University of Southern Maine

This page provides a listing of all online/blended, ITV, and VC courses offered at USM this semester. Click on the grey subject area titles below to see the complete listing of course offerings in that area of study this semester. This list is tentative and should be complete by November 7. Registration begins November 9.

Semester begins 1/19/10 (exceptions noted)
Information Last Updated:10/26/2009

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. Online computer use required. Computers are available at centers statewide and at sites by appointment. 
Prerequisites: minimum of 12 earned credit hours and evidence of successfully meeting the University's writing and mathematics proficiency requirements. 
CR3.  Asst. Prof. Douglas Chene (return to top)

A survey of the disciplines of management and organizational behavior, and of the practices managers employ in planning, organizing, leading, and controlling organizations. Topics include self-awareness, perception and decision making, individual differences and diversity, motivation, group dynamics, communication, stress, power and politics, organizational design, and change. The environmental context, workforce diversity, the global economy, and managerial ethics are core integrating themes. High-speed internet access required. Students in this course will be assessed a School of Business Specialty Accreditation Fee of $9/credit hour. Students must register through the USM School of Business, (207)780-4184 or 1-800-800-4876, ext 4184. 
Prerequisite: junior standing. 
CR3.  Joyce Shelleman (return to top)

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. 
CR3.  Asst. Prof. Erika Anderson (return to top)

This course examines the historical, philosophical, technological, economic, political, and social aspects of print (book, magazine, and newspapers) and electronic media (radio, television, film, sound recordings, and the Internet). In addition, the effect of mass media will be explored.
Prerequisite: media studies or communication major. 
CR 3.  Asst. Prof. Daniel Panici (return to top)

This course will examine the phases of pre-production, production and  post-production associated with studio and field video production.  Course content will also explore media aesthetics. This course will have two proctored exams in Portland, dates and times TBA. Students are required to be concurrently enrolled in a CMS 191 lab section at 68 High Street in Portland. 
Prerequisites: CMS 102J, CMS 103, and communication or media studies major. 
CR 3.  Assoc. Prof. David Pierson (return to top)

This course introduces the methodology of communication research.  We will study the methods of experimental research, survey research, textual analysis, and ethnography. Topics to be studied include formulation of hypotheses, identification of variables; selection of research design; collection of data; and theory construction in a variety of communication contexts. The course is designed to enable students to evaluate critically the literature in communication research. Online computer use required. Computers are available at centers statewide and at sites by appointment. 
Prerequisites:  CMS 102J and CMS 103.  A USM online course fee of $25.00 per credit hour will be charged for this course. 
CR3.  Prof. Leonard Shedletsky (return to top)

The purpose of this course is to develop the skills necessary to build and maintain positive communication and relationships across cultures. Students will focus on similarities and differences in communication behaviors.  Perceptions, language usage, nonverbal style, thinking modes, and values all will be explored to see how they influence face-to-face communication between individuals of different cultures. An exploration of the barriers that must be overcome when communicating from one cultural context to another will be examined.  Students will also investigate how culture influences communication and how it interacts with social and psychological factors to influence communication. 
CR3.  Julie Zink (return to top)

In this course, students will learn how to write short-form scripts with an eye toward producing them, whether independently or in subsequent production courses. Film is visual storytelling and in the making of shorts, economy is everything. Students will focus on mastering the unique structuring challenges of writing shorts as well as considerations of characterization, theme, and visual elements. Learning good writing practices as well as the study of short masterworks will help students develop their creative voice and the ability to express their vision in writing.
CR3. Kate Kaminski (return to top)

A study of the current thinking in interpersonal communication which emphasizes specific theories of human interaction. Students will be exposed to research in the interpersonal setting and will apply findings to their personal relationships. The course will help students foster effective traditional and nontraditional relationships with a variety of people. 
Prerequisites: CMS 102J and CMS 103 
CR3.  Asst. Prof. Erika Anderson (return to top)

This course examines the role of communication in various family types. Students will be introduced to research and theory on the family and will apply findings to their own lives. Topics covered will include family satisfaction, communication rules, decision making, values, structures, autonomy, and conflict. Students will be asked to draw upon their family backgrounds for analysis and discussion.
Prerequisites: CMS 102J and CMS 103. 
Maureen Ebben (return to top)

This course explores the realm of holistic health in greater depth.   A strong component will focus on approaches to healing, including such topics as nutrition, meditation, forgiveness, and thought communication.  Spiritual and  metaphysical dimensions will be integrated as they relate to the total well-being of the individual.  The primary goal is to become conversant with holistic approaches that are widely used in promoting and supporting self-healing and transformation in both self and others. Attendance at a body movement class of yoga, tai chi, qigong, or dance is required. 
Prerequisite: CON 280 or permission of instructor.
CR 3.  Bernadette Curtis (return to top)

This course will explore the links between spiritual understandings and physical and mental health. Focusing on global spiritual and religious traditions, the course will examine the determinants of health and the healing techniques utilized in each faith. We will also examine the ways in which religious values and expectations become internalized and affect the ways in which we interpret our wellness and our discomforts. This course is designed to offer an opportunity to become familiar with the world's faith traditions, and to explore spirituality as it relates to healing, both personally and institutionally. 
CR 3. Corinne Martin (return to top)

This course introduces the concepts and principles basic to the development and maintenance of the community’s health. The epidemiological process guides the survey of current major health issues. The course focuses on the health issues of groups in the community at local, state, national, and global levels. Threats to the global environment are analyzed with an emphasis on long-term sustainability strategies.  CR3.  Assoc. Prof. Maggie Fournier (return to top)

This course will cover some of the history and structure of American public education and examine some of the social, political, legal and technological events that have influenced educational policy and practice. As a way of personalizing this material students are required to research the educational experiences of their extended families related to: ethnic heritage, socioeconomic status, gender, religion, sexual identity and disability. In compiling a "Cultural Memoir of Schooling, students will research and report on the ways in which theories about education policies and reforms which resulted from those theories either validated or neglected the members of these cultural groups. This class will meet face-to-face 9-11:30 AM on the Portland campus, Friday January 22nd and Friday April 16th. The semester represents an intense, interactive exploration of school boards, multicultural education, media influence on education, and, of course educational policies and reforms.
CR 3.  Asst. Prof. Julie Canniff (return to top)

