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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 C- or higher in MAT 108 or MAT 140D or MAT 152D or C- or higher in MAT 210 or MAT 120 or other approved stats course. (see http://usm.maine.edu/school-of-business/stats for approved courses). Cr 3.

This course is a basic introductory survey of cultural anthropology. It examines the differences between cultures as well as cultural universals, and the relationship between social organization, ideology, economics, and political structure in different types of societies. It reviews the various theoretical approaches in cultural anthropology's attempt to explain human behavior, presenting examples from foraging, farming, and contemporary industrial societies through readings and films. Cr 3.

This course focuses on the fossil and cultural evidence for human evolution. Topics to be covered include evolutionary theory, primate behavior, hominid origins, the taxonomy and phylogenetic relationships of fossil hominids, Pleistocene cultural adaptations, and the origin of modern Homo sapiens. The relationship between biology, geography, and culture is explored using the skeletal and archaeological evidence for human evolution. Cr 3.

Explore the concepts, tools and strategies for innovation, the creative process and creative problem solving through selected hands on exercises, readings, discussions, project based work and creative assignments in a variety of media and approaches. Emphasis is placed on critical thinking as students analyze, compare, and contrast problem-solving tools and techniques employed by creative makers and thinkers from artists to scientists and entrepreneurs. Students adopt these concepts, tools and strategies to self-defined tasks for creative activity. Cr 3. (Satisfies Creative Expression Requirement).

Immersive clinical field experience with online meeting sessions. This course will focus on pre-participation screenings, assessing environmental factors and treating related illness. Prerequisite: Minimum of a B- in ATH 573. Cr 2.

This course is a basic introduction to the structure and function of prokaryotes, with some consideration of viruses and parasites. It is appropriate for nursing and allied health majors and does not fulfill requirements of the biology or biochemistry majors. Prerequisites: grade of C- or higher in CHY 107 or CHY 113 and grade of C- or higher in BIO 105 or BIO 111. Cr 3.

The course focuses on current topics in public health with an emphasis on special populations, diseases, or events. The course is designed to address public health concerns that are timely and relevant; topics will rotate periodically in response to student demand and/or emerging public health issues. Prior topics have included infectious disease, obesity, global health, child health, and substance use disorders. 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. Non School of Business students please see enrollment policy for eligibility.

The content of the course draws on multiple disciplines including philosophy, applied ethics, management, organization theory and economics. The course offers a series of conversations aimed at viewing ethical decision making at the individual, organizational, and societal levels of analysis. At the individual level, the focus is on the foundational concepts of moral reasoning such as rights, justice, utilitarianism, virtue, and moral intuitions. At the organizational level social influences on ethical decision making, such as conformity, and obedience, and building ethical organizations are discussed. Finally, at the societal level the relationship between law and business ethics, stakeholder theory, and strategic approach to addressing grand ethical challenges will be covered. Prerequisite: Junior standing; Bus major or minor; or instructor permission. Cr 3. Majors in the fall 2020 or later catalog must 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.

How can firms pursue profits without harming the planet or the `way life should be'? This course explores sustainable business strategies and practices that can be used to manage the triple bottom line of financial, environmental, and social performance. Ethical action is a recurring theme. Students with credit for BUS 357 may not enroll. Prerequisites: junior standing, BUS 260 (C- or higher), and BUS 280 (C- or higher). Limited offerings. Cr. 3. Majors in the fall 2020 or later catalog must 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 examines alternative explanations of consumer behavior. Emphasis is placed on cultural, sociological, and psychological influences on consumption. Other topics include consumer decision processes and the way managers use consumer characteristics to segment the market and develop marketing plans. Prerequisites: BUS 260 (C- or higher) and junior standing. Students with credit for BUS 165 or BUS 322 may not enroll. Cr. 3. Majors in the fall 2020 or later catalog must 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.

An in-depth examination of the strategic management process in large complex organizations. This course uses case study analysis, discussion and integrative capstone projects to provide students with opportunities to learn and to apply strategic management theories and concepts. These include competitive analysis, value-chain analysis, generic business strategies, corporate strategy, and global strategy. The course fulfills the capstone requirement of the USM Core. Prerequisites: BUS 260 (C- or higher), BUS 340 (C or higher), FIN 320 (C or higher), GPA 2.0 or higher, and senior standing. Students matriculating fall 2011 and later must fulfill the University Core Requirement of "Ethical Inquiry, Social Responsibility and Citizenship" prior to enrollment. Majors in the fall 2020 or later catalog must 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. Cr. 3

This course provides students with an overview and brief history of the field of communication, introduces them to theory development and the research process, and illustrates how communication theories can be applied to everyday life. Students will explore communication in a variety of contexts, including intrapersonal, organizational, intercultural, and mass communication. This course satisfies the Socio-Cultural Analysis requirement in the core curriculum. Cr. 3.

