Human Development, Exceptionalities, Diversity, Literacy, and Methods Courses Offered at USM
Many of the new specifications for educator certification through the Maine Department of Education require diversity, exceptionalities, and/or human development courses. We offer a number of those courses, along with literacy, special education, and methods courses at USM that will satisfy those requirements.
Human Development, Exceptionalities, and Diversity Courses
Most of the courses are offered in an online format, some are 15 weeks, some are 7 weeks.
To see what is offered for the upcoming semester, use the USM Course Search.
Are you new to USM or have not taken a course in a couple of years? Complete this Request to Register to form.
Semester and Term Dates for Upcoming Semesters:
- Spring 1: Jan 21 – Mar 7
- Spring 2: Mar 24 – May 9
- Spring Semester-long: Jan 21 – May 2
- Summer 1: May 19 – July 3
- Summer 2: July 7 – Aug 22
EDU 305: Foundations of Linguistic and Cultural Diversity
This undergraduate 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 educators in multicultural, diverse learning environments . Twelve hours of fieldwork is required. The goal of this course is to assist students in becoming educators who care deeply about culturally and linguistically diverse students’ success, understand the complexity of cultural and linguistic diversity in our society in general and in the classroom in particular, have the ability to facilitate the processes of intercultural communication and adaptation, and lead by example. 3 undergraduate credits. Available in Fall/Spring.
EDU 562: Linguistic and Cultural Diversity in the Classroom
This graduate 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 ethnorelative approach to delivering instruction; and to make language- and topic-related choices compatible with learner differences. 3 graduate credits. Available in Fall/Spring/Summer.
SED 235: Students with Exceptionalities in General Education
The primary goal of this undergraduate course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and those identified as gifted and talented. The course is based on the premise that students with exceptionalities should be educated and socially interact to the greatest extent possible with their peers in the general education curriculum and program. The general educator’s role in teaching learners who are exceptional will be emphasized. Topics include characteristics of areas of exceptionality; classroom management; assistive technology; state and federal legislation regarding exceptional students; Response to Intervention (RTI); Universal Design for Learning (UDL); individual education programs (IEP); building relationships with parents; students who are culturally and linguistically diverse; and inclusion and collaboration philosophy and practices. This course includes a 6 to 8-hour field placement. 3 undergraduate credits. Available in Fall/Spring.
SED 540: Students with Exceptionalities in General Education
The primary goal of this graduate course is to construct an understanding and knowledge of the range of exceptionalities, including students with disabilities and those identified as gifted and talented. The course is based on the premise that students with exceptionalities should be educated and socially interact to the greatest extent possible with their peers in the general education curriculum and program. The general educator’s role in teaching learners who are exceptional will be emphasized. Topics include characteristics of areas of exceptionality; classroom management; assistive technology; state and federal legislation regarding exceptional students; Response to Intervention (RTI); Universal Design for Learning (UDL); individual education programs (IEP); building relationships with parents; students who are culturally and linguistically diverse; and inclusion and collaboration philosophy and practices. 3 graduate credits. Available in Fall/Summer.
EDU 225 Multicultural Child and Adolescent Development
This undergraduate course introduces foundational child developmental theories that inform the field of education. Drawing on neuroscience, cognitive, biological, and social psychology, emphasis will be placed on how educators can support the growth and learning of school age populations through applying principles of child development within the teaching praxis. The influence of culture, beliefs, ideologies, values and environment on identity development will be considered. The educator’s role as advocate, trauma-informed practices, socio-emotional learning, and multicultural child development frameworks will be discussed. The connection of interpersonal, family, school, community and society relations on patterns of development, teaching and learning will be explained. 3 undergraduate credits. Available in Fall/Spring/Summer.
EDU 509 Child and Adolescent Development for Equitable Education
An introduction to theories of child and adolescent development as they concern teaching young learners in diverse classrooms. Students will draw on research in neuroscience, biology, social psychology, and other fields that focus on learning to critically examine how learning can be facilitated equitably in classroom communities. The course will address school-family interactions, trauma-informed practice, socio-emotional learning, and other issues of human development in schools. 3 graduate credits. Available in Summer.