Students will explore the role of educational technologies in the teaching-learning process and examine how computers and software plus other media tools can promote learning and the acquisition of functional, useful skills for the technological climate in today’s society. Topics will include the discussion of educational technology history and theories; the evaluation of internet educational resources, multimedia, educational software and computer-assisted instruction (CAl); the exploration of assistive technology; the discussion of instructional design and curriculum integration, ie, creation of lesson plans and unit studies; the utilization of presentation software; the administration and management of technology, information literacy skills, designing web pages for classroom instruction and the impact of Web 2.0 in today’s schools.  During the course, students will need to download these free pieces of software: Adobe Flash Player for educational software web sites that will be evaluated; Adobe Shockwave Player for interactive web sites that will be evaluated; Adobe Acrobat Reader for reading pdf files;  PowerPoint Viewer (either 2003 or 2007) for accessing PowerPoint presentations; Elluminate for tutorial sessions; Nvu for creating web pages;  Microsoft Office Suite (purchase or access to it in libraries, schools, friends, etc) or Open Office Suite (free download);  Media Player or Real Player (free downloads). 
CR3.  Barbara Stebbins (return to top)

During this course, participants will examine their own mathematics understandings and seek to expand these understandings, especially as they relate to computation and the foundations of algebra K-4.  Through the use of various standards-based mathematics curricula, participants will better understand the important concepts in an elementary mathematics program and how teaching through "best practice" can help students to understand, retain, and connect K-4 mathematics concepts. Participants will focus on meaningful ways of assessing students that promote further learning of mathematics.  The course will provide an in-depth look into the number, operation, and algebra mathematics concept strands at the K-4 elementary level as well as effective strategies for teaching these concepts. This course will incorporate lessons and activities from several standards-based mathematics programs. 
CR3.  Howard Tuttle(return to top)

This course will present ways for current educators to provide explicit, systematic reading instruction in the five areas recognized by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The course will include an overview of current reading research, implications for assessment and instruction, and specific teaching strategies. Educators will acquire knowledge regarding research-based instruction that can be directly applied to the teaching of reading. 
CR 3  Eileen Harris (return to top)

This online course focuses on the application of evidence-based practices that promote the language, literacy, numeracy, and social-emotional development of infants and toddlers with diverse backgrounds and abilities. Course content integrates the neuroscience of early development and levels of intervention practice with family-centered theory and relationship-centered care to promote infant toddler well being. Through readings, online discussions, and practical activities, this holistic curriculum provides distance learners with the opportunity to compare and demonstrate models and approaches that promote individualized care for infants, toddlers, and families of diverse backgrounds and abilities.
CR 3.  Joyce Murphy (return to top)

English Language Learners (ELLs) are defined as students for whom English is a second or more language. ELLs may be bilingual, having lived in Maine for generations, such as families of Acadian French descent in Aroostook county; they may be immigrants and refugees, coming seeking a better quality of life, such as the Cambodian, Vietnamese, Somali and Sudanese populations in central and southern Maine; or they may be the children of transient migrant workers, such as the Hispanic groups from the Caribbean, seasonally employed in harvesting crops. English Language Learners speak a language other than English as their language of origin, and/or they have been raised in a cultural and linguistic environment different from dominant Anglo U.S. society.  The linguistic and cultural diversity of this population necessitates that the classroom teacher have an understanding of principles and practices related to the teaching of English Language Learners.  This course provides an overview of issues and practices related to the teaching and learning of ELLs. Through interactions, readings, discussions, practice, and reflections, course participants will develop the knowledge and skills for assisting English Language Learners, throughout Maine, achieve academic success in the regular, mainstream classroom. 
CR 3.  Margot Downs (return to top)

This course provides training in knowledge and skills for the use of response to intervention (RTI) methods in school settings. Students learn how to select and use scientifically-validated intervention and assessment methods for three distinct instructional levels. Through readings, discussion, and practice students will develop the skills necessary to design, implement, and evaluate comprehensive RTI programs in school settings. This course is appropriate for general and special educators, school-based specialists (e.g., school psychologists, speech/language clinicians, and math/reading specialists) as well as other professionals interested in scientifically-based methods of learning outcomes for all children. Completion of this course qualifies towards Maine Special Education Certification. 
CR3.  C. Lee Goss (return to top)

In this class, learners will gain knowledge of how to be an effective Paraprofessional. The Autism continuum will be examined and learners will recognize the 5 major characteristics that constitute Autism. Teacher expectation and responsibilities will be discussed and summarized. The learner will attend a make and take visual supports class and be responsible for developing and presenting a project that will reflect supports offered in their classroom. Completion of this course qualifies towards Maine Special Education Certification. 
CR3.  Cindy Ziobrowski (return to top)

This course focuses on the promotion of language, literacy, numeracy, and social-emotional development of preschool children through the integration of evidence-based practices and scientifically-based research within the preschool curriculum and in alignment with Maine’s Early Childhood Learning Guidelines. Course content includes examination of the development of preschool children, including children with special educational needs, those considered at risk, and with diverse backgrounds and abilities, in accordance with the Individuals with Disabilities Education Act Part B, Maine’s Chapter 101, and the State Performance Plan. Students explore the integration of language, literacy, numeracy, and social-emotional content across the preschool curriculum with strategies for applying intentional teaching and tiered levels of intervention to provide optimal learning experiences for all preschool-aged children in least restrictive environments. The learning audiences for this educational option are early care and education and early intervention providers who work in Child Development Services, Head Start, child care, and pre-K settings.
CR 3. Joyce Murphy

Advanced study of the French language with emphasis on proficiency in grammar, writing, and vocabulary development.  This course satisfies one of the requirements for the French major at the University of Southern Maine.  Continuation of FRE 306.  Prerequisite: FRE 306 or equivalent or instructor's permission.  CR 3.  Assoc. Prof. Nancy Erickson (return to top)

