The Department of Psychology offers students a broad-based liberal arts education with an emphasis on community, social and individual approaches to understanding human behavior.  Students are thus exposed to a combination of theoretical, scientific and practical approaches to solving human problems.  Issues of gender, race, class and culture are emphasized in courses throughout the curriculum.  As a result of required course work and internship experiences, the department graduates students with marketable skills that prepare them for entry-level positions in social services or for graduate study in related areas.  As part of this mission, the Department of Psychology offers four majors: psychology, neuroscience, animal behavior and psychology and social relations.

Animal behavior involves the investigation of how an organism relates to its environment - comprised of both physical and social factors - and includes a wide variety of topics, from finding food to achieving dominance, that all influence an organism's ability to survive and reproduce. It is by its very nature interdisciplinary, drawing on techniques and concepts from multiple diverse fields such as psychology and neuroscience. Through the use of expertise in psychology (the study of behavior and mental processes) and biology (the study of the living world), we can understand how animals behave, how these behaviors develop and the mechanisms, explanations and consequences of these behaviors. Answers to the mechanisms of behavior include not only how external stimuli in the environment affect behavior but also how the internal hormonal and neural mechanisms mediate behavior. The study of the development of behavior focuses on the way behavior changes over an individual's lifetime as a result of both genes and experience. Investigations of the explanations of behavior examine immediate effects of a particular behavior on an animal, and ultimate effects such as a behavior's value in helping a species survive and reproduce successfully and that behavior's evolution over time.

The mission of animal behavior, as an interdisciplinary science that combines both psychology and biology, is to examine the complicated question of how and why animals behave the way they do by using techniques and concepts from multiple fields.  By the time they graduate, animal behavior majors will know how to think like scientists. This will include a mastery of the basic skills that underlie the fields of psychology and biology - from critically observing the world around them to formulating basic hypotheses - as well as an understanding of concepts central to the disciplines and how these concepts interact and interrelate. In order to enable students to attain these goals, they will be actively involved in the scientific process. Through active involvement, students will gain an appreciation of not just animal behavior but psychology and biology as a whole.

One of the things that makes the University of New England a unique institution is its focus on learning by doing. The psychology faculty is wholly supportive of this approach as indicated not only by strong student-faculty relationships but also by requiring an internship experience. The animal behavior major further embraces this philosophy by providing research experiences within and outside the classroom learning environment. Research experience is as critical a component of a well-rounded degree as content mastery and provides students with skills that are beneficial throughout their careers after graduation. Through these hands on experiences, students will discover their talents, hone their skills, achieve their goals and become independent, critical thinkers that understand their role in not just the work force but the community in general.

Animal Behavior is an interdisciplinary major offered jointly by faculty from the Department of Psychology and the Department of Biological Sciences. Animal behavior is the scientific study of not only everything an animal does but why it does it. This major is designed for students who are interested in understanding why animals act the way they do on a proximate and ultimate level. An animal behavior major can lead to employment in national parks, research laboratories, veterinary clinics, animal shelters, aquariums or zoos, or academia. Students who are planning on attending a graduate program in this field should be prepared not only to maintain an appropriately high GPA but also to conduct research in a laboratory on campus or at another institution.

Courses previously completed at another accredited college can be transferred to this degree program. Transferred biology and psychology courses must be reasonably close in scope and content to the biology and psychology courses offered at UNE in order to count as exact equivalents. Otherwise, they will transfer as general electives. All Science/Math courses previously completed must be no older than five years. Other restrictions apply. See Undergraduate Admissions also.

A minimum grade of "C-"  must be achieved in all courses used to fulfill the requirements for the Animal Behavior major. See Undergraduate Academic Policy also.

Students will acquire the following skills as they complete their 
Bachelors of Science Degree in Animal Behavior at UNE: 
 
1. Quantitative skills 
1.1 Ability to represent information in a quantitative format 
1.2 Ability to analyze and interpret quantitative information, including graphs and 
statistics 
1.3 Ability to quantitatively manipulate data and information 
 
2. Critical and integrative thinking skills 
2.1 Ability to critique and develop experimental designs and methodology 
2.2 Ability to integrate findings from diverse fields to address a research question or 
develop a testable hypothesis. 
2.3 Ability to read and analyze a primary research paper 
 
3. Research skills 
3.1 Ability to develop a hypothesis and design experiments to test this hypothesis 
3.2 Ability to collect, analyze, and interpret data 
3.3 Ability to perform multiple techniques related to animal behavior research (specific 
techniques may vary, but include: observational learning, biochemical techniques, 
behavioral studies, etc.) 
 
