Teacher Education Course List
The following are courses typically found in the Undergraduate Teacher Education programs. For a complete list of courses visit the School of Education and Human Development main page at: https://usm.maine.edu/school-of-education-human-development
EDU 100 Exploring Teaching as a Profession
An introduction to the study of education and teaching, this course provides opportunities for students to examine and evaluate their interest in and aptitude for a career in teaching. The structure of the course combines faculty-directed seminars with coordinated field-based experiences in school settings. In addition to examining and reflecting upon their field-based classroom experiences in their seminar sessions, students will examine the following topics: current initiatives and issues in education and teaching, the diverse needs of students, the multiple roles of teachers, the professional and ethical expectations of teachers, school curriculum, culture and organization, and teacher certification programs and professional development options. Part of the course will be field based school experiences. Cr 3.
EDU 222 Foundations of Language and Literacy Development
This course is designed to examine theories and processes related to language and literacy development, and the implications of these theories and processes for curriculum and instruction, grades preK-12. The course includes a 24-hour school-based field experience. Prerequisite: HRD 200 and matriculated in a teacher education pathway, or department permission. Cr 3.
EDU 230 Teaching Through the Arts
This course focuses on integrating art-based teaching and learning across the p-12 curriculum. It will give insight to comprehending a visual language in both students and teachers, by using developmentally appropriate art practices, which foster creative connections and studio habits of mind. This course requires arts-based field experiences to be arranged during the semester. Prerequisite: EYE course. Cr 3
EDU 300 Educational Media and Technology
An examination of educational media and technology with special emphasis on school-based developments and applications. Cr 3.
EDU 305 Foundations of Cultural and Linguistic Diversity
This course supports students in exploring and critically analyzing topics, themes, and issues related to cultural and linguistic diversity and helps them build a strong theoretical and practical foundation for becoming successful multicultural educators. 12 hours of fieldwork will be required. Prerequisite: HRD 200: Multicultural Human Development. Cr 3.
EDU 310 What is the Purpose of Schooling in a Democracy?
This course explores the role of public schooling in the United States and world with respect to ethical dimensions of equity and justice. Using a framework of education rights for a democracy, students analyze ethical dilemmas found in texts, videos, and personal stories, engage in multicultural field experiences, and present grounded perspectives in response to the question in the course title. A 12-hour field placement is required for this course. All students are required to be fingerprinted prior to enrolling in a course with an accompanying field experience and/or internship placement. Prerequisites: any EYE, ENG 100 or ENG 104. Cr 3.
EDU 323 Independent Study in Teacher Education
This course provides students the opportunity to pursue a project independently, planning and exploring an area of interest within the field of teacher education. Most independent study projects are library based; all are intellectually sound and reflect a high caliber of performance. Specific content and methods of evaluation are determined in conjunction with the instructor. An approved proposal is a necessary prerequisite to registration. Prerequisite: matriculation in an education program and junior or senior standing. Cr 1-3.
EDU 324 Student Teaching
For students matriculated in a USM undergraduate teacher education program in music education, technology education, or art education, a supervised student teaching experience of one full semester, carried out in an off-campus field setting, is required. Students must have met their program's requirements to register for student teaching. Prerequisites: vary according to major. This course requires health insurance. Cr 12.
EDU 336 Children's Literature
This course is a survey of children's literature with special emphasis on the selection of appropriate books for children from preschool through the elementary school years. Cr 3.
EDU 401 Secondary Science Methods for All Students Including Those of Diverse Abilities and Backgrounds
This course has an interactive laboratory/discussion field-based approach, modeling and focusing on the teaching and learning aspects of science in the high school and middle school. The emphasis is on content, process, and methodology and will help interns develop knowledge of how to teach (pedagogy) and, more specifically, knowledge of how to teach science (pedagogical content knowledge). Students will learn strategies for planning and providing core academic and behavioral experiences to all learners. Prerequisite: Preservice teachers matriculated in a USM teacher education pathway and in a classroom placement concurrent with this course. Cr 3.
EDU 402 Secondary English Methods
This course focuses on ways to organize and teach English Language Arts classes at the middle and high school levels based upon current research in literacy and national and state standards in English Language Arts. Students will examine various strategies involved in designing and managing a student-centered English Language Arts class. They will explore and apply different theories for teaching English and create classroom activities to develop and expand upon students' capacities to read, write and speak effectively. Students will learn to see the necessary and important connections between reading and writing. Prerequisites: Open to matriculated interns in the Undergraduate Teacher Education program and interns in the ETEP program or by program permission.
EDU 404: Secondary Social Studies Methods for All Students Including Those of Diverse Abilities and Backgrounds
This course focuses on ways to organize and teach social studies courses at the middle school and high school levels. Students will examine various theories for teaching social studies, current research and national/state standards in order to link theory and practice and create a vision of social studies that promotes student-centered pedagogy, interdisciplinary thinking, issues of diversity, and relevance to students’ lives. Prerequisite: Open to matriculated undergraduate students in a USM teacher education pathway and concurrently placed in a student-teaching internship. Cr 3.
EDU 405 Teaching Mathematics K-8
This course provides experiences to develop and apply mathematical content knowledge and pedagogical skills in elementary and middle school classrooms. Major areas of focus include: how students learn mathematics, conceptual development of mathematical understandings, problem-solving instructional strategies, appropriate and effective uses of tools and technology, assessment of student learning, and providing equitable access to learning for all students. Prerequisite: open to students matriculated in the undergraduate teacher education pathways. Cr 3.