An introduction to minerals, rocks, and the processes that have continually shaped the earth over hundreds of millions of years of geologic history. The course also explores how the movements of crustal plates generates earthquakes, volcanoes, continental rifting, sea floor spreading, subduction, and continental-scale mountain ranges. For K credit, registration in one of the following: GEY 101K, GEY 102K, or GEY 106K is required; however, concurrent registration is not required. 
CR3.  Prof. Mark Swanson (return to top)

An interdisciplinary look at the science of the ocean, emphasizing connections between land, sea, and atmosphere. Basic concepts in chemistry, geology, physics, and biology are taught as they apply to marine phenomena such as salinity, ocean floor formation, currents, waves, seafloor sediments and rocks, and marine life.  In order to complete the Science Area ('K') part of the USM Core Curriculum, registration in one of the following laboratory courses is required: GEY 101K, GEY 102K, or GEY 106K; concurrent registration is recommended, but the lab may be taken at a later time.  However, students are free to take this course as an elective without the lab. Online computer use required.  High-speed internet access is strongly recommended to access larger file formats and streaming video.  Computers are available at centers statewide and at sites by appointment.  Mid-term and final exams will be proctored either at USM or one of  the University College sites.
CR3.  Prof. Irwin Novak (return to top)

This course provides an in-depth analysis of the effects of developmental, mental and physical disability on individuals and their families within the context of a pluralistic society. It will explore the experience of living with a disability and family dynamics in the context of the broader community and society. Students will study multicultural issues relative to disability, counseling and rehabilitation. The course also examines the reactions, adjustments and accommodations to disability as perceived by individuals with disabilities, their families, and rehabilitation counseling professionals. Offered via two-way videoconferencing at some UMS campuses, most UC Centers, UC of Bangor, Belfast Hutchinson Center, and Lewiston-Auburn College. Review tapes unavailable. 
CR3.  Lori Tully (return to top)

The purpose of the course is to understand the origins, philosophy, contexts, and methods of mental health services referred to as psychosocial (psychiatric) rehabilitation. Examined will be different definitions of mental illness, historical emergence of community services, the consumer-survivor movement, concepts of recovery, empowerment and self-help, societal stigma and change, and changing professional roles and functions. Psychosocial rehabilitation practices will be explored, as applied in typical community settings and in situations involving substance abuse and trauma. This graduate level course is required in the USM M.S. in Rehabilitation/Psychosocial Rehabilitation Counseling degree program and MHRT/Community certificate program. Offered via two-way videoconferencing. Review tapes unavailable. 
CR3.  Prof. Stephen Murphy (return to top)

This course is for those who are or will be engaged in counseling in an educational or mental health setting. Selected theories and related techniques are closely examined. Research literature which has a bearing on the effectiveness and non-effectiveness of counseling is reviewed. Graduate level course that may be applied to the USM M.S. in Counseling, Rehabilitation Counseling Specialty.  
CR3.  Assoc. Prof. Bette Katsekas (return to top)

This is a required graduate level course for matriculating counseling students that offers an opportunity for advanced students to integrate formal coursework with on-the-job experience in human service organizations. This course is a core course in the USM M.S. in Counseling for all specialties. Students must be coordinated into an approved internship placement and go through an in-house application process prior to registering. Enrollment restricted to students in the Counselor Education program. For more information contact Kerry Bertalan at 1-800- 800-4876 Extension 5316 or 207-780-5316. Students may register for 1-9 credit hours. Offered via two-way videoconferencing at some UMS campuses, most UC Centers, UC of Bangor, Lewiston-Auburn College. Review tapes unavailable. 
Course will meet on the following dates:  1/19,26; 2/9,23; 3/9,16,30; 4/13,27; 5/11 
CR3.  Prof. Stephen Murphy (return to top)

This course is an intensive supervised experience in applying professional knowledge and skills to the practice of counseling with individuals. Role playing, video tapes, audio tapes, and demonstrations are used in helping each student to develop an integrated counseling style. Students must go through an in-house application process and be pre-approved prior to registering. Enrollment restricted to students in the Counselor Education program. Graduate level course that may be applied to the USM M.S. in Counseling. Enrollment restricted to students in the Counselor Education program.
For more information contact Kerry Bertalan at 1-800-800-4876 Extension 5316 or 207-780-5316. Offered via two-way videoconferencing at some UMS campuses, most UC Centers, UC of Bangor, Lewiston-Auburn College. Review tapes unavailable. 
Prerequisites: HCEP 620 Fundamentals of Counseling Theories, HCEP 621 Fundamentals of Counseling Skills, HCEP 622 Counseling Children and Adolescents (school counseling specialty only), and HCEP 626 Group Process and Procedures. 
CR3.  Prof. Stephen Murphy (return to top)

This course investigates the relationship between the health care system and health. Areas of study include definitions and indicators of health and its relationship to medical care; epidemiology; the determinants of health; prevention; and public health and vulnerable populations. Current models of community-based health needs assessment using primary and secondary data are used by students to assess the needs of vulnerable populations in Maine.  Open to students in the following graduate programs offered by the Muskie School of Public Service at USM: Health Policy & Management degree and certificate programs, and School of Nursing; others with consent of the instructor. Offered via two-way videoconferencing at some UMS campuses, most UC Centers, UC of Bangor, Belfast Hutchinson Center, and Lewiston-Auburn College. Review tapes unavailable.  Prof. David Hartley (return to top)

Examines concepts in strategic planning and marketing of health services. Topics include environmental analysis, service area and market definition, medical staff analysis, competitor identification and analysis, market research, medical staff analysis, and product and service specific markets and marketing strategies.  Offered via two-way videoconferencing at some UMS campuses, most UC Centers, UC of Bangor, Belfast Hutchinson Center, and Lewiston-Auburn College. Review tapes unavailable. 
CR3.  Assoc. Prof. Elise Bolda (return to top)

This is the first of three one-credit core courses that establish the foundational concepts and skills of self-directed education. This course introduces students to the adult education program, emphasizing educational planning, key ideas and themes, professional networking, reflective writing, and development of an educational portfolio. This course is intended to help students succeed by introducing requirements, opportunities, and self-directed educational skills at the beginning of their program. Online computer use required. Computers are available at centers statewide and at sites by appointment. 
CR 1.  Karen Day (return to top)

