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This course is designed to help students appreciate the role of accountants in providing information helpful to decisions of investors, creditors, government regulators, and others, and how that information can be used. Emphasis is on understanding the meaning and value of the balance sheet, income statement, and statement of cash flows. The role of the auditor, internal controls, and ethical issues are examined. The annual report is used to explore how corporations apply accounting principles in presentations to the public. Prerequisites: a minimum of 12 earned credit hours, and MAT 101 with a grade of 'C' or better or have appropriate placement test scores (SAT Math Score >= 570 or Accuplacer QAS >= 263 or ALEKS Math test score >=46) or C- or higher in MAT 108 or MAT 140 or MAT 152. Cr. 3.

This course examines the subject of fraud from both management and accounting perspectives. Utilizing a variety of techniques including text, lecture, case studies, guest speakers, and occasional videos, the course seeks to familiarize students with the conditions that facilitate fraud; the profile of the fraud perpetrator; common types of fraud; and methods of prevention, detection, and resolution. Numerous historical cases of fraud are examined. Students are brought to appreciate the prevalence of fraud in current society as well as the almost innumerable ways in which it can be committed. Students entering the business world are provided a perspective for understanding. Prerequisites: ACC 110 (C- or higher) and junior standing. Limited offerings. Cr 3. Majors in the fall 2020 or later catalog are encouraged to complete the pre-bus core with a min. of a C- or higher before taking any 300/400 Business course. See enrollment policy for eligibility or contact the School of Business.

This course traces the evolution of human culture from the origins of farming and domestication, to the development of complex societies. General processes of urbanization and social stratification will be investigated, and examples will be drawn from throughout the Old and New Worlds, including the classical civilizations of the Near East, Southeast Asia, Mexico, and Peru. Cr 3.

Provides an introduction to the fundamentals of 2-D design and color theory through a series of exercises and applied problems in visual organization. Cr 3.

This course will teach students to select and incorporate therapeutic exercise, soft tissue techniques, therapeutic modalities, joint mobilizations and additional rehabilitation interventions into comprehensive patient care plans. Students will also identify, refer and give support to patients with behavioral health conditions. Concepts of pharmacokinetics in the context of athletic training practice will be presented. Topics will include: therapeutic and corrective exercise, movement training, proprioceptive activities, home care, pharmacological intervention, and behavioral health. Prerequisites: Minimum of a B- in ATH 512, ATH 513, ATH 524, and ATH 525. Cr 3.

This course offers students an immersive clinical field experience with online meeting sessions. This course will integrate practicing and applying athletic training core competencies and educational standards presented in prior didactic and laboratory based courses. Prerequisites: Minimum of a B- in ATH 626, ATH 627, and ATH 674. Cr. 3.

Data mining is the process of discovering patterns in data to obtain actionable insights. This course will use real-world data and popular analytic techniques, including clustering and decision trees, to solve business problems and support managerial decisions. Prerequisite: BAN 300. Cr. 3. Majors in the fall 2020 or later catalog are encouraged to complete the pre-bus core with a min. of a C- or higher before taking any 300/400 Business course. See enrollment policy for eligibility or contact the School of Business.

A study of the physiological, genetic, biochemical and environmental basis of noninfectious diseases. Prerequisite: grade of C- or higher in BIO 109 or BIO 113, or BIO 223, or permission of instructor. Cr 3.

This course provides an overview of the business of sports, including career opportunities. The value of professional management to sports organizations is examined. Cr 3.

This course is an introduction to the field of marketing. Topics include marketing strategy for products and services, market segmentation, targeting, and positioning, product issues, pricing, promotion, distribution, consumer behavior, marketing research and information systems, international marketing, and nonprofit marketing. Prerequisite: minimum of 24 earned credit hours. Cr 3.

This course provides students an inside view of how entrepreneurial thinking can be applied in many environments including social ventures, corporations, venture capital and new ventures. Students will develop a basic knowledge of identifying opportunities, assessing required resources, planning and executing an entrepreneurial venture while developing an understanding of value propositions and risks. Prerequisites: junior standing. Cr. 3. Majors in the fall 2020 or later catalog are encouraged to complete the pre-bus core with a minimum grade of C- before taking any 300/400 Business courses. See enrollment policy for eligibility or contact the School of Business.

