches they may take in designing signage, in locating rangers and in working with volunteers. The course will include fieldwork which allows students to explore ways to control use with physical structures, trail design for screening and the use of physical barriers for visitor redircection.
Prerequisites: REM 121, and junior standing, or permission of instructor.
Course Typically Offered Every Fall
Credits: 3
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REM 442 - Recreation Seminar
A seminar to integrate previous course and field experiences. Emphasis is placed on problem-solving procedures using case studies. Studies of current issues, status, trends, and future directions in leisure and recreation are included.
Prerequisites: REM 321 or permission of instructor.
Course Typically Offered Every Spring
Credits: 3
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REM 443 - Recreation Leadrship Practicum
Allows qualified students to gain personal experience teaching and leading recreation/fitness activities at the college level under supervised conditions. Students enrolled in this course will actually teach a .5-1.0 college credit course under the direct supervision of a UMM faculty member. Students must have current certifications and/or licenses to teach/lead the activity and must be approved by a supervising UMM faculty member before registering for the course.
Course Typically Offered Variable
Credits: 1 - 3
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Special Education |
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SED 100 - Animal Behavior & Selection of Service Dogs
This is an introduction to techniques for animal training with a focus on owner-trained service dogs. A service dog is one specially trained to perform a task or work that aids a person with a physical or emotional disability, thus allowing them more freedom to live more independently. The course will cover basic psychological principles of operant conditioning used with animal training. There will also be hands-on opportunities for basic dog training that require the application of operant learning techniques. The optional lab will have two main components. The first component will be training qualified dogs to prepare them to be certified as therapy dogs. The second component will be helping train a service dog for a specific task to assist its disabled owner.
Credits: 2
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SED 101 - Animal Behavior & Selection of Service Dogs Lab
This is an introduction to techniques for animal training with a focus on owner-trained service dogs. A service dog is one specially trained to perform a task or work that aids a person with a physical or emotional disability, thus allowing them more freedom to live more independently. The course will cover basic psychological principles of operant conditioning used with animal training. There will also be hands-on opportunities for basic dog training that require the application of operant learning techniques. The optional lab will have two main components. The first component will be training qualified dogs to prepare them to be certified as therapy dogs. The second component will be helping train a service dog for a specific task to assist its disabled owner.
Credits: 1
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SED 201 - Dimensions of Exceptionality in the Classroom
The purpose of this course is to provide an understanding of the characteristics and needs of K-12 students with exceptionalities. Students in this survey course will learn about a range of topics including the history of special education; the provisions of IDEA; relevant legal issues in special education; program planning and placement with an emphasis on inclusive practices; transitioning students to adulthood; classroom accommodations and modifications; and instruction of students with exceptionalities. Students will learn the characteristics of various disabilities, and how they affect individuals and their families. Factors that put students at risk, cultural and linguistic diversity, and giftedness are also explored.
Prerequisites: EDU 112 or PSY 110, or permission of instructor.
Course Typically Offered Every Fall & Summer
Credits: 3
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SED 311 - Working with Families of Children with Disabilities
This is an in-depth analysis of families with children who have disabilities. Using a lifespan approach, the class will explore the experiences of families and their journeys through the special education and adult service/support system. The class will also examine literature related to family systems and family functions, discuss and practice effective communication skills to use when interacting with family members, and examine some of the primary concerns expressed by family members. Woven throughout the course will be ongoing discussions about the ethical and moral decisions that face professional educators as they attempt to support and provide services to families and students with disabilities.
Prerequisites: SED 201, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SED 316 - Working with Students with Emotional Disabilities
The purpose of this course is to facilitate student understanding of theory, issues and practices applicable to the education of K-12 students with emotional disabilities. Students will be introduced to DSM disorders that are relevant to school-age students. These disorders will be explored at length and students will be expected to demonstrate an ability to synthesize their knowledge of such disorders with sociocultural factors related to students in order to develop appropriate educational programming. Additional course emphases include: respectful communication and collaboration as a member of a wrap-around team designed to support a student with an emotional disability; identification of appropriate community and diagnostic resources and personal reflection.
Prerequisites: SED 345 or permission of instructor.