4. Communication skills 
4.1 Ability to present information orally in an organized and understandable manner 
4.2 Ability to communicate scientific information in written format for scientific 
publication 
4.3 Ability to communicate scientific information to the lay public in both oral and 
written format 
 
5. Independent critical thinking skills 
5.1 Ability to defend unique views/approaches/answers to well established phenomenon 
and theories based upon objective evidence 
5.2 Ability to overcome barriers/impediments to learning/research. 
5.3 Ability to find answers to questions that may not be specifically addressed in a course 

The Department of Psychology offers qualified students the option of graduating with Honors in the Research Track. The department does not offer the Scholastic option. See details on the Honors homepage.

Contact:
Dr. Linda Morrison, Chair of Department, lmorrison@une.edu

A student with a major in another area may minor in Animal Behavior with the permission of their academic advisor and the Chair of the Psychology Department. A minimum of eighteen hours of approved course credit with a minimum grade of "C-" is required for the minor in Animal Behavior as follows:

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Applied Exercise Science (AES) program is a student-centered, innovative, comprehensive program designed to develop the knowledge, skills, and abilities required for excellence in the fields of exercise science, sport performance, and health & wellness. The curriculum encourages life-long learning through classroom, laboratory, internship, and research experience. Graduates will become highly effective, compassionate allied health care professionals capable of working with varied populations.

The AES program is designed to provide graduates with the knowledge, skills and abilities necessary to perform pre-participatory screening, fitness testing, exercise prescription, and exercise leadership for healthy, health-compromised populations, and athletic performance enhancement. With a combination of basic science, exercise science and athletic training courses, these students are prepared for career opportunities as an exercise science professional in cardiopulmonary rehabilitation, strength and conditioning, sports medicine, corporate fitness, personal training, and health promotion. Internship settings include: colleges and universities, sport/athletic organizations, hospitals/clinics, private/commercial/community health and fitness facilities, municipalities, corporations, and non-profit organizations. A senior year research option is also available on a selected basis. The Applied Exercise Science program provides a strong foundation for graduate school preparation for allied health programs. 

Program Goals

The goals of the AES program are to prepare students to pass accredited national certification examinations, entry-level employment and graduate school admissions. The goals are compatible with the missions of the Department, College, and University and are attained through the interprofessional curriculum. They are as follows:

1. Prepare students to be competent exercise science professionals.
2. Develop a comprehensive curriculum that meets the demands of the exercise science profession.
3. Contribute to the body of knowledge in exercise science through scholarly and research activities.
4. Provide continuing education opportunities for exercise science professionals.
5. Actively participate in and contribute to professional activities at the department, college, and community (state, regional and national) levels.

National Strength and Conditioning Association - Education Recognition Program Endorsement

The following criteria must be met for admission to the AES program:

• A high school diploma or the equivalent with a better-than-average achievement record in a college preparatory program including: chemistry (must include laboratory); biology (must include laboratory); mathematics (two mathematics courses - algebra required, geometry preferred); English (three years required - four years preferred).        
• Academic transcripts must reflect an overall high school grade point average (GPA) of 2.5, in addition to a GPA of 2.5 in all science and math courses.        
• Scholastic Achievement Test (SAT) scores must be submitted.        
• A health record must be submitted which indicates specific findings regarding applicant's complete physical exam.

Also see Undergraduate Admissions.

Students accepted to the Westbrook College of Health Professions (WCHP) at the University of New England are subject to two sets of academic guidelines, one to meet minimum qualifications for ongoing enrollment at the University of New England and the other to meet specific program requirements.

WCHP Common Curriculum Standards – Semesters One Through Four (Freshman and Sophomore Years)

1. In keeping with the guidelines of the University of New England, all students must achieve a minimum cumulative semester-end grade point average as follows:
    

   Fall of First Year	1.70
   Spring of First Year	1.70
   Fall Of Second Year	1.70
   Spring of Second Year	1.80

2. Failure to maintain the minimum GPA requirements will result in academic probation as described in the Catalog of the University of New England.
3. Students must achieve a minimum grade of “C” in the following courses: MAT 120, CHE 110, PHY 110, BIO 104, BIO 208, BIO 209, BIO 309, EXS 120, EXS 180 and IHS 220. Failure to achieve a “C” will result in program-level probation, and may affect academic progression and delay graduation.
4. Failure to earn a C or above in any of the above courses requires the student to repeat the course.
5. Failure to achieve a C or above a second time the course is taken will result in dismissal from the major.
6. A student may enroll in any of the courses listed above a maximum of two times. Enrollment in a course consists of achieving a WP or WF or a letter grade. Receiving a W in a course is not considered officially enrolled and will not result in academic penalty.