This course introduces students to methods of inquiry found in the communication and media studies research literature. These methods include experimental design, survey research, textual analysis, and ethnography. The course examines the underlying philosophical assumptions associated with these methodologies as well as their unique strengths and limitations. Students' conceptual understanding of these methodologies and their ability to become critical consumers of research findings are the major objectives of the course. Prerequisite: CMS 102 or CMS 103. Cr. 3.

This course will examine the phases of video production associated with field and studio productions. Course content will also explore media aesthetics. Students must be concurrently enrolled in CMS 204. Cr 3.

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.

A course designed to help students understand the basic principles of persuasion. The course deals with persuasion as a social phenomenon. The perspective from which the course is offered is the analysis of persuasion as a behavioral process. As such, the course will investigate the social science research that relates to persuasion. Students will examine the attempts made by others to persuade them, as well as the attempts they make to persuade others. Further, the course will deal with the issue of ethics in persuasion. Cr. 3.

This course surveys the history of cinema from its emergence through World War II. It considers the development of Hollywood cinema in conversation with alternative approaches to filmmaking both within and outside the U.S. Paying close attention to film style, it also explores cinema¿s economic, social, and technological history. Prerequisites: College Writing. Cr. 3.

Students generate story ideas according to their own interests and target them for publication in specific markets. Class time focuses on perfecting writing and editorial skills, developing style and a field of interest, building an accomplished portfolio, and examining the practical and philosophical challenges of writing professionally. There is a strong emphasis on taking the initiative and working independently. Prerequisites: College Writing. Cr. 3.

This course offers students the opportunity to develop media expertise by working with professionals in the field. Typically, the intern will work closely with a mentor in a sponsoring organization to gain practical skills and to develop strategies for transitioning from college to professional placement. An application process is required. Prerequisites: media studies major, junior or senior standing or by permission. Cr. Variable (1-6 per internship; 15 total).

This course focuses on the nature of crime and problems concerning its measurement and distribution. The course examines some of the popular images of crime in the media and elsewhere, the creation and utility of official and unofficial crime statistics, and theories about the causes of crime. No prerequisites. A grade of C or better is required in this course in order to continue in the major. Cr 3.

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 course will examine how digital evidence is gathered, handled, and admitted to court. The course will focus on the forensic process and adherence to the law of legally obtaining digital evidence that will be admissible in court. Topics include conducting forensic investigations on computer systems, mobile devices, networks, embedded devices, Internet of Thins devices, documenting evidence, preparing a forensics report, and how to prepare for presenting evidence at a trial. Prerequisite: graduate standing. CYB 501 or permission of instructor. Cr 3.

This course is the final step to the capstone option of the cybersecurity masters' program. Students will complete the approved project from CYB 591. A cybersecurity full-time faculty is assigned as a mentor. At the end of the course, the student presents the final project to the cybersecurity faculty and the Master's in Cybersecurity Thesis and Capstone Committee. Prerequisite: CYB 591 or permission of instructor. Cr 3.

An analysis of the basic characteristics, institutions, and activities of modern market economies. Topics discussed include inflation, unemployment, government monetary and fiscal policy, full employment and economic growth. Prerequisite: none. Every semester. Cr 3.

The theories and practices of interregional and international economic development. Special attention is given to developmental problems of emerging nations. Prerequisite: any 100-level ECO course.