This course examines the theory and practice of facilitating adult learning. The aim of the course is to develop a working knowledge of numerous approaches to facilitation including analysis of students' strengths and weaknesses in particular learning contexts. Special emphasis is placed on developing skills in making presentations and leading group discussions.  This class meets 1/23; 3/6, 3/13; 4/3 and 4/10.  The remainder of the course will be conducted online. 
CR3.  Prof. Michael Brady. (return to top)

This course examines the social, psychological, economic, and cultural situation of the variety of adults served by adult education programs today. The aim of the course is to develop a theory of learning which is applicable to adults in diverse circumstances and with diverse goals, needs, and styles of learning. Attention is given to stages of adult growth, the development of learning goals, learning environments, and to a variety of theories on learning. This graduate level course is required in the USM M.S. in Adult Education degree program. It meets the knowledge of adult learner and learning process requirement for the State of Maine endorsement: Adult Education Administrator. Online computer use required. Computers are available at centers statewide and at sites by appointment. 
CR3.  Karen Day (return to top)

This course examines the administrative and leadership skills necessary for the development and management of units such as adult education centers, continuing education offices, and training and staff development departments in profit and non-profit organizations.  Particular attention is given to personal leadership style, development of mission statements, priority setting, program development, personnel management, team development, and financial management. Online computer use required. Computers are available at centers statewide and at sites by appointment. 
CR3.  Gail Senese (return to top)

This course examines adult cognitive and psychosocial developmental theory and practice from a multicultural perspective. It considers multiple identities within different social and cultural populations (gender, ethnicity, sexuality, disability, socioeconomic class), and presents an overview of the multicultural adult development literature intended for masters students preparing to work with young or middle-aged adults in educational, training, or supervisory settings.  CR3.  Prof. Robert Atkinson (return to top)

This class is primarily concerned with the application of theory and analysis to Joss Whedon’s modern cult classic Buffy the Vampire Slayer. Pairing canonical philosophers like Plato, Aristotle, Kant, and Nietzsche with particular episodes of the show, we’ll juggle various perspectives to critique popular culture’s most analyzed opus. We’ll also look at essays that take a feminist, Marxist, or Freudian lens to Buffy, using them as guides for our own critical analyses. Our hybrid online class will meet live for guided viewings of the show and also sustain online dialogue on the readings, episodes, and our writing.
CR3. Michelle Lisi (return to top)

This is a course in the use of integrated software packages for report, document, presentation,
and information development activities. A variety of instructional activities stress file and
data integration and explore intra- and inter-package communications. Integration of word processing, spreadsheet, database, and graphics software is featured using linking and other tools. Students are expected to produce documents, spreadsheets, database reports, and presentations which take full advantage of inter-operability, communication, translating, linking, and sharing functions.
Prerequisite: LAC 150 or equivalent.  CR3.  Nancy Whitehouse (return to top)

At the core of this course are readings in Latin that explore forces of political and social decay in Rome. The first half of the course focuses on Cicero’s speeches exposing corruption—primarily the 1st and 2nd Catilinarians, but with some attention (through readings in translation) to his prosecution of Verres and his 2nd Philippic attacking Marc Antony. Cicero will be followed by a Roman ode by Horace, and short selections from Ovid’s poetry (the Art of Love and Tristia), to illustrate contrasting experiences of Augustan Rome. The second half of the course focuses on imperial corruption, with selections from the Latin historian Tacitus and the biographer Suetonius, primarily dealing with the emperor Nero.

There will be four class meetings during the semester; students who cannot make the scheduled times for these meetings should contact the instructor to arrange other meeting times. 
CR3. Prof. Peter Aicher aicher@usm.maine.edu (return to top)

This is a course in Advanced Latin taught entirely on-line. At the core of the course are readings in Latin that explore forces of political and social decay in Rome. The first half of the course focuses on Cicero’s speeches exposing corruption—primarily the 1st and 2nd Catilinarians, but with selections from his prosecution of Verres and his 2nd Philippic attacking Marc Antony. Cicero will be followed several Roman Odes by Horace and selections from Ovid’s poetry (the Art of Love and Tristia), to illustrate contrasting experiences of Augustan Rome. The second half of the course focuses on imperial corruption, with selections from the Latin historian Tacitus and the biographer Suetonius, primarily dealing with the emperor Nero.
CR 3.  Prof. Peter Aicher (return to top)

This is a course in Graduate-level Latin taught entirely on-line. At the core of the course are readings in Latin that explore forces of political and social decay in Rome. The first half of the course focuses on Cicero’s speeches exposing corruption—primarily the 1st and 2nd Catilinarians, but with selections from his prosecution of Verres and his 2nd Philippic attacking Marc Antony. Cicero will be followed several Roman Odes by Horace and selections from Ovid’s poetry (the Art of Love and Tristia), to illustrate contrasting experiences of Augustan Rome. The second half of the course focuses on imperial corruption, with selections from the Latin historian Tacitus and the biographer Suetonius, primarily dealing with the emperor Nero.
CR 3.  Prof. Peter Aicher (return to top)

This course engages students in personal assessment and goal setting. It introduces students to LAC's interdisciplinary, writing-intensive, and student-learning centered culture. Students link their own stories (what has brought them to this point in their personal, academic, and professional lives) with resources needed for success in college, career, and global citizenship. Students will demonstrate their learning by creating an e-portfolio.  At least half the work for this course will occur online. 
CR1.  Sharon Timberlake (return to top)

This course introduces basic concepts of biology and explores how these concepts relate to human health. It also explores natural scientific methods of inquiry and applies these methods to complex issues involving the creation and maintenance of human health. Further, the course explores the importance of societal factors in health maintenance.  This course includes an in-class lab.  Lectures will be online. 
CR4.  Rachel Simons (return to top)

This course introduces and applies quantitative analyses to address real world questions. It applies descriptive statistics, sampling and significance testing, correlation, and regression analysis to issues related to the four themes of the Core. The course provides the opportunity to interpret and analyze statistical decision making, and identifies data misconceptions and misuses. At least half the work for this course will occur online. 
CR3.  Marvin Druker (return to top)