Applied Exercise Science Program Standards – Semesters Four Through Eight (Junior and Senior Years) 
 

1. Once in course work within the major (fall of the junior year and beyond), students must maintain a minimum semester-end grade point average GPA of 2.5.   Failure to do so will result in program–level probation and may affect academic progression and delay graduation. 
2. Students whose semester-end GPA falls below the 2.5 threshold for two consecutive semesters will be dismissed from the program. 
3. Students must achieve a minimum grade of “C” in each EXS and ATC prefix course 
4. Student may only enroll in any course in the major a maximum of two times.  Enrollment in a course consists of achieving a WP or WF or a letter grade.  Receiving a W in a course is not considered officially enrolled and will not result in academic penalty.

INTERNSHIP EXPERIENCE

*The senior-level culminating experience may be either EXS 499 taken as a six-credit field experience internship (taken in the fall or spring) or a two-course sequence of EXS 479 and EXS 489 Research Practicum I and II (taken in the fall and spring). Research Practicum I would involve the preliminary research work (literature review, IRB proposal, etc.) and the student would collect/interpret/present her/his data during Research Practicum II in the spring. EXS 479 and EXS 489 would be three credits each. Each student is required to complete a minimum of 270 hours (45 hours/credit) under the direct supervision of an approved clinical internship site supervisor, averaging between 20-24 hours per week.  

**AES Electives (12 credits):
A minimum of 6 out of 12 credits are required to have an EXS or ATC prefix.  The remaining credits must have a BIO, CHE or PHY prefix.  Elective course substitution per permission from the Exercise and Sports Performance Department Chair.

Upon successful completion of the Applied Exercise Science Program students will:

1. Demonstrate knowledge in the exercise sciences including: anatomy and physiology, exercise physiology, kinesiology and biomechanics, ECG interpretation, exercise testing and prescription, motor learning and nutrition.
2. Demonstrate knowledge of and clinical proficiency in the following content areas for both apparently healthy and chronic disease populations: a) pre-participation screening/ health risk appraisal and stratification, b) fitness assessment and evaluation c) the design of individually tailored exercise prescription, d) appropriate exercise techniques.
3. Recognize the importance of interprofessional collaboration in the delivery of safe, high quality care within the health care system/exercise science field.
4. Demonstrate the ability to communicate effectively in both oral and written formats.
5. Recognize the importance of ethically-grounded care for diverse clients, patients and/or athletes.
6. Successfully challenge entry-level professional certification examinations from the American College of Sports Medicine and/or the National Strength and Conditioning Association.
7. Participate in activities to promote life-long learning and professional development. 

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Department of Mathematical Sciences is an integral part of the strong liberal arts tradition at the University of New England. We believe a student's education is enriched by studying mathematics, and our courses support the College of Arts and Sciences Core Curriculum. Our Applied Mathematics major and minor programs provide a solid foundation in contemporary mathematics which prepares students to pursue further study and careers in the mathematical sciences or mathematics education. The Department’s faculty mentor student research and are active in original scholarship. Through consulting and research collaborations, we are a resource for students and faculty across the University.

The Bachelor of Science in Applied Mathematics provides a well-rounded education in the liberal arts focused on the mathematical sciences and their use to solve quantitative questions in mathematics and many other disciplines. The program places emphasis on mathematical modeling and statistical methods, culminating in a student research project during the senior year. The curriculum integrates technology and theoretical mathematics to give students perspectives on how mathematics is used in research, the sciences, and industry to solve real problems. This major prepares students for advanced study in mathematics, statistics, or related fields, including professional programs in areas such as health care and business. The program also gives students the quantitative skills to support careers in business, industry, finance, government, research, and many other fields. Students looking to double major will find that an Applied Mathematics major complements many science, health science, and business majors, as mathematics is used increasingly in these areas of study.

Courses previously completed at another accredited college can be transferred to this degree program. Transferred mathematics courses must be reasonably close in scope and content to the mathematics courses offered at UNE in order to count as exact equivalents. Otherwise, they will transfer as general electives. All Science/Math courses previously completed must be no older than five years. See Undergraduate Admissions also.

