Curriculum

This course teaches techniques for effective oral and written communication. In a workshop environment that features continual instructor and peer evaluation, students develop a process approach to writing and speaking. Students will write in a variety of genres and will reinforce rhetorical strategies pertaining to audience awareness while practicing oral delivery skills. A grade of C or better is required to pass the course.

This course is designed to assist entering students in making a successful transition to life at Husson College. The goals of this mandatory course include personal development and campus community engagement. Students will work together to identify academic and social resources, to develop skills for academic and social success, to make meaningful connections with the campus community, and to develop academic and career goals. The course is experiential in nature and all course activities are directed toward fostering the above two goals.

Contemporary College Algebra provides students a college level academic experience that emphasizes the use of algebra and functions in problem solving and modeling, provides a foundation in quantitative literacy, supplies the algebra and other mathematics needed in partner disciplines, and helps meet quantitative needs in, and outside of, academia. Students address problems presented as real world situations by creating and interpreting mathematical models. Solutions to the problems are formulated, validated, and analyzed using mental, paper and pencil, algebraic, and technology-based techniques as appropriate. Four credit hours.

General Biology I focuses on biological principles that are fundamental to all of biology. This course covers the diversity of life and the commonalities of all living things including: molecular structure, cell structure and function, metabolism, cell division, heredity, and genetics. This course will also review the scientific process and the evaluation of scientific information. This course will prepare students for future courses in anatomy and physiology, cell biology, microbiology, biochemistry, genomic biology, and other biological specialties. This course is limited to students in programs requiring this course or are intending to take further biology courses.

This course explores fundamental quantitative and qualitative principles of inorganic, organic and biological chemistry and provides a basic understanding of theoretical and applied aspects of general chemistry. Topics in inorganic chemistry include measurement, atomic theory and chemical bonding, chemical reactions and mass relationships, kinetic theory and gas laws, acids, bases, pH and buffers. Organic chemistry will provide an overview of the nomenclature, properties and reactivity of major groups of organic compounds, while biochemistry will focus on the chemistry of carbohydrates, lipids, proteins, and enzymes. An overview of biochemical energetics, nucleic acids and protein synthesis is also included.

This laboratory course is to be taken concurrently with SC 102. This course is designed to reinforce the fundamental biology concepts discussed in lecture and introduce students to laboratory procedures and the basics of the scientific method.

This is a laboratory class.

This course teaches techniques for effective oral and written communication. In a workshop environment that features continual instructor and peer evaluation, students develop a process approach to writing and speaking. Logical argumentation, academic conventions, and research-related skills are the primary focus. Public speeches are based on written assignments that incorporate various source materials. As students explore connections between the written and spoken word, the significance of nonverbal language and listening skills are emphasized. A grade of C or better is required to pass the course.

This course is an introduction to the theory and application of probability and statistical analysis. Both descriptive and inferential techniques will be studied, with emphasis placed on statistical sampling and hypothesis testing. Also considered will be linear regression, contingency table analysis, and decision-making under uncertainty.

This is a scientifically based introduction to the discipline of psychology. It examines the study of basic patterns of behavior including motivation, learning, emotions, the physiological basis of behavior, human growth and development, personality theory and measurement, and abnormal and deviant behavior.

General Biology II is the continuation of a two-semester series in general biology for science majors. This course is designed to provide a thorough introduction to biology and prepare students for further study of evolution and ecology in SC 240. The goal of the course is to emphasize the diversity of species and for students to understand their relationship to, and their place in, the natural world. General Biology II is an introduction to the systematics, anatomy and physiology of the plant and animal kingdoms. This course will examine the structure and function of plant and animal organ systems in the framework of the evolution of adaptations. The course also concludes with an introduction to ecological systems.

This laboratory course is to be taken concurrently with SC 103. This course is designed to provide hands-on experience with plant and animal diversity, comparative anatomy and physiology, as well as the collection and analysis of lab and field data.