This course is designed around three essential questions: What are the historic and current purposes of education in the United States?; What is the relationship between school and society?; and Do schools function as a site of democracy? Through the examination of texts, videos and the use of discussion and simulation, students will study foundational theories of progressive education, and consider what it means to participate in an education system and schooling within a democracy. They will explore who within society historically has had educational access, who has access in the 21st century, and why this is the case. Through interrogation of resources, deliberative discussion, and focused, supported writing, students will explore issues of diversity, equity, and inclusion in public schools. This course satisfies the USM Core requirements for a WRI 3 course. As such, students will develop and adapt their existing skills to meet the demands of collegiate study and of new writing situations and diverse audiences. Students will become rhetorically versatile and purposeful readers and writers, harnessing the power of language as a means to discover and cultivate ideas and to communicate clearly, productively, and ethically within academic, workplace, and civic communities. Prerequisites: ENG 100 or equivalent for all students; for students admitted fall 2021 or later: ENG 102 or equivalent (may be concurrent), or non-degree students; OR program permission. 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 course focuses on developing English to Speakers of Other Languages (ESOL) content-based curriculum and assessment to meet the diverse needs of multilingual learners (MLs) of all ages and proficiency levels, PreK-adult. Students will analyze potential curriculum and assessment materials and approaches, practice selecting and aligning relevant content and language learning standards with student assessment data, and plan appropriate lessons and units of instruction. Emphasis will be placed on applying their knowledge of second language acquisition, curriculum design, and assessment to support MLs¿ academic language and literacy development. Students will provide evidence that they can plan lessons that implement technology and assessment effectively to promote student learning. 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 examines the nature of language and cultural differences among learners of various ethnic and racial backgrounds. The exploration of diversity provides opportunities for participants to develop a personal awareness of the role of cultural conditioning in classroom encounters; to reflect on and to confront personal biases as they relate to teaching; to acquire the skills and resources for an ethno-relative approach to delivering instruction; and to make language- and topic-related choices compatible with learner differences. Cr 3.

This course studies the concepts, principles, and techniques of educational research with an emphasis on scientific inquiry and problem solving, designed for both the producer and consumer of educational research. Individual critiques and research reviews are completed. Prerequisite: open to matriculated students only. Cr 3.

This course provides graduate students with an understanding of curriculum and curriculum development. Using a collaborative approach, teachers, administrators, and ideally their students plan the design of a curriculum consistent with personal ideals and a given context. Graduate students analyze the curriculum in terms of knowledge, skills, learning processes, equity, and affective dimensions. Special emphasis is given to the processes of curriculum development, implementation, and evaluation. This course focuses on the theoretical foundations of learning and their practical applications for classroom teaching and for instructional leadership. Students will refine their skills of developing curriculum using backward design models and frameworks. Cr 3.

The purpose of this course is to enable Literacy and Teaching English to Speakers of Other Languages (TESOL) professionals to develop their content knowledge in their disciplines through practitioner inquiry. Students will identify a literacy and language content topic of interest and pursue library and empirical research on this topic. Each student will generate a research question, collect and analyze sample data, summarize findings, and synthesize how their new knowledge for teaching the content area can be applied in their classroom. The class will function as a community of researchers. Emphasis will be placed on students developing an inquiry stance on teaching in their content area. Prerequisites: EDU 565, EDU 620, or EDU 559 and EDU 566, EDU 626 or EDU 557 and open to matriculated students in the MSEd. in Literacy or TESOL, or by program permission. Cr 3.

The practicum in Teaching English to Speakers of Other Languages is designed to accommodate students in the TESOL program who are ESL teachers, mainstream teachers working toward ESL endorsement by the state, international students, adult educators, and other students matriculated into the MSEd in TESOL program. Students acquire practical ESL/EFL teaching experience in the field while applying knowledge gained through coursework and research; 40 hours of observation and practice teaching in an appropriate setting determined by the student and instructor are required. Students in the initial K-12 ESL certification concentration must complete their field experience in a public K-12 school. The 24 hours of program coursework must be completed prior to or concurrent with practicum. Prerequisite: matriculated into MSEd in TESOL; completion of 24 hours of program coursework, including EDU 557, EDU 558 or EDU 560, EDU 559, EDU 561, EDU 562, and EDU 563. Cr 3.

This course will examine contemporary approaches to school-wide literacy and build capacity for teachers and school leaders to carry out the school's literacy mission. It will offer direction and support to those charged with organizing and delivering effective literacy instruction to K-12 students, as well as adult education students. Topics will include the roles of literacy specialists, literacy coaches, and literacy interventionists; methods for working with struggling readers and writers and their teachers; strategies for assessment and analysis of data; theories of adult learning and development; strategies for leading professional development, peer coaching, and collegial support; ways to involve families and the community in literacy; and the changing design of our schools to best meet the needs of all students through culturally responsive leadership. Practicing teachers, literacy interventionists and specialists, school leaders, and adult educators are encouraged to enroll. 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.