Credits: 3
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SED 321 - Data & Standards-Based IEP Development
A course designed to provide teacher training in the writing of standards-based individualized education program (IEP) goals and objectives. This course will assist in identifying the useful data necessary to make appropriate decisions based on present levels of academic achievement and functional performance. Identified data will assist in writing goals, objectives and benchmarks that are measurable and can be implemented in the classroom. Major emphasis will be placed on aligning the IEP’s goals and objectives with those of the general education curriculum and state standards. Attention will also be given to information used in making numerous other decisions that are based on the standards, goals and objectives for students with significant disabilities.
Prerequisites: SED 201 and SED 335, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SED 329 - Internship in Special Education
Students enrolled in this course will attend and engage at a field placement setting. The number of hours required in the field will be determined by the number of credits for which the student enrolls. During the field placement, the student will engage in classroom instruction and management. Students will develop a unit plan, teach lessons and engage in formative and summative assessment. Students will explore evidence-based practices in order to develop lesson plans that are directly aligned with IEP goals and district/state curriculum/standards, and to identify/design individualized accommodations, modifications or strategies that are essential for the student with special needs to benefit from their educational program. The student will develop mock written communications with professionals and parents/caregivers.
Prerequisites: SED 330 and SED 370, or permission of instructor.
Course Typically Offered Every Fall & Spring
Credits: 1 - 9
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SED 330 - Math in Special Education
This course is designed to help prospective special education teachers understand the Maine Learning Results, national mathematics standards, instructional strategies and assessment techniques, and to develop organizational structures related to teaching mathematics to diverse learners in elementary schools. Topics include problem solving, finding numerical patterns, fractions and percents, measurement, characteristics of geometric shapes, developing positive attitudes towards mathematics, and the use of manipulative and computer software. Methods of adapting lessons for diverse learning needs and increasing the mathematics skills of children with special needs in inclusive classrooms are the central issues to be addressed.
Prerequisites: SED 201, or permission of instructor.
Course Typically Offered Every Fall
Credits: 3
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SED 340 - Communication & Collaboration in Special Education
This course provides the special educator with techniques and skills for effective communication, consultation and collaboration with families, general educators, and other professionals. The main emphasis of the course is on understanding collaborative consultation as a process that enables people with diverse expertise to work together to generate solutions for educating students with special needs. The course will increase awareness of the framework and rationale for collaboration, the facilitating factors involved, and strategies for implementation.
Prerequisites: SED 201 or permission of instructor.
Course Typically Offered Summer only
Credits: 3
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SED 362 - Typical & Atypical Expressive & Receptive Language
The purpose of this course is to inform students about the stages of expressive and receptive language. It will explore syntax, morphology, semantics, phonology, and pragmatics, as well as atypical development, individual differences, and how and why they occur. Studies will apply theories of child development, speech and hearing science and language development and disorders in order to devise language interventions for students with communication disorders.
Prerequisites: SED 201 or permission of instructor.
Course Typically Offered Every Fall
Credits: 3
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SED 365 - Differentiated Instructional Strategies
A course designed to provide K-12 pre-service teachers with the knowledge and skills to create and teach lessons that are varied to meet the individual learning needs of all students. Students will engage in various activities through which they will learn to implement teaching strategies designed to create multiple paths so that students with varying abilities, interests or learning needs experience appropriate ways to use, develop and apply concepts as part of the learning process. Students will learn how to differentiate instruction by varying the content, process and/or product in their units and lessons to meet the needs of all learners. A field experience is required.
Prerequisites: SED 201, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SED 370 - Teaching Reading/Writing to Children with Special Needs
This course will facilitate the development of competencies related to the identification of diverse reading and writing skills and the development of appropriate individualized instructional goals and methods for individuals with exceptionalities in reading and writing.
Prerequisites: SED 201 or permission of instructor.
Course Typically Offered Every Spring
Credits: 3
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SED 380 - Teaching Students with Autism Spectrum Disorders
Students in this course will gain knowledge of the IDEA and DSM-IV definitions of Autism Spectrum Disorders, prevalence and possible causes. Characteristics, teaching strategies, adaptations, and related disorders secondary to Autism Spectrum Disorders will be explored.
Course Typically Offered Summer only
Credits: 3
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SED 420 - Special Education Law
Students will study the American legal system and procedural due process in order to develop a framework for addressing legal issues relating to students with disabilities. The six principles of the Individuals with Disabilities Education Act will be covered, as well as providing for a free appropriate public education; identifying and assessing students; educating in the least restrictive environment; providing related services; addressing discipline issues; and finding solutions to challenging situations facing students with disabilities. The role of the federal, state and local government in special education issues will also be covered, with special emphasis on case and regulatory law, including Maine regulations.