This writing instruction course introduces students to criteria for identifying and constructing well-reasoned arguments, fosters the discovery and use of students' critical/analytical voice in their writing, and develops skills for incorporating, interpreting and integrating the views of others. It provides the opportunity to refine critical thinking abilities by analyzing everyday life experience, including how culture shapes our sense of reality and ourselves. The course highlights the importance of generating good questions and tolerating ambiguity when seeking to understand complex issues.
Prerequisite: Core Area "C." 
CR4.  Michelle Lisi (return to top)

This writing instruction course introduces students to criteria for identifying and constructing well-reasoned arguments, fosters the discovery and use of students' critical/analytical voice in their writing, and develops skills for incorporating, interpreting and integrating the views of others. It provides the opportunity to refine critical thinking abilities by analyzing everyday life experience, including how culture shapes our sense of reality and ourselves. The course highlights the importance of generating good questions and tolerating ambiguity when seeking to understand complex issues. Prerequisite: Core Area "C."  At least half the work for this course will occur online. 
CR4.  Prof. Eve Raimon (return to top)

This course presents a multidisciplinary survey of the scientific principles underlying energy utilization, nutrient cycles, global warming, population, and natural resource policy and management. The lectures will be comprised of Socratic interactions and group discussions relating regional, national, and global components that encompass ecology, economics, politics, and social endeavors. This course includes a laboratory involving field and lab work and service learning efforts.  At least half the work for this course will occur online. 
CR4.  Asst. Prof. Ira Levine (return to top)

This course explores the tools and strategies important in the interpretation of literature and the arts and encourages an appreciation of the role of literature and the arts in social, political, and cultural life. It promotes understanding of and appreciation for the creative expression of shared cultural beliefs in various historical periods of cultures around the world and examines literature and the arts as potential critiques of culture. Co-curricular opportunities are included, especially in connection or conjunction with the Atrium Gallery.  This course will have no travel component to it.  However, students will need to have capability to watch movies on their computers (video and audio). 
CR 3.  Lillian Kennedy (return to top)

In this course, students relate self-knowledge to career and life roles, with an emphasis on gaining and managing career information; learning various career and life decision-making strategies; and communicating formative academic, co-curricular, and professional experiences in such formats as accomplishment statements, interviews, and updated e-portfolios.  This course is offered in both a fully online and a “blended” format in which at least half the coursework will occur online. 
Prerequisite:  LCC 100. 
CR1.  Assoc. Prof. Leigh Mundhenk  (return to top)

This course is a thematic survey of global history from its origins to the present. Its aim is to provide a wide contextualized understanding of human existence in a new format that is called “Big History,” a concept that integrates knowledge from the natural and social sciences with the humanities. The result is a more realistic understanding of how humans fit into the vast expanse of the universe. As a part of this survey, we will consider some of the challenges of modern globalization, with an important theme being the quest to develop sustainable and ethical lifestyles. The overall focus of this course will be on what such knowledge might mean in our everyday lives and how we - as responsible individuals and a responsible species - should conduct ourselves in this world. 
CR3.  Assoc. Prof. Barry Rodrigue (return to top)

This writing instruction course assists students in articulating and assessing their own values. It examines the range of ethical theories and positions and explores the influence of particular cultural ideologies on ethical beliefs. The course considers the ethical principles implied by democracy, sustainability, justice, and difference. It examines ethical issues and dilemmas faced by individuals, organizations, and nations while exploring personal and collective decision-making processes in a global context.
Prerequisite: Core Area “C”. 
CR4.  Assoc. Prof. Christy Hammer (return to top)

In this course students assume active agency in career planning through learning how to market themselves to prospective employers. They learn to use the tools needed for career placement, such as cover letter, resumes, and interviews. Students will update their portfolios with archival evidence of abilities gained through the Common Core, their major and co-curricular activities. Students will gain an understanding of the goals and outcomes for portfolio presentation.  This course is offered in both a fully online and a “blended” format in which at least half the coursework will occur online. 
Prerequisites: LCC 100 and LCC 340.
CR1.  Asst. Prof. Leigh Mundhenk (return to top)

This course attunes students to the beauty and power of language and to the way all knowledge is
mediated in and through language.  It explores how language shapes reality, experience, and identity. It examines ongoing tensions between language as a political tool and language as a form of art.  At least half the work for this course will occur online.   
CR 3.  Lillian Kennedy (return to top)

This online course provides students the opportunity to work in their chosen field to evaluate their career interests and acquire basic skills needed to market themselves effectively. Students participate in a fully online seminar in which they learn about and reflect on workplace issues. Students must attend an orientation at one of the times listed and do a final in class presentation. 
Prerequisites: LCC 100, LCC 340, LCC 400.
CR3-6.  Asst. Prof. Leigh Mundhenk (return to top)

This course approaches language as a biological and psychological phenomenon central to an adequate understanding of human nature. It deals with linguistic questions concerning the grammars of natural languages and how these may vary across cultures and across time, but also with questions about how the human mind and brain both provide for and constrain linguistic ability. The course also addresses questions about how language develops in the child, how it deteriorates under the influence of disease and injury, how it evolved in the history of the species, and what functions it serves in human life. The course does not assume any background in linguistics or foreign languages. Online computer use required. Computers are available at centers statewide and at sites by appointment.  Examinations will be proctored at USM or one of the University College sites. 
CR3.  Prof. Dana McDaniel (return to top)

This course provides an overview of organizational dynamics. Current organizational issues are analyzed using structural, human resource, cultural, and political frameworks and the case method. Issues include leadership, organizational design, planning, change, decision making, communication, and control. A good course for students interested in how organizations work. 
Students must enroll concurrently in LOS 299. 
CR3.  Karen Chouinard (return to top)

This course provides an overview of organizational dynamics. Current organizational issues are analyzed using structural, human resource, cultural, and political frameworks and the case method. Issues include leadership, organizational design, planning, change, decision making, communication, and control. A good course for students interested in how organizations work.
Students must enroll concurrently in LOS 299.
CR3. Sharon Timberlake (return to top)