Secondary Education Certification

Students majoring in Applied Mathematics can work toward secondary mathematics teacher certification by selecting all of the EDU secondary education certification courses (listed below) as their electives in order to become middle or high school mathematics teachers.

The program provides future teachers with a background in applied mathematics, extensive coursework in education, and model instruction, which, when combined with the secondary teaching internship, will prepare students to meet the standards for State of Maine teacher certification.

This program is approved by the State of Maine Board of Education.

Refer to Mathematics Placement Procedures for guidelines about mathematics placement.

Students completing the Applied Mathematics major will:

1. use  mathematical reasoning, modeling, and statistical methods to explore, represent, and communicate about quantitative relationships;
2. apply quantitative methods to solve problems in a variety of disciplines;
3. develop proficiency with computer algebra, statistical, and geometric software to investigate mathematical concepts and applications;
4. engage in independent inquiry in an area of interest in mathematics, applied mathematics, or mathematics education;
5. prepare mathematical documents for dissemination in written and presentation formats;
6. gain analytic and technological skills to support careers in mathematics and related areas, and graduate and professional study.

Additionally, students completing the secondary mathematics teacher certification option will develop their abilities to:

1. incorporate mathematics education research into their perspectives on mathematics teaching and learning;
2. draw upon a variety of sources, including textbooks, reference, materials,  professional organizations, and curriculum frameworks to inform their perceptions and practices of mathematics teaching and learning.

The Department of Mathematical Sciences offers qualified students the option of graduating with Honors in the Research Track. The department does not offer the Scholastic option. See details on the Honors homepage.

Contact:  
Dr. Susan Gray, Chair of Department, sgray@une.edu or
Dr. Michael Arciero, marciero@une.edu

Students may earn a mathematics minor by completing a minimum of 6 mathematics courses numbered MAT 120 or above. Only one of the courses MAT 120 or 150 can be applied to a mathematics minor.  Students wishing to declare a mathematics minor must submit a course plan in writing for approval by the Department of Mathematical Sciences faculty. Prior consultation with a mathematics faculty member is encouraged.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The mission of the Department of Society, Culture and Languages is to offer a broad-based liberal arts education with an emphasis on cultural, global, and political dynamics. The department provides a combination of theoretical, scientific, and practical approaches to understanding and solving human problems. Issues of gender, race, class, and culture as well as hands on learning are emphasized throughout the curriculum. Our goal is to graduate students with marketable skills that prepare them for entry-level positions in social services or for graduate study in related areas.

The Bachelor of Arts in Applied Social and Cultural Studies is an interdisciplinary degree which allows students to integrate coursework from sociology, anthropology, political science, psychology, communications and other related fields of study. The major core emphasizes social science methods and ways of knowing while introducing students to a variety of social science disciplines. Within the Applied Social and Cultural Studies degree, students will also pursue a concentration in one of the three particular content areas.

See Undergraduate Admissions.

Applied Concentrations

After taking the course required by the major the student will select one of the three areas of concentration. A minimum of four (4) courses must be taken in the student's selected concentration for a total of twelve credits. At least two of these courses must be at the 300 or 400 level. A maximum of one humanities course (ENG, REL, HIS, PHI) can be counted toward the concentration.

Health, Medicine and Society

This concentration is for students interested in pursuing a career in public health, health administration, mental health and related fields, as well as students interested in pursuing graduate work in public health, medical sociology, medical anthropology and more. Courses examine the phenomenon of health, illness, disability and mental health issues; the organization and delivery of healthcare; the production of medical knowledge and alternative health systems. Students in this concentration are well prepared to advance to graduate study in public health, community services and a variety of other health and service related fields.

Society, Human Services and Society

This concentration is for students interested in careers in business, social work, social policy, human services administration, community development, education and more. Courses focus on helping students to understand the communities, institutions and constituents that are involved in community service and development. Concentration courses focus on content, process and application in the community. Students are thus well prepared to advance to graduate study in social work and community studies.