Students gain a contemporary and comprehensive strategic HR perspective and learn how to make a significant contribution by managing any organization's human resources in line with strategic goals and objectives. Students will learn to develop solutions for sourcing talent, selecting for high performance, managing performance, selective retention, and leveraging diversity. Key functions are examined. Prerequisite: BUS 241 (min. C-) or BUS 195 (min. C); BUS 340 (min. C) and Junior Standing. Majors in the fall 2020 or later catalog are encouraged to complete the pre-bus core with a min. of a C- or higher before taking any 300/400 Business course. See enrollment policy for eligibility or contact the School of Business. Limited offerings. Cr 3.

Students learn the process of marketing research as they work on a semester-long project with community businesses and organizations. Students learn how to produce a secondary data report, how to design and conduct a qualitative research study, and how to design and analyze the results of an online survey. Students will also acquire key secondary data research techniques, one-on-one interview skills, questionnaire design principles, and data analysis skills. The course has a significant PC lab component to encourage hands-on learning. Prerequisites: BUS 241 (C- or higher), BUS 260 (C- or higher), and junior standing. Spring only. Cr. 3. Majors in the fall 2020 or later catalog are encouraged to complete the pre-bus core with a min. of a C- or higher before taking any 300/400 Business course. See enrollment policy for eligibility or contact the School of Business.

The course addresses the managerial concepts and technical tools required for evaluating, planning, managing, and controlling projects. The topics include but not limited to strategic issues, project selection, risk analysis, work, breakdown structures, PERT/CPM analysis, resource management, conflict issues and project scheduling software. Prerequisites: BUS 241 (min C-) or BUS 195 (min C) or EGN 304 (C or better); MAT 108 (min C-); and junior standing. Spring only. Cr. 3. Majors in the fall 2020 or later catalog are encouraged to complete the pre-bus core with a min. of a C- or higher before taking any 300/400 Business course. See enrollment policy for eligibility or contact the School of Business.

This course focuses on communicating security in a digital context. While online security is seen as technical (computer code and algorithms), such an understanding is an oversimplification. Rather, security is a social process of communication. Students explore communication in the digital context and gain skills for digital security. Cr. 3.

This course examines the basic concepts of human nutrition and their application to the needs of human beings throughout the life cycle. Discussion of factors affecting food practices and attitudes is included. Prerequisites: BIO 113 or SCI 172. Cr 3.

Computational experiments will be designed to teach students how to construct reliable software using Java. Topics to be covered include: Windows system, conditional program flow, iteration, procedures and functions, and symbolic debugging. This course must be taken concurrently with COS 160. Offered fall and spring. Cr 1.

This course explores fundamental concepts of Cybersecurity. The course will examine risk assessment and policy development to protect enterprise assets, basic security requirements of modern computing environments, and defense tools and methods used to apply a cyber-defense. The role of cryptology to protect information, access control methods, business continuity, and disaster recovery will be discussed. Topics will include incident response, secure design principles for networks and software, digital forensics, security operations, and legal aspects of security. Prerequisite: Graduate standing. Cr 3.

This cyber security course examines the issues surrounding protecting data both at rest and in motion in data management systems including databases and similar high-value networked applications. Both the theory and practice of various data protection models will be explored. Topics include common vulnerabilities, access control, data integrity models, privacy controls, compliance, and data auditing. Students are expected to have a basic understanding of databases and SQL prior to the start of the course. Prerequisites: Graduate standing. CYB 501 or permission of instructor. Cr 3.

This course is the foundation to the capstone option of the cybersecurity masters' program. Students will complete a project on a topic from their chosen cybersecurity career field. A full-time faculty in cybersecurity is assigned as a mentor. At the end of the course, the student presents the project proposal to the Master's in Cybersecurity Thesis and Capstone Committee. Prerequisite: CYB 515. Cr 3.

This course is a two-semester requirement. The course involves thesis research and preparation. It may be repeated for credit, but no more than six credits will apply to the degree. Enrollment is required each term in which the thesis is in progress. This option provides structure and assistance to students wishing to complete a formal thesis rather than a research project. Upon completion, the student will present a verbal summary of the thesis at a formal thesis defense meeting. This option may be especially attractive for those students contemplating doctoral work. Prerequisites: CYB 515, more than 15 credits in CYB courses, and instructor approval. Cr 3.