This course is an introduction to the study of society and the interaction of individuals within society. It is a prerequisite for all other courses in sociology. Topics studies include basic sociological theory and concepts, socialization, cultures, institutions, patterns of social structure, and social change. Some emphasis is placed on cultural relativity in modern society and the implications of cultural differences for business.

An integral component for all education majors, this course is designed to provide a basic understanding of the rewarding, yet challenging, teaching profession. Students broadly explore an overview of the educational field and its philosophical, political, legal, and social foundations. Current issues impacting education in a changing society will be examined. Coursework is intended to stimulate thoughtful reflection as students use information to develop their own beliefs concerning educational issues. Students will complete their first 30 hour clinical as part of this course.

This course, building upon EH 111, introduces students to the study of literature and the fundamental of literary research. Students explore fiction, poetry, and drama from both the western and non-western worlds. The creative process is explored through reading, discussion, research and writing. Additionally, the key themes of power, identity, justice and adaptation and explored in relation literature.

This course introduces students to important traditional ethical theories, new directions in moral thinking, and contemporary ethical controversies. It focuses on ethics as the practice of informed dialogue and principled behavior in a diverse and changing society and in the workplace.

This course includes physiological processes of development including conception, prenatal growth, birth, maturation, and aging, provide a framework for examining the cognitive, affective and social development of the individual during his/her life-span.

This course explores the interaction of biotic and abiotic components in functioning ecosystems. It will examine topics in population distribution and dynamics, major terrestrial and aquatic habitats, community interactions such as competition and predation, nutrient cycling, energy flow, and ecosystem succession. The concurrently run lab will train students in identifying local flora and fauna, as well as collection and analysis of field data.

This lab focuses on ecological research principles and is designed to complement and reinforce the topics discussed in SC 240. The labs will include reading primary literature, case-studies, identification of local flora and fauna, and field and laboratory data collection and analysis.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "LF Elective") means that you may choose a course from the group of "LF" courses. Likewise, those courses with a numeric listing (for example "LF 3XX Elective") means you may choose a course from the group of "LF" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

This course serves as an introduction to nutritional concepts and to the interconnections of health, nutrition, weight, and physical activity. This course is particularly appropriate for students with no science background.

Functional Anatomy and Physiology is a one semester, 3 credit lecture with a separate laboratory course designed to give the non-science major knowledge of the human body and its relationship with the environment. Topics covered include: the chemical basis of life, the anatomy & physiology of all organ systems, growth, development, heredity and biotechnology issues.

This course provides a broad understanding of both beneficial and harmful microorganisms and their roles in human welfare. Emphasis is placed on the structure, physiology, and control of human pathogens, particularly bacteria and viruses. The lab provides experience in important techniques of culturing, identifying, and controlling microorganisms.

Functional Anatomy and Physiology Lab is a 1-credit lab that students take at the same time as taking the lecture part of the course, Sc 120. It is laboratory designed to give the non-science major knowledge of the human body and its relationship with the environment. Topics covered parallel the lecture topics in Sc 120 and include: the chemical basis of life, the anatomy & physiology of all organ systems, growth, development, heredity and biotechnology issues.

This is a laboratory class.

This course is designed to explore classroom management practices in educational settings. The course is taken concurrently with an education practicum so students will be able to observe and implement the techniques of practicing teachers in the areas of behavior modification, social skills training, and classroom management structures.

This course is designed for students in the elementary/secondary education K – 12 programs. It is a general methods course for curriculum development and methods of instruction. This course focuses on the "what to teach", "how to teach", and Òplanning the context for teaching and learningÓ with the goal of providing an integrated approach in instruction. In our schools today, we are given the opportunities to interact with ALL students. In our preparation for instruction, we need to incorporate the idea of interventions (accommodations and modifications) in the design of instruction to teach all learners. This course ensures that pre-service teachers gain a broad knowledge in the methods of instruction as well as dealing with diversity in the classroom. This is a pre-requisite course to all methods courses in the elementary/secondary Education program. It can be taken concurrently with other methods courses or as approved by your advisor.