EDU 414 Improving Teaching in the Content Areas through Literacy for All Students Including Those with Diverse Abilities and Backgrounds
This content area literacy course focuses on helping students develop strategies for strategic, independent learning. All students, including those with diverse abilities and culturally diverse backgrounds, will come to understand that learning is an active, constructive process. Therefore, teachers of all subjects and grade levels will demonstrate knowledge and application of sound reading and writing strategies to enhance learning in the classroom. These strategies will create readiness for learning, use reading and writing to promote content understanding, and provide a means for assessing what has been learned. Major emphasis is given to comprehension instruction, vocabulary acquisition, and metacognition. Prerequisites: Matriculated into a teacher education pathway or department permission. Cr 3.
EDU 442 Seminar in Teaching, Learning and Assessment
The primary purpose of Seminar II is to sustain a learning community where members of the cohort are supported in their internship through the assessment system. This course is based on helping the participants develop their personal philosophy of teaching and professional portfolio. Participants perfect their craft through ongoing discourse, reflection, and inquiry. Specific topics include instruction, lesson and unit planning, classroom management, assessment, diversity, technology, and professionalism. Prerequisite: open to students matriculated in the undergraduate teacher education pathways. Co-requisite: EDU 324. Cr 3.
EDU 445 Internship in General Education
EDU 445 is a two semester supervised internship experience in applying knowledge and skills to the practice of teaching. An intern is assigned to a mentor teacher in an elementary, middle, or high school classroom, ideally in a partner district. The internship is completed in conjunction with teaching methods courses and includes a site-based seminar that meets throughout the year. Pre-requisite: Open to students matriculated in undergraduate teacher education pathways pursuing teacher certification; must show proof of fingerprinting/CHRC . Cr. 1-3 for a total of 9 credits; course may be repeated.
EDU 451: Elementary Social Studies Methods for All Students Including Those of Diverse Abilities and Backgrounds
This course focuses on ways to organize and teach social studies courses at the elementary level. Students will examine various theories for teaching social studies, current research and national/state standards in order to link theory and practice and create a vision of social studies that promotes student-centered pedagogy, interdisciplinary thinking, issues of diversity, and relevance to students’ lives. Prerequisite: Open to matriculated undergraduate students in a USM teacher education pathway and concurrently placed in a student-teaching internship. Cr 3.
EDU 452 Teaching Elementary Science to All Students Including Those of Diverse Abilities and Backgrounds
This course has an interactive laboratory and field-based approach that models the teaching and learning of science at the elementary and middle school levels. The emphasis is on content, process, and methodology. Students will learn how to promote diverse children’s proficiency in state standards by implementing multiple strategies to support scientific understanding of systems in the natural and designed world. Open to matriculated undergraduate students in a USM teacher education pathway and concurrently placed in a student-teaching internship Cr 3
EDU 465 Teaching Reading for All Students in Grades K-8, Including Those with Diverse Abilities and Backgrounds
Course Description: In this course, students will learn to use evidence-based instruction to teach reading in grades K-8. Students will examine theories and current research on reading development and process in order to effectively instruct and assess all readers, including students with special needs and from culturally and linguistically diverse backgrounds. Students will learn how to implement multiple strategies to support reading development and promote children’s proficiency in state standards. Additionally, digital literacies, reading across the curriculum, and ways to engage and motivate readers will be emphasized. Prerequisite: Admission to candidacy (must be concurrently enrolled in a student teaching internship), or LLC Department approval. Cr 3.
EDU 466 Teaching Writing for All Students Including Those with Diverse Abilities and Backgrounds.
In this course, students will learn to use evidence-based instruction to teach writing for all students. Students will examine theories and current research on writing development and process in order to effectively instruct and assess all writers, including students with special needs and from culturally and linguistically diverse backgrounds. Students will learn how to implement multiple writing strategies across various genres to support writing development and promote children’s proficiency in state standards. Additionally, students will explore the use of technology and participate in writing sessions to develop as writers and teachers of writing. Prerequisite: Admission to candidacy (must be concurrently enrolled in a student teaching internship), or LLC Department approval. Cr 3.
HRD 200 Human Growth & Development
This course introduces developmental theory and research which encompasses the entire life span. Emphasis will be on prenatal development through adolescence, with an overview of adult development. A multi-disciplinary view of human development will be taken which considers stability as well as change throughout the life cycle. The interaction of hereditary and environmental factors will be considered in studying physical, cognitive, and psychosocial development. Prerequisite: at least 30 credits. Cr 3.
SED 335 Students with Exceptionalities in General Education
The primary goal of this course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and/or those identified as gifted and talented. The course is based on the following premises: a) students with disabilities are guaranteed an appropriate education that includes engagement with typically developing peers and is based on the general education curriculum to the greatest extent possible; and b) students who are gifted and talented should be educated appropriately based on their academic and artistic abilities. Topics include characteristics of areas of exceptionality; planning and strategies for differentiating instruction and universal design; assistive technology; state and federal laws regarding students who are exceptional; working with families; Response to Intervention (RtI); and collaboration between all school personnel. This course includes a 6-8 hour field placement. Prerequisite: 54 credits or program permission. Cr 3.
SED 420 Multi-Tiered Systems Support (MTSS) in Education
This course introduces participants to the concepts of multi-tiered systems of academic and behavior support, from the schoolwide to the classroom perspective, including students with suspected or identified disabilities. Participants will develop an understanding of the defining characteristics of MTSS at Tiers 1 and 2: prevention-based, focus on student performance, data-based decision making and problem solving, continuous progress monitoring, and using a continuum of evidence-based interventions. Students will develop classroom strategies for establishing a productive learning environment including establishing and teaching expectations, structuring the classroom, creating a system to acknowledge behavior and to address minor problem behavior. The course includes an applied project as part of a 24-hour school-based field experience. Prerequisite: SED 335 and be in teacher education program, or by program permission. Cr 3.