This course gives students an understanding of how people behave in groups and the skills needed by group members to participate effectively in group activities. It provides a theoretical foundation for how groups function, with focus on group process and development;
and it discusses how these theories can be applied to a wide range of group settings. This course uses multiple assessments and discussion work to help students develop critical skills and understanding of group dynamics.
CR 3.  Lowell Habel (return to top)

This course gives students an understanding of how people behave in groups and the skills needed by group members to participate effectively in group activities. It provides a theoretical foundation for how groups function, with focus on group process and development; and it discusses how these theories can be applied to a wide range of group settings. This course uses multiple assessments and discussion work to help students develop critical skills and understanding of group dynamics.
CR 3. Assoc. Prof. Tara Coste (return to top)

The goal of this course is to familiarize students with interpersonal dynamics and the tools to make organizational interactions more effective. Through assessments, exercises, and discussions, students will examine how perceptions of self and others influence people's behavior in a variety of situations. As good communication is critical in building sound interpersonal relationships, students will have many opportunities to fine-tune writing and speaking skills. At least half the work for this course will occur online. 
CR3.  William Maxwell (return to top)

The goal of this course is to familiarize students with interpersonal dynamics and the tools to make organizational interactions more effective. Through assessments, exercises, and discussions, students will examine how perceptions of self and others influence people's behavior in a variety of situations. As good communication is critical in building sound interpersonal relationships, students will have many opportunities to fine-tune writing and speaking skills. 
CR3.  Sunny Bradford (return to top)

This course examines the basic processes through which public policy is formulated, adopted, and implemented in the United States. At least half the work for this course will occur online. 
Prerequisite: junior standing or permission of the instructor. 
CR3.  Marvin Druker (return to top)

This course provides students with an overview of the theories and techniques of social science research. Students will explore the different stages involved in the research process including: defining a research question, collecting and analyzing data, and communicating research results to others
Prerequisite: LCC 150D. At least half the work for this course will occur online. 
CR3.  Asst. Prof. Bernice Conklin-Powers (return to top)

Students will explore leadership practices in multiple cultures and how our increasing interactions with these diverse leadership styles have changed our conception of leadership in the U.S. This course will help students determine the skills they will need to take on a leadership role in a global society.  At least half the work for this course will occur online. 
This class will meet face to face on the LAC campus 1/22, 2/5,26, 3/12, 4/2 and 4/16, time and place TBA.
CR3.  Michael Davis (return to top)

This course will familiarize students with major concepts in the management of a nonprofit and will help them develop the skills to utilize this material in applied situations. Students will explore the mission of the nonprofit, marketing and funding, effective strategies for developing relationships and performance, and ways to enhance leadership skills. 
CR3.  Michael Davis (return to top)

This course examines the economic, political, social, and cultural aspects of globalization from an interdisciplinary perspective. The purpose is to get a sense of clarity about what globalization is, how it is affecting people around the world, and why there is an increasingly robust resistance to it on the grassroots level. We will also discuss how to empower ourselves, while being socially responsible in this rapidly changing world. Course format includes discussion, case study, and student presentation on research projects.
Prerequisites: SOC 100J, ANT 101J. 
CR3.  Kirpal Singh (return to top)

The course is designed to develop practical skills in creative and innovative thinking that leaders can use to identify opportunities, generate value-creating ideas, and overcome barriers to successfully bringing new concepts to life. In this class, students will learn a range of creative thinking tools and how to practically apply these to the innovation process, develop an appreciation of the personal and organizational factors that influence organizational creativity and innovation, and how to influence them, and acquire innovation team leadership and facilitation skills that will prepare them to lead teams to achieve breakthrough creativity and problem solving. In additional to covering the literature in this area, the course will focus on practical application of these skills. 
CR 3.  William Jarrard and Jennifer Goddard (return to top)

Almost daily, we come in contact with people we would characterize as difficult. They are the people we work with, sell to, depend on, and live with. There are intimidators, manipulators, analyzers, know-it-alls, overly friendlies, accommodators, chronic complainers and whiners. Their actions consume time, energy and emotion at the expense of productivity and morale. The world has become a smaller place, organizations are changing constantly, and it is more important than ever to learn how to deal with others more effectively. This course provides fresh insights and immediately usable skills needed to quickly, confidently and assertively identify and deal with various types of people, difficult or not, in a variety of contexts while maintaining your own self confidence. To achieve desired outcomes, the course will feature quizzes, tests, experiential group discussions, and reaction papers.
CR3.  Lowell Habel (return to top)

This course focuses on why people become entrepreneurs, the characteristics of successful entrepreneurs, the changing demographics of entrepreneurs, and the importance of entrepreneurship to the economy and society. Students will examine the entrepreneurial process from the decision to become an entrepreneur through idea generating, writing a business plan, competitor analysis, getting financing, marketing, team building, considering ethical and legal issues, and developing strategies for growth.
CR3.  William Costa (return to top)

This course considers the variety of ways in which risks, especially risks to the environment and to health, are measured, perceived, communicated, and acted upon in our society. Perspectives will be drawn from health fields, natural sciences, and political science, as well as from the social sciences. 
CR3.  Sharon Timberlake (return to top)

This course explores the theory, research, and processes of leading, managing, and adapting to organizational change. Case studies and experiential learning are used to examine the effectiveness of change efforts and their impact on the group and individual.
Prerequisite: LOS 300 or permission of instructor.  At least half the work for this course will occur online. 
CR3.  Assoc Prof. Liz Turesky (return to top)

The goal of this course is to further the development of students' knowledge of leadership theory and practice, with a special emphasis on the individual and group levels of analysis. Throughout this interdisciplinary exploration of the diverse factors that impact leadership, students will engage in a variety of readings, discussions, writings, and exercises designed to demystify the connections between theory and practice.  Matriculation in the Masters in Leadership Studies or prior permission of instructor is required for registration.  Class meets live 1/20,27; 2/24; 3/3,17; 4/14; 4/28.  The remainder of the course work will be done online.   
CR3.  Asst. Prof. Elizabeth Turesky eturesky@usm.maine.edu
For more information:  Masters in Leadership Studies  http://usm.maine.edu/lac/lac/programs/masters/leadership (return to top)