Works toward the program requirement of completing three 1-credit hour education practicum courses during the junior or senior years. Students spend 30 hours in regional schools. Under the direction of the practicing teachers, students may occasionally receive teaching assignments, for which lesson plans are produced. This course is taken by elementary education majors concurrently with ED 309.

The social, political, and economic growth of the United States from 1620s to the Civil War is stressed. After a view of the colonial settlements, particular attention is devoted to the outbreak of the Revolutionary War, the framing of the Constitution, the struggle between Hamilton and Jefferson, the War of 1812, Jacksonian Democracy, the beginning of industrialization, the causes of the Civil War, and the problems of the Reconstruction Era.

This course is an in-depth study of world/human geography having as its basis the five themes of geography: location- the spot where a place is located; place- described by both physical location and human features; region-an area of the earth with one or more shared characteristics; movement-where, how and why people and ideas move; human & environment-how people and the environment affect each other. Each geographic area will be studied in terms of history, religion and geopolitical importance in space and time. Current events will be an integral part of the course as well as maps of all kinds. Mapping will be studied and skills for mapping will be explored and practiced.

Environmental Science: This course is a survey of the important topics in environmental science. Concepts of energy flow and nutrient cycling are explored in the context of human impacts upon these processes. Sources of pollution and their total effect on ecosystem and biosphere function are also explored. Management of material wastes and energy efficiency is an integral theme of the class. This class satisfies the laboratory science requirement with a series on in-class lab experiences and field trips.

Science Immersion: This course emphasizes conservation by providing students an experiential setting that illuminates various aspects of the precarious balance between people's effect on the environment and the natural order of things. Educational goals focus on the conservation and restoration of our natural heritage so that biodiversity is not depleted.

Marine Biology: Oceans cover more than 70% of the earth's surface and support all life on the planet. This course follows an ecological approach to consider the adaptations and interactions of plants and animals with their marine habitats, with particular emphasis on the ecosystems and organisms in the Gulf of Maine. Communities discussed include the open ocean, the deep-sea, subtidal and intertidal zones, and estuaries, as well as habitats found exclusively in tropical and polar regions.: : :

An introductory course surveying the history and structure of the field of instructional technology, with an emphasis on integrating as an educational tool. Students will experience creative skills and confidence necessary to use mainstream and emerging hardware and software available in most school settings.

Presents comprehensive and balanced coverage of all aspects of assessment relevant to classroom teachers. Students learn to construct and use paper-and-pencil, alternative, and standardized assessments; analyze objectives; use grading systems; and judge assessment quality.

This course offers a hands-on practical approach that introduces students to a variety of strategies they can directly implement upon entering a position as a middle school and high school teacher of science. Concentrating on practical application rather than theoretical implications, students will refine and add to their repertoire of teaching strategies. Students will be engaged in the direct completion of project-based learning in the form of laboratory experiences, lesson building, and cooperative tasks.

This course is designed to prepare teachers to identify high-quality, appropriate children's books for their classroom instruction. Students analyze classical and contemporary children's books, creating a traditional or electronic catalog with a synopsis of each book for future reference. Creative ways of presenting themes in children's literature will be discussed. Students learn to effectively share literature and read it aloud to children. A primary goal is to stimulate an appreciation for the spectrum of children's literature used to enhance instruction across the curriculum.

Conceptual Physics is an introductory physics course with an integrated lab, intended primarily for non-science majors. In this course we will study motion, mechanics, gravity, heat, electricity, magnetism, optics, atomic, nuclear and molecular physics, and relativity. We will also learn about the process by which physicists attempt to understand the intriguing laws of nature. The course will be taught using a combination of lectures, classroom demonstrations and laboratory experiments. Understanding of the fundamental concepts rather than number crunching is emphasized in this course and the equations will serve to refine the concepts and facilitate student's thinking process. Ultimately, it is hoped that by taking this course the student will develop a better appreciation for the natural world.