Prerequisites: SED 201 or permission of instructor.
Course Typically Offered Every Fall
Credits: 3
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SED 425 - Assessment in Special Education
Students in this course will examine the principles and procedures of non-discriminatory evaluation under IDEA as it relates to K-12 students with mild to moderate disabilities. Emphasis will be placed on basic terminology; legal and ethical principles related to the assessment of students with special needs; technical adequacy of assessment instruments; identification of assessment instruments; administration of individualized norm-referenced assessments; and effective communication of evaluation results.
Prerequisites: SED 201 or permission of instructor.
Course Typically Offered Every Fall
Credits: 3
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SED 435 - Program Planning for Students with Disabilities
Students will develop an understanding of the process by which students are found eligible for special education services, and how to plan appropriate individualized education programs (IEPs) for students who are eligible for special education services. Legal and procedural requirements of program planning are reviewed, and an emphasis is placed upon applying evaluation results to the development of a professional IEP. Communication and collaboration in collaborative group work is emphasized.
Prerequisites: SED 201 or permission of instructor.
Course Typically Offered Every Spring
Credits: 3
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SED 445 - Behavioral Support & Intervention
Systems of positive behavioral support and intervention are explored in the context of targeting chronic maladaptive behaviors. Methods of data collection and analysis are also examined and applied. Field placement required.
Prerequisites: SED 201, or permission of instructor.
Course Typically Offered Every Spring
Credits: 3
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SED 455 - Transitional Issues for Students with Disabilities
This course provides instruction in techniques and resources used to assist individuals with special needs experience success in school settings and transition into a wide range of environments. Emphasis is placed on transition into academic, independent living and vocational settings through the design of instructional programs that address individual needs and maximize quality of life. Accessibility, life skills, community-based instruction, and assistive technology are explored at length.
Prerequisites: SED 201 or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SED 490 - Student Teaching in Special Education
Student teachers participate in a variety of experiences in a school setting while working under the supervision of a certified special education teacher. The student teacher works primarily with children who have mild to moderate disabilities, though the setting may differ from placement to placement, including self-contained, resource and general education inclusive settings. Student teachers expand and refine their knowledge and skills related to the Maine Initial Teacher Certification Standards as they apply, in particular, to students with mild to moderate disabilities and increase their responsibilities over time, with a minimum of two weeks’ full-time teaching in the role of special education teacher. Student teachers participate in an orientation and bi-weekly seminars during their student teaching experience, and develop an electronic portfolio through their time in the field. The student teacher must demonstrate evidence of attainment of the Maine Initial Teacher Certification Standards through the portfolio and portfolio defense.
Prerequisites: Applicants to student teach must be matriculated into a degree or certification program; applications must be approved by the Student Teaching Committee during the semester prior to anticipated student teaching experience. Other factors considered by the
Course Typically Offered Every Fall & Spring
Credits: 12
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Sociology |
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SOC 114 - Intro to Sociology
The study of the concepts, theories and research findings of the discipline of sociology. Stressed are the following concepts, institutions and topics: culture, society, socialization, the family, social stratification, intergroup relations, deviance, demography, collective behavior, popular culture, social movements, and social change.
Prerequisites: Fall and Spring
Credits: 3
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SOC 219 - Special Topics in Sociology
Course designed to allow students to pursue study in an area within Sociology. Courses vary vary in content in response to student interest and demand. Recent offerings have included Crime and Society, Police and Society, and Rural Poverty.
Prerequisites: ANT 101 or SOC 114 or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SOC 301 - Rural Sociology
A course focusing on the social institutions of rural society. Emphasis is on the family, church, and schools. The impact of changes in the industrialized urban areas upon rural life is examined. Special attention is paid to problems of rural Maine.
Prerequisites: SOC 114 and junior standing, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SOC 319 - Special Topics in Sociology
Course designed to allow students to pursue study in an area within Sociology. Courses vary vary in content in response to student interest and demand. Recent offerings have included Crime and Society, Police and Society, and Rural Poverty.