Deliberate creativity studies investigate the theory and practice of facilitation methods that enable people, processes, products, and environments to be innovative. After exploring the numerous and diverse facets of this area of study, students should be able to demonstrate (both in discussion and practice) their ability to use their learning in an applied setting.  At least half the work for this course will occur online. 
CR3.  Assoc. Prof. Tara Coste (return to top)

What are the roles of ethics and spirituality in leadership? Where does ethics end and spirituality begin? This course approaches the study of leadership from the perspectives of meaning, values, and human connectedness. The hunger to understand our lives, be part of a larger whole, be complete, and serve are examined as they relate to the leadership process.  At least half the work for this course will occur online.  CR3.  Assoc. Prof. Betty Robinson (return to top)

The seminar allows students the opportunity to work with faculty to develop their master's project or thesis. Seminar meetings will include collegial (student) as well as faculty critique and assistance in developing research and projects. Questions posed by both projects and theses will be discussed. The capstone advisor must approve all projects. The capstone advisor and, when appropriate, an outside reader in an area of concentration must approve thesis topics. The seminar will conclude with students identifying the key questions for their continued study of leadership.
Prerequisite: LOS 610.  At least half the work for this course will occur online. 
Face-to-face dates and times TBA. 
CR3.  Assoc. Prof. Betty Robinson (return to top)

The second course in a three-semester sequence covering basic calculus of real variables, Calculus B usually includes techniques of integration, indeterminate forms and L 'Hopital's Rule, improper integrals, infinite series, conic sections, parametric equations, and polar coordinates.  Prerequisite: MAT: 152D Calculus A. 
CR4.  Laurie Woodman (return to top)

The second course in a three-semester sequence covering basic calculus of real variables, Calculus B usually includes techniques of integration, indeterminate forms and L 'Hopital's Rule, improper integrals, infinite series, conic sections, parametric equations, and polar coordinates. Online computer use required. Examinations will be proctored either at USM or one of the University College sites. Computers are available at centers statewide and at sites by appointment. 
Prerequisite: MAT 152D: Calculus A. 
CR4.  Laurie Woodman (return to top)

This course explores concepts and techniques of collecting and analyzing statistical data, examines some discrete and continuous probability models, and introduces statistical inference, specifically, hypothesis testing and confidence interval construction. Final examination will be proctored either at USM or one of the University College sites.
Prerequisite: MAT 153 or COS 152. 
CR3.  Asst. Prof. AbouEl-Makarim Aboueissa (return to top)

This course is the required marketing course in the USM MBA program.  It is designed to develop and integrate students’ understanding of marketing, demonstrate marketing actions from an interactive perspective, and integrate marketing concepts from a corporate or company perspective. Managerial Marketing offers student participants the opportunity to integrate marketing knowledge and skills they acquire in their readings and discussion board assignments in written case study assignments. Students can also work with the instructor in the development and uploading of marketing podcasts targeted for practicing marketers worldwide.  Students will be required to purchase and download four case studies from Xanedu (www.xanedu.com) during the course.  Online computer use required. Computers are available at centers statewide and at sites by appointment. Students in this course will be assessed a School of Business Specialty Accreditation Fee of $50/credit hour. 
Prerequisite: MBA 502, MBA 507.  Students in this course will be assessed a School of Business Specialty Accreditation Fee of $50/credit hour.  Students must register through the USM School of Business, (207)780-4184 or 1-800-800-4876, ext 4184.  Students must be either admitted to the USM MBA program or meet the MBA admission index of 1100 or higher with GMAT of 500 or higher.  Index is undergraduate GPA x 200 + GMAT.  Students must sign a non-degree release. 
CR 3.  Asst. Prof. Robert Heiser (return to top)

A survey of music from the Gregorian chant to the modern times, covering musical practices of the renaissance, baroque, classical, romantic, and contemporary periods.  Representative works by the outstanding composers of each period.  This course requires a computer with multimedia capabilities, internet access, and at least a 56K speed modem.  "High Speed" access is very desirable and may be necessary for online testing.  Students should have an ability to use their computers in common ways, such as listening to music, downloading and uploading files, word processing, and searching for information [Google].  Students will need to make sure that their software for these purposes is up-to-date, and are advised that a broadband internet connection is greatly preferred for the audio and video portions of the course. Computers with specific multimedia capabilities available at UC Centers. Open to all students. Online computer use required. Computers are available at centers statewide and at sites by appointment. 
CR3.  Assoc. Prof. Thomas Parchman (return to top)

A course designed to increase the student’s understanding and appreciation of the music scheduled for the Portland Symphony Orchestra’s regular concerts of the semester. Attendance is required for an organizational meeting on January 23rd at 12:30p, a open rehearsal on March 8 at 7:00p, a pops concert on April 24 at 7:30p or its repeat on April 25 at 2:30p, and a pre-concert lecture and Sunday Classical concert on May 2nd at 1:15p.  All meetings will be at Merrill Auditorium, Portland, ME.  Students will purchase their own tickets directly from the PSO using PortTix [www.porttix.com] at a discounted rate. Historical background, biography of composer, musical analysis, rehearsal and performance techniques, and music criticism. Open to all students.  This course requires a computer with multimedia capabilities, internet access, and at least a 56K speed modem.  "High Speed" access is very desirable and may be necessary for online testing.  Students will need a means to listen to CD's and music on electronic reserve in the library, and have the  ability to use their computers in common ways, such as listening to music, downloading and uploading files, word processing, and searching for information  [Google].  Students will need to make sure that their software for these purposes is up-to-date, and are advised that a broadband internet connection is greatly preferred for the audio and video portions of the course.
CR3.  Assoc. Prof. Thomas Parchman (return to top)

This course provides the RN student with knowledge and skills essential to conduct in-depth bio-psycho-social-cultural health assessments of well individuals. The course includes examination of the concepts of wellness and health promotion across the life span.
Prerequisite: RN licensure. 
CR2.  Susan Caplan (return to top)