This course is a detailed exploration of cell structure and function with an emphasis on the cytoplasm and extracellular matrix. Topics in membrane structure, transmembrane transport, vesicle trafficking, cytoskeletal organization, and macromolecular assembly processes are considered. Cell to cell communications and the role of the extracellular matrix in tissue level processes are also explored. Superficial examination is given to the structure and organization of the nucleus, chromosomes and gene expression to prepare students for the companion course entitled Genomic Biology.

Prepares classroom teachers to successfully educate students with disabilities within the regular classroom setting. While the primary focus is to manage the instructional requirements of students with disabilities, the course incorporates the legal and ethical standards for mainstreaming and the roles of parent advocacy and support groups. Additionally, students become familiar with instructional issues represented by students from culturally, ethnically, and socio-economically diverse populations. Course content also explores the importance of enhancing educational opportunities of diverse learners via procedural due process, diagnostic practices, and development of professional and parent collaboration.

As part of the integrated program in elementary education, participants will practice and model practices that can be used effectively in the classroom and that draw upon research and literature on the writing process of children. They will have instruction in the writing process approach, conduct conferences that address writers' needs and interests, and present focused lessons that address a range of topics from crafting to editing. Participants will explore curriculum development and assessment and learn to teach elements of genre through the examination of exemplars in children's literature. Among the outcomes of the course participants are a literature review, two pieces in different genres including argument, and an expository piece, in the form of a nonfiction book.

The course examines the educational perspectives of K-12 students. Students in the course will incorporate the principles of educational psychology in a variety of classroom settings and decision-making processes. Authentic case studies will be used to analyze the practical applications of these principles in teaching and learning situations. Theories, principles, and issues investigated in this course are cognitive, linguistic, personal, social, emotional & moral development, and students with special needs. There will be an in depth study of how students learn in the areas of cognitive learning process, construction of knowledge, behavior views of learning, social cognitive learning and motivation. Instructional processes will be examined in relation to instructional strategies, student interactions, and learning assessment. This is a third year course. Students will demonstrate their understanding by identifying the principles of educational psychology during visits to their assigned schools.

Satisfies the program requirement of completing three 1-credit hour education practicum courses. Seniors spend 30 clock hours acting as teachers' aides in regional schools. Under the direction of the practicing teachers, students may occasionally receive teaching assignments, for which lesson plans are produced.

Electives are non-specific courses available to complement the goals and interests of an individual student. Those electives preceded by two letters (for example "FA Elective") means that you may choose a course from the group of "FA" courses. Likewise, those courses with a numeric listing (for example "FA 3XX Elective") means you may choose a course from the group of "FA" courses with a number of 300 or above. Some electives may require that you take a prerequisite course before you can enroll in the course you want.

This practical experience is divided into two parts, student teaching and seminar in teaching. Student teaching provides all education students with the opportunity to practice the art and science of teaching in a structured setting with guidance and supervision. Also provides students with appropriate feedback in curriculum organization, lesson plan development, assessment, and classroom management strategies. The Student Handbook's policies and procedures must be followed and honored during this time by students, preceptors, and college supervisors. The second part is the capstone experience. This experience affords students the opportunity for self-reflection and self-assessment of personal knowledge, skills and attitude in preparation for a teaching career. While completing student teaching assignments in schools, students accumulate a wealth of experience shared with peers in a supportive setting. Students are videotaped once during their student teaching placement. The course instructor and peers then provide appropriate feedback regarding curriculum organization, lesson planning, assessment, communication skills, and management strategies. The comprehensive portfolios are also carefully assessed and discussed. This section of the course embraces the thirteen guiding principles stated in the Student Handbook, the Maine Learning Results, and the ten Maine Standards for Results-based Initial Teacher Certification from the State Board of Education.