In this course, educators will examine the role of literature in literacy learning. Emphasis will be on the promotion of wide reading in a variety of genres and attending to the appropriate selection of diverse literature to meet reading interests, needs, and abilities of students PreK-12. In addition to examining criteria for evaluating and selecting materials, participants will consider curriculum implications and learn creative strategies for teaching children¿s and adolescent literature and enhancing reading for all students. Participants will have the opportunity to develop projects and investigate areas of interest to fulfill their professional needs. Cr. 3.

This TESOL methodology course focuses on the methods and approaches in teaching PreK-Adult English language learners. Students will explore the history, culture, and communities of TESOL; learn a range of approaches to support multilingual learners across varied contexts and critically evaluate language teaching methods for their appropriateness across different learning contexts; and plan lessons and activities that support culturally and linguistically diverse learners. They will collaborate with colleagues to develop effective learner-centered instructional practices. Cr. 3.

This course provides an overview of Second Language Acquisition theories and research. The focus of the course is to engage students in examining and understanding 1) the various theoretical lenses that ground research and practice in TESOL, 2) foundational research on how languages are learned, and 3) applications of theory and research to practice in Teaching English to Speakers of Other Languages (TESOL) education. This course frames second language acquisition as a complex phenomenon and aims to generate in students a personally meaningful, context-relevant understanding of the phenomenon. Students will be able to relate current theories of SLA and existing empirical research to their daily needs as teachers. Cr. 3.

This course develops students' knowledge of testing and assessment and provides opportunities for students to apply that knowledge to instruction and curriculum issues. Students will review the critical roles of educational leaders in testing and assessment. Participants will examine concepts such as curriculum alignment, opportunity to learn, equity, fairness, and effectiveness and relate these concepts to classroom assessments, as well as to district, statewide, national, and international standardized assessments. Students will address issues such as validity, reliability, and standard setting in the context of diverse perspectives about the construction, production, and interpretation of knowledge. Cr 3.

This course provides an introduction to disciplinary literacies and their applications in core academic subjects. In particular, it examines approaches and strategies for apprenticing PreK-12 students into disciplinary habits of thought and communication. It also emphasizes the role language plays in developing disciplinary reading, writing, speaking, and listening practices. Cr 3.

This course involves inquiry into all facets of literacy and second language education, including historical and contemporary issues and trends in research, theory, and leadership. Students will synthesize their learning in literacy and language development, classroom practice, cultural diversity, policy, and advocacy. This course is intended to be the last class in the TESOL master's sequence (except EDU 623 and EDU 640); advanced CAS students may request permission to enroll. Matriculated students only who have completed 24 credits, and program permission. Cr 3.

This course is designed for students who are completing the Teacher Leadership Program. It provides students with the opportunity to: (1) complete a capstone inquiry project in an area related to teaching and learning and that is of particular concern or interest, (2) to develop a final product that describes the topic of inquiry, methods, and findings or insights, and (3) to make public the process of inquiry and its results. The final product will take the form of an action research project. The course takes the form of a professional community where students and the instructor engage in collegial interaction, peer learning, and reciprocal feedback. Prerequisite: Completion of at least 24 of 30 credits towards the Ms. Ed in Teacher Leadership. Cr. 3.

This three semester (9 credit hour) course serves as the capstone experience in the Educational Administration program for aspiring special education directors. The internship is designed to immerse the graduate student in the everyday tasks of the special education director, providing an opportunity for the student to actually apply the skills and knowledge gained throughout the Educational Leadership program. The early focus of the course is on the internship in a district setting designed jointly by the student, the internship faculty member, and a district special education director. Throughout the remainder of the internship, students complete an ongoing journal, develop a leadership platform (portfolio), conduct an investigation on an aspect of financial management, and formulate a leadership project based on an issue of importance in special education at the school or district level. Each graduate student is required to produce a written report on the leadership project and to present it at the conclusion of the course. Taken at the conclusion of the EDL program. Prerequisite: Program permission. Credit hours: 9 credits (3 credits per semester or term) (allowed to repeat within a semester).

This course is designed for students in the Teacher Leadership Program. It will serve students who enroll in a cohort concentration through the Teacher Leadership Program, providing them with the opportunity to become familiar with a topic of common interest or concern that lays the foundation for future study. Special topics may include such topics as coaching and mentoring teachers, STEAM education, English education, etc. The course takes the form of a professional learning community where students and the instructor engage in collegial interaction, peer learning, and reciprocal feedback. Cr. 3.