To what extent do cultural assumptions about gender shape a society's notion of rationality and justice? The course explores this question by examining feminist critiques of Western philosophy along with a selection of contemporary anti-sexist and anti-racist theories of social life. Prerequisite: ENG 100C or concurrent. This is a writing intensive course and fulfills the W requirement in the general education curriculum.  This is a blended course, with 50% of the work being done online. 
CR 3.  Prof. Julien Murphy (return to top)

To what extent do cultural assumptions about gender shape a society's notion of rationality and justice? The course explores this question by examining feminist critiques of Western philosophy along with a selection of contemporary anti-sexist and anti-racist theories of social life. Prerequisite: ENG 100C or concurrent. This is a writing intensive course and fulfills the W requirement in the general education curriculum. 
CR 3.  Prof. Julien Murphy (return to top)

An examination of the managerial dimensions of nonprofit organizations. Major foci include the nonprofit environment, organizational roles and processes, interagency relationships, and problems of change and adaptability. Specific attention is given to current issues in nonprofit management such as strategic planning, board/staff relationships, computerization of the workplace, fund raising, and volunteer development. Graduate level course that may be applied to the USM Certificate of Graduate Studies in Nonprofit Management. Offered via two-way videoconferencing at some UMS campuses, most UC Centers, UC of Bangor, Belfast Hutchinson Center, and Lewiston-Auburn College. Review tapes unavailable.  CR3.  Prof. Bruce Clary (return to top)

This course is the second in the USM/LAC general psychology series. In this class, the following topics central to the science of psychology will be explored: human development, intelligence, emotion, personality, social psychology, abnormal psychology, and clinical disorders.
Prerequisite: PSY 101J.  At least half the work for this course will be conducted online via the Web. 
CR 3.  Asst. Prof. Bernice Conklin-Powers (return to top)

This course is the second in the USM/LAC general psychology series. In this class, the following topics central to the science of psychology will be explored: human development, intelligence, emotion, personality, social psychology, abnormal psychology, and clinical disorders.
Prerequisite: PSY 101J.  At least half the work for this course will be conducted online via the Web. 
CR 3.  Asst. Prof. Bernice Conklin-Powers (return to top)

The course examines the historical and relative notion of deviance and the nature(s) and type(s) of social control. At least half the work for this course will occur online
CR 3.  Mark Silber  (return to top)

This course will present an introduction to the causes and classifications of maladaptive behavior.  The psychological, sociological, and biological bases for mental illness will be discussed.  Students will learn about  how 'abnormal' behaviors are assessed and classified (diagnosis); research methods used to study psychopathology; the major clinical syndromes (e.g., anxiety disorders, mood disorders, etc.); and the theories used to explain the etiology (origins) and clinical course of the various syndromes.  Therapy approaches will only be covered to a very limited degree in this course, although I will be happy to answer specific questions and/or refer interested students to relevant readings.  In addition to learning a set of "facts" about mental disorders, students will come to understand the field as one in which ongoing research continually adds to our understanding and raises new questions about the causes and nature of maladaptive behavior, and where factual knowledge is constantly revised and updated as new findings either support or "debunk" what we thought we knew.  Hopefully students will emerge from the course as more educated and critical consumers regarding mental health and disorder. 
CR3.  Assoc. Prof. Carol Nemeroff (return to top)

A contemporary, interdisciplinary approach to the study of the family that includes an examination of family structures, familial relationships, and the impact of historical change on these structures and relationships. At least half the work for this course will occur online. 
In class meetings:  1/25; 2/1,22; 3/8,15,29; 5/10. 
CR 3.  Mark Silber. (return to top)

This interdisciplinary, community-based elective provides students with the opportunity to work with diverse vulnerable youth in hopes of promoting higher education and encouraging resiliency. The course will be conducted through weekly sessions which will include both a discussion/supervision piece and group program activity piece. Students will take on roles as mentors, allies, and advocates for youth, and as organizers and developers for the group of youth as a whole as well as for the local community. Students will learn to work with adolescents, families, and communities in a comprehensive and integrated manner. Prerequisites: PSY 101 and 102, permission of instructorThis is a blended course which meets: 1/22; 2/5,22; 3/12, 29; 4/9,23; 5/7, 14.
CR4. Michelle Jacobus (return to top)

This course explores issues in environmental health from the dual perspectives of environmental issues and human health. A healthy environment includes species diversity, bountiful resources, and the absence of pollutants. Environmental health comprises those aspects of human health and disease that are determined by factors in the environment. It also refers to the theory and practice of assessing and controlling factors in the environment that can potentially affect human health.
Prerequisites: SCI 107 and/or ESP 101. 
CR4.  Assoc. Prof. Blake Whitaker (return to top)

This course is for individuals responsible for a) developing or modifying learning experiences for gifted/talented students at the elementary or secondary school level, b) implementing differentiated learning experiences within the regular classroom or through a special grouping arrangement, and/or c) creating/selecting instructional materials to support the implementation of differentiated learning experiences. This class will meet over the videoconferencing system Fridays Feb. 5, March 26, and
May 7th from 4:00-6:45.  The rest of the course sessions will be conducted online.  Review tapes unavailable. 
Cr. 3.  Patti Drapeau (return to top)

This course will review the statutory and regulatory foundations of U.S. public policies pertaining to children and youth with disabilities. Key judicial interpretations of those policies will also be reviewed. The course will provide comprehensive overviews of The Individuals with Disabilities Education Improvement Act and other relevant federal and state legislation, regulations, and policy.  Prerequisite: SEDP 540 or SEDP 611, Nature and Needs of Learners Who Are Exceptional or permission of instructor.  Instructor can be reached at lyons@maine.edu.  
CR3.  Prof. Charles Lyons (return to top)

This course provides knowledge and skills in the area of social psychology. The course includes an overview of basic social psychology methods and research findings as well as preparation of students to conduct assessment and intervention for social skills problems among school-age children.  The course includes discussion of the importance of social skills and provide a rationale for promoting and teaching pro-social behavior. Students review and learn how to administer, score, and interpret both screening level and evaluation-level social skills assessment instruments. In addition, students review a variety of interventions and develop social skills interventions based on assessment information.  
CR3.  Assoc. Prof. Rachel Brown-Chidsey (return to top)