Prerequisites: ANT 101 or SOC 114 or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SOC 320 - Sociology of Poverty
This course will provide an overview of international and national trends in wealth distribution, with a focus on poverty in rural Maine. Theories of poverty, its definition, nature and causes will be reviewed from a sociological perspective, exploring the intersections of gender, race, ethnicity and class as they impact those in poverty. Students will engage in a self-reflective process, identifying their own class status and the ways in which class has enhanced or constrained personal development. In this course, poverty is viewed as a socially structured phenomenon, influenced by social, economic and political forces in historical context.
Prerequisites: SOC 114 and sophomore standing, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SOC 419 - Special Topics in Sociology
Course designed to allow students to pursue study in an area within Sociology. Courses vary vary in content in response to student interest and demand. Recent offerings have included Crime and Society, Police and Society, and Rural Poverty.
Prerequisites: ANT 101 or SOC 114 or permission of instructor.
Course Typically Offered Variable
Credits: 3
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Spanish |
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SPA 101 - Elementary Spanish I
Developing skills in reading and writing and in speaking and listening to Spanish. The course provides students with opportunities for self-expression and encourages effective oral and written communication skills. Students begin to acquire a basic proficiency in Spanish, and are introduced to the common phrases and vocabulary, the verb forms of the present tense, and the grammar and structure of the language.
Course Typically Offered Fall - Alternate Years
Credits: 3
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Speech |
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SPE 104 - Public Speaking
Students will investigate and put into practice the various styles and methods of communicating publicly, from notes, ex tempore, memorized, and reading aloud. Students will learn the skills relevant to good speech communication: conception, organization, techniques of generating interest, the use of audio-visual aids, audience inclusion and involvement, and overcoming performance apprehension.
Course Typically Offered Fall and Spring
Credits: 3
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SPE 105 - Professional Online Communications
Students will investigate and put into practice the various styles and methods of communicating publicly utilizing online technologies. Students will learn the skills relevant to good speech communication: conceptualization, organization, techniques of generating interest, the use of audio-visual aids, audience inclusion and involvement and overcoming performance apprehension.
Course Typically Offered Variable
Credits: 3
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Social Sciences |
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SSC 210 - Human Sexuality
An interdisciplinary inquiry into the historical, cultural and developmental issues in human sexuality. Current literature and research are reviewed. As this course includes an examination of sexuality, it includes materials that may be deemed explicit or provocative for many. Individual discretion is advised.
Prerequisites: ENG 101, sophomore standing or permission of instructor.
Course Typically Offered Variable
Credits: 3
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SSC 420 - Research Methods & Design
A course designed to nurture an appreciation and understanding for the manner in which any question of interest can be methodically approached and possibly answered by applying a set of sequential methods. Students learn how to find information, read journal articles, pose research questions, select appropriate methods, select participants, select appropriate designs and statistical analyses, report research findings, and do the above in the most ethical manner. The primary goals in this course are for each student to gain experience with conducting research and writing research reports for a community partner. This course includes a Service-Learning and Community Engaged (SL/CE) component. During the semester, students are expected to make periodic progress reports on their projects, culminating in formal (convention-style) presentations to the class and community partners.
Prerequisites: MAT 113, junior standing, or permission of instructor.
Course Typically Offered Fall and Spring
Credits: 4
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Theatre |
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THE 101 - Intro to Theatre
An introduction to the literary and practical aspects of the theatrical idiom by participating in classroom discussions on a survey of plays integral to the development of the theatre and the theatrical context. The class also includes participation in the making of theatre, through either involvement in a departmental production or a pre-approved independent project. Subjects include script reading and analysis, the creative components and structure of theatrical art, stage conventions, historical perspectives, and the nature of creative and collaborative work.
Course Typically Offered Fall
Credits: 3
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THE 102 - Fundamentals of Acting
An introduction to the talents and skills used on stage by the actor. Students’ voices, body movement, and imaginations are developed through a series of exercises. Emphasis is on analysis of characters and scripts as well as performance skills.
Course Typically Offered Spring
Credits: 3
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THE 116 - Play Production I
Play Production: Technical
Meets weekly for students who wish to fulfill technical roles in UMM theatrical productions. During classes students participate in production meetings (during which communication and planning for productions occurs), workshops in the backstage arts (lighting, sound, costume and set design), and general theatre support activities (set construction, electrics, publicity, box office and house management). May be repeated for credit.