This course is an introduction to the premises and techniques of literary analysis. The course emphasizes the close reading of texts from different historical periods and introduces students to literary conventions and terminology as well as library and Internet resources available for research. In this course, students will learn to use concepts of the discipline and conventions of academic discourse with an emphasis on critical writing. Every semester. Cr 3.

This is a required course for all English majors. It may be taken concurrently with other 200-level courses in the Department, but is a prerequisite for all 300- and 400-level courses except those in creative writing. The course will have a double focus. Students will be introduced to a variety of methodologies important to an insightful analysis of literature and other cultural texts. They will also learn research procedures and techniques of effective critical writing. Prerequisites: ENG 100 or College Writing Equivalent; ENG 140. Every semester. Cr 3.

The primary emphasis is to teach students how to become more knowledgeable and independent over personal financial matters. Topics such as obtaining financial aid, managing student loans, career and education planning, budgeting, credit cards, stock market investing, real estate, behavioral finance, retirement planning, and insurance will be covered. Upon completing the course, students will be able to make better financial decisions using computer-based simulations and software that facilitate financial planning methods such as what-if analysis, sensitivity analysis, and scenario planning. Offered every semester. This course is open to all USM students. When taken by business or accounting majors, this course will give general elective credit. Do not take if previously completed BUS 201 Personal Finance as this is the same class. Repeat rules apply. Cr 3.

The focus of the course is on self, learning, and career exploration and the critical role of personal decision-making in identifying and pursuing strengths, interests, and areas for growth. Students will learn to understand their own decision-making process and the factors that influence that process. Course activities will include assessments of self, assessments of interest, and explorations of academic life and career. This course provides students with the opportunity and tools for taking enhanced control of their academic learning process. Throughout the course, students will be introduced to resources and support systems to help maximize the University experience and create an intentional career path. This is a 3-credit course designed for students in their first few semesters at the university and can be used as elective credit toward graduation. Enrollment Requirements: ENG 100, ESL 100, 102, 104, RSP 100, or HON 100 or concurrent.

Students are introduced to vector-based geographical information systems (GIS). Topics include overviews of geospatial technologies, spatial analysis, GIS data, system operation, the interpretation of results, and professional practices. The course comprises a weekly lecture and laboratory. Students are evaluated with tests, laboratory assignments, and on the basis of a substantial project. Cr 3.

This course has weekly lab sessions will focus on the basic skills of mineral identification, rock classification, and interpretation of topographic and geologic maps. Field trips to local geologic sites of interest will help illustrate rock types and geologic processes that shape our world. Traditional map, compass, and modern GPS techniques will be utilized. For core science course credit, registration in GEY 100 is required; concurrent registration is recommended. Cr 1.

This project-based course is designed for students from diverse fields who are interested in health and aging. The population of older people in the United States is growing at a rate that is unprecedented in American history and no matter what your career path this growth will impact you. Knowledge about illness, medications, physical activity, nutrition, sexuality, cognition and health care delivery will be some of the topics presented. Students will obtain essential information needed to provide effective care for aging clients, patients, loved ones, and themselves. Some community experiences will be expected. Cr 3.

This course focuses on group tests and related measurement techniques. The course content includes a review of the history of testing, current issues, fundamental statistics for understanding, evaluating, and using tests, including selected aptitude, intelligence, achievement, interest, and personality tests. A variety of standardized and non-standardized evaluation measures will be reviewed. Cr 3.

This course focuses on developing multicultural awareness, understanding influences of culture and worldviews across the life cycle, examining issues of diversity, i.e., race, ethnicity, gender, age and disability in human interactions and recognizing attitudes and perceptions of diverse populations. The effects of developmental, bio-psychosocial changes including disability on individuals and their families within a cultural context are explored. The course examines worldviews, values and beliefs about diverse groups reflecting differences in race, ethnicity, gender, age and disability and family dynamics within a pluralistic society. Students will develop multicultural awareness of counseling competencies relative to diversity including disability, within rehabilitation and counseling practice. The course also introduces cultural foundations of human growth and development, and effects of cultural values and traditions across the lifespan. Implications for counseling the culturally different introduces a framework to guide rehabilitation and counseling professionals in serving diverse populations and their families, inclusive of differences in race, ethnicity, gender, age and disability. A field experience of 15-20 hours with an associated report is required. Cr 3.