SPY 501 Variability in Human Development
This graduate course focuses on the details of typical and atypical patterns of human development. Topics include basic anatomy and physiology as well as the developmental progression in physical, cognitive, language, emotional, and academic domains. The course will include learning about perspectives on variability in human development in diverse cultures and ethnicities. Students will learn about typical and atypical development across the lifespan, with an emphasis on the types of variation that most often contribute to disabilities that require special education. The course will include information about known risk factors associated with specific types of developmental variation as well as examine how factors such as socio-economic and health conditions affect human development. 3 graduate credits. Available in Fall/Spring/Summer.
HCE 668 Human Development
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. 3 graduate credits. Available in Fall/Spring/Summer.
Methods Courses
The following methods courses are for those teachers who need elementary education or secondary education methods courses.
Enrollment is by department permission. Students must provide proof of a bachelor’s degree for the graduate level courses (500 and 600), and students must have access to K-12 classrooms. For permission email samantha.crosby@maine.edu.
Most courses are offered in a 15-week format unless noted and are on campus (Gorham or Portland).
To see what is offered for the upcoming semester, use the USM Course Search.
EDU 505 / MME 400 – Elementary and Middle School Mathematics Methods for All Students
This course is designed for those preparing to be elementary and middle school mathematics teachers and provides experiences to develop and apply mathematical content and pedagogical knowledge and skills. The primary focus of this course is on how to create positive learning communities that support all students in developing a deep understanding of mathematical concepts and procedures. Major areas of focus include: creating problem-based learning experiences; creating effective, supportive learning environments; the appropriate and effective use of models and tools for promoting understanding of mathematical ideas, including the use of technology and manipulatives; understanding learning progressions of important mathematical ideas; promoting the National Council of Mathematics Teachers’ Process Standards; supporting students’ understanding of the Common Core Standards and Practices; assessing and building on students’ mathematical understandings; creating adaptive learning materials to differentiate instruction for individuals and groups of learners. Co-requisite(s): This course should be taken concurrently with an internship experience, or with program permission. 3 graduate (EDU 505) or undergraduate (MME 400) credits. Available in Fall.
EDU 551 / EDU 451 – Elementary Social Studies Methods for All Students
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 student lives. Prerequisite(s): Open to matriculated interns in the ETEP program or by permission of the Teacher Education Department. 3 graduate (EDU 551) or undergraduate (EDU 451) credits. Available in Spring.
EDU 552 / EDU 452 – Elementary Science Methods for All Students
This course has an interactive laboratory/discussion field-based approach, modeling and focusing on the teaching and learning aspects of science in the elementary and middle school. The emphasis is on content, process, and methodology. The course will be framed by the Department of Teacher Education’s Core Practices, Maine’s Learning Results, the National Science Education Standards, and by the students’ goals about the teaching and learning of science. Students will learn strategies for planning and providing core academic and behavioral experiences to all learners and differentiated academic and behavioral experiences for learners with special needs. Open to matriculated students in a graduate USM teacher certification pathway or by Teacher Education Department permission. 3 graduate (EDU 552) or undergraduate (EDU 452) credits. Available in Fall.
EDU 565 / EDU 465 – Teaching Reading for All Students in Grades K-6
In this course students will learn to use evidence-based instruction to teach reading in grades K-6. 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. Students will apply learning in classroom settings. Prerequisite(s): Must be matriculated in a graduate teacher education program or Literacy, Language, and Culture Department approval. Co-requisite(s): Enrollment in a USM graduate teacher education internship. 3 graduate (EDU 565) or undergraduate (EDU 465) credits. Available in Fall.
EDU 566 / EDU 466 – Teaching Writing for All Students
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. Students will apply learning in classroom settings. Prerequisite(s): Must be matriculated in a graduate teacher education program or Literacy, Language, and Culture Department approval. Co-requisite(s): Enrollment in a USM graduate teacher education internship. 3 graduate (EDU 566) or undergraduate (EDU 466) credits. EDU 566 available in Fall; EDU 466 available in Spring.