The course, through the use of case studies, simulations, readings, presentations and discussions will focus on students: (1) learning the nuts and bolts needed for daily school leadership; (2) examining current issues facing school administrators; (3) learning strategies for managing and understanding oneself within the administrator¿s role; (4) studying specific financial skills required of the school administrators; and (5) articulating positions on current educational practices. Prerequisites: Program Permission. Cr 3.

This course is designed for students in educational administration and teacher leadership. It examines the theory and practice of promoting professional learning in schools. Building on current research on adult development, professional learning communities, organizational capacity-building, and school improvement, students develop an understanding about professional learning and development, including purposes, models, theories, strategies, designs, and assessments. Students design and implement a final project, which demonstrates course learning in a school setting.

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).

Introduction to the approaches and methodologies associated with making engineering economic decisions while considering the ethical implications and dilemmas associated with these decisions. Methodologies and techniques covered include Pareto analysis, investment and cost analysis, time value of money, cash flow analysis, rate of return, cost-benefit and breakeven analysis, evaluation of alternatives under budget constraints, sensitivity analysis, expected value, replacement analysis and economic decision-making under uncertainty. Satisfies the EIRSC core requirement. (Fall, Spring, Summer). Prerequisite: MAT 152. Lecture 3 hrs. Cr 3.

Building on the fundamentals learned in ENG 100 (the writing process, revision, and critical reading), ENG 102 focuses on argumentative and research-based writing. Students learn that academic work is a process of inquiry by engaging in academic modes of reading and writing (analysis, synthesis, critique, and argument) to address questions about critical issues. Students engage in independent research, learning how to make connections between sources and how to add to those connections by articulating their own perspectives and positions. Students develop a comprehensive information literacy that they can apply throughout their college career. Prerequisite: ENG 100 or equivalents. Cr 3.

This course is an introduction to the principles and practices of writing fiction and poetry; other genres may be added at the discretion of the instructor. Students will be exposed to a variety of writing modes through exercises and engagement with literary texts. Emphasis is on using imaginative and precise language, on developing critical skills through workshops, and on assembling a portfolio of revised student writing. Prerequisites: College writing or equivalent. Every semester. Cr 3.

This course is a study of the major works of Western and non-Western literature from the classical, medieval, and early modern eras. Readings may include The Epic of Gilgamesh, The Odyssey, The Canterbury Tales, and selections from the Bible and the Qur'an. Prerequisites: College Writing or equivalent. Every semester. Cr 3.

This course will investigate sex/gender and sexuality as analytic categories for understanding culture. Through a consideration of both history and theory, the course will explore different models for understanding sex/gender and sexuality, including their interaction with other categories of difference such as race and class. It will also explore the effect of these models on our understanding of literature, mass culture, theories of identity, and contemporary social life. Prerequisite: ENG 100 or College Writing Equivalent. Variable cycle. Cr 3.

This course examines the literature and culture of the United States to the Civil War. While particular writers, works, and theoretical emphases may vary with the instructor, the course will consider historical context and may include canonical and non-canonical texts in a variety of literary and cultural forms: long and short fiction, poetry and song, non-fiction essays, slave narratives, political pamphlets and journalism, and paintings. Possible topics include the growth of female authorship; social reform movements; and the formation and interpretation of the American literary canon. Prerequisite: ENG 100 or College Writing Equivalent. Variable cycle. Cr 3.

This course fulfills the general education capstone requirement. Students should consult the Department's Course Guide for detailed descriptions. Prerequisite: 24 credit hours in English, including ENG 245 or permission of the instructor. Cr 3.

This course is a balanced introduction to the theory and practice of financial management. It prepares students to make basic financial decisions and understand the decisions of others. Topics include time value of money, capital markets, risk and return, stock and bond valuation, capital budgeting, capital structure, and working capital management. Prerequisites: ACC 110 (C- or higher), ECO 101 or ECO 102, MAT 210 (C- or higher) or another approved statistics course (see usm.maine.edu/school-of-business/stats for approved courses), and junior standing. Cr. 3. Majors in the fall 2020 or later catalog must 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.

Using geographic perspectives, this course focuses on the changing nature of the earth's environment and the human role in these changes. Both direct and indirect human impacts on the biosphere, the atmosphere, and the hydrosphere are considered, including tropical deforestation and the loss of biodiversity, the human role in global climate change, and the impact of human actions on world fisheries. Local and regional examples will be incorporated. Cr 3.