This course focuses on basic principles of group development and on dynamics of group interaction. The improvement of facilitative skills is emphasized. Open to matriculated graduate students only. Cr 3.

This course examines the processes underlying growth and development across the life span from conception through childhood, adolescence, adulthood, and aging to death. The interaction of biological, cultural, and environmental factors will be considered in studying physical, cognitive, and psychosocial changes throughout the stages of life. Cr. 3.

Through lecture, discussion, and group supervision students learn to apply professional knowledge and skills to the practice of counseling with individuals. Role playing, video and audio tapes, and demonstrations are used in helping students develop an integrated counseling style. This course is taken concurrently with HCE 691. Prerequisites: HCE 620, HCE 621, HCE 622 (school counseling specialty only), and HCE 626. Cr 3.

Each instructor uses a theme to engage students in exploration of significant questions about human culture and the natural world. The course facilitates student transition to college by engaging students in active and collaborative learning that enhances their inclination and ability to view complex issues from multiple perspectives. Corequisites: College Writing, first year student, Honors Minor (or permission). Cr. 3

Every industry and profession in the United States is caught in a vast net of regulations; federal, state, and local governments all have policies that influence and determine the infrastructure of organizations and how they function. From the Food & Drug Administration through Equal Opportunity laws, local ordinances, and professional organization standards and requirements, this course will examine how and why regulations arise; how to research and decipher their essential elements; how to determine what regulations apply to product, idea, or profession (PIP) and how to think about and manage risks associated with regulations. Cr 3.

In the third and final semester, still working with their thesis committee, students write their remaining chapters; submit a completed draft; substantially revise that work based on feedback; and present their work in an oral, public defense. Prerequisites: HON 411 and Honors minor or permission. Cr 3.

This course examines historical and philosophical foundations of adult education. Key trends and theoretical frameworks are explored. Students will be introduced to a range of adult education practice domains in Maine and elsewhere. Creating a "community of learners" and modeling other adult education practices is a central goal of this course. HRD 600 is a required core course in the Adult and Higher Education program. Cr 3.

Students will undertake a major project of their own design as a final requirement for completion of the certificate of advanced study in adult learning. There are four options for projects: (1) field-based study (2) public policy initiative (3) publishable theory paper and (4) design of a curriculum for adult learners. Students in HRD 685 will participate in a support seminar with master's students who are doing internships and/or independent projects. Prerequisite: open to graduate students accepted into the CAS in Adult Learning who have completed twenty-four credit hours. Cr 3.

This course provides students the opportunity to pursue a project independently, planning, and exploring a topic of interest within the field of human resource development. The project must be library-based, intellectually sound, and reflect a high caliber of performance. Specific content and methods of evaluation will be determined in collaboration with the instructor. An approved proposal is a necessary prerequisite to registration. Cr 1-6.

This is an introductory survey of global history from 750 CE to the present. The course examines the political, economic, and cultural exchanges among peoples, states, civilizations, and empires over time. Our sources will include written records such as legal documents, novels, letters, and material culture such as maps, paintings, prints, and advertisements. We will trace how processes of globalization shifted over time from early Silk Road trade networks to the present day. Cr 3. Every Fall & Spring semester.

This course will analyze the nature of evil/genocide by examining examples of governmentally or ideologically initiated murder. It will seek to understand the historical background and reality of victim, bystander, and victimizer. It will use a number of approaches, namely psychological, philosophical, religious, sociological, and political to help our understanding. Cr 3.

An overview addressing fundamental concepts and principles of quality control applied to organizations. Major topics include theory and application of qualitative and quantitative tools and techniques as well as quality awards and standards. Specific topics include foundations of quality, planning tools, traditional tools, variability, process set-up verification, pre-control, SPC process capability analysis, acceptance sampling, and quality awards. Prerequisite: MAT 120 or permission of instructor. Offered fall. Cr 3.

This course is a broad overview of current and emerging technologies used in a networked computing environment. Major topics include computer hardware, operating systems, networking, security, web, and software applications. Emphasis is placed on how technology is used within a corporate setting. Offered fall and spring. Lecture and lab. Cr 3.