Play Production: Performance
Students who wish to receive credit for playing roles in UMM theatrical productions should enroll in this course. Auditions held at the beginning of each term are open to all, whether enrolled in the course or not. Students who are not cast may switch to Play Production: Technical. Those involved in certain technical positions (such as stage management) may meet during this class time. May be repeated for credit.
Course Typically Offered Variable
Credits: 1 - 3
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THE 119 - Topics in Theatre
Studies in practical aspects and styles of theatre production. Practical elements can include stage management; costume, set, lighting or sound design; or makeup, movement, and voice for the actor. Styles can include readers’ theatre, non-Western theatre, improvisation, or musical theatre. May be repeated for credit. Possible topics include Stagecraft and Design and Directing.
Prerequisites: 100-level theatre course or permission of instructor.
Course Typically Offered Variable
Credits: 3
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THE 219 - Topics in Theatre
Studies in practical aspects and styles of theatre production. Practical elements can include stage management; costume, set, lighting or sound design; or makeup, movement, and voice for the actor. Styles can include readers’ theatre, non-Western theatre, improvisation, or musical theatre. May be repeated for credit. Possible topics include Stagecraft and Design and Directing.
Prerequisites: 100-level theatre course or permission of instructor.
Course Typically Offered Variable
Credits: 3
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THE 319 - Topics in Theatre
Studies in practical aspects and styles of theatre production. Practical elements can include stage management; costume, set, lighting or sound design; or makeup, movement, and voice for the actor. Styles can include readers’ theatre, non-Western theatre, improvisation, or musical theatre. May be repeated for credit. Possible topics include Stagecraft and Design and Directing.
Prerequisites: 100-level theatre course or permission of instructor.
Course Typically Offered Variable
Credits: 3
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Video Production |
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VID 101 - Digital Video Production
This course provides the basics of video production, incorporating both lecture and laboratory experience. Students will learn about shot composition, sound, lighting, and editing, all from a digital video format. Students will produce and edit several projects from a variety of media formats, depending on the interests of the student.
Prerequisites: Sophomore standing or permission of instructor.
Course Typically Offered Fall
Credits: 3
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Writing |
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WRI 414 - Grant and Proposal Writing
An introduction to the art and science of preparing grant proposals for nonprofit organizations. Emphasis is placed on writing and research skills. By examining the nature and interests of granting agencies and applicant organizations, students learn the importance of relationship-building and how to match funding needs with appropriate grant opportunities. The preparation of mock grant proposals takes students through the entire grant application cycle of need definition, grant research, program and budget planning, proposal writing, submission/review/funding, and post-award administration.
Prerequisites: Junior standing or permission of instructor.
Course Typically Offered Variable
Credits: 3
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Women’s Studies |
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WST 110 - Intro to Women’s Studies
This course examines women’s positions in and contributions to society, exploring the genesis, development, and impact of our culture’s assumptions about women’s nature and women’s roles. As an interdisciplinary study of women’s experience in cross-cultural and historical perspective, the course investigates women’s personal and public lives, and seeks to identify and understand the particularly “female” aspects of these experiences. Students are introduced to the issues, perspectives, and findings of this relatively new field of scholarship, which examines the role of gender in the construction of knowledge.
Prerequisites: ENG 101 or permission of instructor.
Course Typically Offered Fall
Credits: 3
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WST 212 - Special Topics in Women’s Studies
Courses designed to allow students to pursue study in an area within Women’s Studies. Courses vary in content in response to student interest and faculty availability. Some possible courses could include: Anthropology of Women; Women and Globalization; Feminist Psychology, and many more.
Prerequisites: Dependent upon the course offered, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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WST 312 - Special Topics in Women’s Studies
Courses designed to allow students to pursue study in an area within Women’s Studies. Courses vary in content in response to student interest and faculty availability. Some possible courses could include: Anthropology of Women; Women and Globalization; Feminist Psychology, and many more.
Prerequisites: Dependent upon the course offered, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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WST 412 - Special Topics in Women’s Studies
Courses designed to allow students to pursue study in an area within Women’s Studies. Courses vary in content in response to student interest and faculty availability. Some possible courses could include: Anthropology of Women; Women and Globalization; Feminist Psychology, and many more.
Prerequisites: Dependent upon the course offered, or permission of instructor.
Course Typically Offered Variable
Credits: 3
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