EDU 501 / 401 – Secondary Science Methods for All Students
The 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(s): Open to matriculated ETEP interns or by permission of the Teacher Education Department. 3 graduate (EDU 501) or undergraduate (EDU 401) credits. Available in Fall.
EDU 502 / 402 – English Methods for Secondary Teachers of All Students
This course focuses on ways to organize and teach English Language Arts classes at the middle and high school levels for all students, including those with special needs and those who are from culturally and linguistically diverse backgrounds. It is 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. Prerequisite(s): Open to matriculated students in ETEP or by permission of the Teacher Education Department. 3 graduate (EDU 502) or undergraduate (EDU 402) credits. Available in Fall.
EDU 503 ./ 403 – World Language Methods for All Learners
This course provides an introduction to the theory and practice of teaching and learning world languages at the elementary, middle, and high school levels. It is based upon current research and national and state standards with a central focus on communicative language teaching. Students examine theories of second language acquisition, techniques for teaching interpersonal, interpretive and presentational modes of communication, as well as literature and culture. The course explores task-based instruction, the use of culturally authentic materials, the integration of technology as well as means of performance-based assessment and grading. Prerequisite(s): Open to matriculated students in ETEP, or by permission of the Teacher Education Department. 3 graduate (EDU 503) or undergraduate (EDU 403) credits. Available in Fall.
EDU 504 / 404 – Secondary Social Studies Methods for All Students
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(s): Open to matriculated interns in the MS. Ed in Teaching and Learning (ETEP) or by permission of the Teacher Education Department. 3 graduate (EDU 504) or undergraduate (EDU 404) credits. Available in Fall.
EDU 554 / 454 – Secondary Mathematics Methods for All Students
This course focuses on research-based, best practices in teaching mathematics in grades 7-12. It is designed for those preparing to be middle school and secondary mathematics teachers and provides experiences to develop and apply mathematical content and pedagogical knowledge and skills. A primary focus of this course is on how to create positive learning experiences that support all students in developing a deep understanding of mathematical concepts and procedures. Major areas of emphasis include: creating problem-based learning experiences; implementing high-level mathematical tasks; creating effective, supportive learning environments; the appropriate and effective use of models, other representation, and tools for promoting understanding of mathematical ideas, including the use of technology; promoting the National Council of Mathematics Teachers’ Process Standards; supporting students’ understanding of the Common Core Standards and Practices; assessing and building on students’ mathematical understandings. Prerequisites: This course should be taken concurrently with an internship experience, or program permission. 3 graduate (EDU 554) or undergraduate (EDU 454) credits. Available in Fall.
Literacy Courses
Literacy courses are offered in 15-week or 7-week format, online (unless otherwise noted).
To see what is offered for the upcoming semester, use the USM Course Search.
EDU 336 – Children’s Literature
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 literature to meet reading interests, needs, and abilities of elementary students. In addition to examining criteria for evaluating and selecting materials, participants will consider curriculum implications and learn creative strategies for teaching children’s literature and enhancing reading for elementary students. 3 undergraduate credits. Available in Spring.
These courses require department permission. For permission, email usm.sehd@maine.edu.
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. All students are required to be fingerprinted prior to enrolling in a course with an accompanying field experience and/or internship placement. Prerequisite(s): HRD 200, or EDU 225 , or program permission, and students are required to be fingerprinted and to provide proof of Criminal History Record Check (CHRC) approval to USM prior to enrolling in this course. 3 undergraduate credits. Available in Fall/Spring.
EDU 514 – Improving Teaching in Content Areas through Literacy for All Students
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. 3 graduate credits. Available in Spring (on campus).
Special Education
Courses are offered online in either a 15-week or 7-week format. To see what is offered for the upcoming semester, use the USM Course Search.
SED 392 Early Childhood Special Education
This course prepares special education teachers to understand and address the needs of children from birth through school age 5 with exceptionalities. Starting with the legal and ethical foundations of early childhood special education, the course includes understanding the unique developmental needs of very young children with exceptionalities, including the medical, educational, and emotional implications. The course will prepare special education teachers to implement developmentally appropriate evidence-based instructional practices within Individualized Family Service Plans (IFSP). 3 undergraduate credits. Available in spring.