Law, Crime and Society

This concentration is for students interested in pursuing a career in the criminal justice system, social services and related fields, or for students interested in pursuing graduate work in criminology and related fields or who are planning on attending law school. Course work introduces students to criminological justice system. Courses explore how society defines and responds to crime as they also examine the relevance of social class, race, gender and age. As a result, students are well prepared to advance to graduate study, law school or other professions within the legal field.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

1. The Social Sciences Perspective
   Students will be able to:
   • describe the differences between different perspectives in the social sciences as they are applied to social phenomena.
2. Social Science Theory
   ​Students should be able to:
   • describe the role of theory in building knowledge.
   • compare and contrast different theoretical perspectives.
   • apply these theories to social conditions.
3. The Nature of Evidence in the Social Sciences
   Students should be able to:
   • identify the basic methodological approaches in building knowledge grounded in the social sciences.
   • compare and contrast various research methodologies.
   • design and complete a written research project.
   • critically assess published research.
4. Data analysis.
   ​Students should be able to:
   • understand the role of data analysis in building knowledge and testing theory.
   • use computer software for statistical analysis.
   • understand appropriate statistical techniques.
   • draw valid conclusions from the data analysis.
5. How cultural and social structures operate.
   ​Students should be able to:
   • describe different social institutions and their various influences on the individual.
   • explain how the aforementioned institutions are interrelated.
   • evaluate them using social science theory.
6. The diversity of human societies.
   ​Students should be able to:
   • describe the significance of variation by race, class, gender, religion and age.
   • explain patterns and variations using social science theory theory.
   • justify policy recommendations to address social inequalities.
7. Communicate effectively.
   Students should be able to:
   • produce well written papers that clearly express knowledge grounded in the social sciences.
   • clearly express such knowledge in verbal presentations.
   • demonstrate critical thinking.

Biology is an exploration of the living world that underscores and explains the unity and diversity of life. But it is also a truly human endeavor in that it affects us all. Because we live at this time in human history – at the beginning of what many believe to be a biological age – students must be able to apply biological concepts to the wide array of problems and choices they inevitably face.

Students who major in biology programs become familiar with all levels of biological organization from molecules to ecosystems, and gain practical experience in both laboratory and field studies.  Small classes enable the faculty to adopt an approach to learning that stresses how different subjects are related to each other, facilitates critical thinking, and encourages a collaborative approach to learning between students and faculty.  Professors want students to experience the excitement and to see the applications of biology as well as appreciate science as a way of knowing about the world around them.  In addition, the biology program stresses the importance of field opportunities, research experience and experiential learning.  The department also offers a graduate degree in Biological Sciences (master level) which is detailed in the graduate portion of this catalog. 

The Aquaculture and Aquarium Sciences major provides students the opportunity to develop analytical skills in biology and business, and technical skills in the culture and maintenance of marine and freshwater organisms. Students who successfully complete the program should satisfy employment needs in the fields of marine and freshwater aquaculture and in the educational, maintenance and design needs of local, regional and national aquarium museums and businesses. Students who choose to go into graduate programs in these fields should be prepared to do so after maintaining an appropriate GPA in this program.

Courses previously completed at another accredited college can be transferred to this degree program. Transferred biology courses must be reasonably close in scope and content to the biology courses offered at UNE in order to count as exact equivalents. Otherwise, they will transfer as general electives. All Science/Math courses previously completed must be no older than five years. Other options and restrictions apply. See Undergraduate Admissions also.

Pre-Health Professions Advisory Committee

The Pre-Health Professions Advisory Committee (PHPAC) consists of staff and faculty members of the College of Arts and Sciences.  The major function of this committee is to draft letters of evaluation for students applying to health professions programs such as Medical, Dental and Veterinary schools.  Interested students should view our web page for information regarding the protocol for obtaining a PHPAC letter of evaluation.

The expected learning outcomes for students graduating with a bachelor of science degree from the Department of Biology include:

A.  Knowledge of fundamental principles in biology, relevant concepts in mathematics and the physical sciences, and the ability to apply this knowledge to the critical analysis of new biological information, in the following areas.

Molecular and Cellular Basis of Life - including cell structure, metabolism, heredity, reproduction.

• Organismal Diversity - including organismal structure and function, hierarchy of organization, and the evolution of life.
• Interrelations of Organisms and their environment - including abiotic and biotic interactions, biogeochemical cycles; ecosystems and their dynamics, and human actions and interventions.

B.  Understanding of the process of science, as well as demonstrated competency in biological research, with a particular emphasis on:

• The scientific method, including observational, comparative and experimental approaches and the tools utilized.
• A critical reading of the primary scientific literature.
• Data analysis, interpretation and the communication of scientific results (including oral presentations and scientific report writing).

C. Appreciation for the relevance of the biological sciences to real-world issues, including:

• Familiarity with avenues and applications of current and future research as well as the careers that use them.
• Bioethical issues and their biological and social basis.
• Recognition of the civic responsibility to share knowledge and to apply expertise to the improvement of human and environmental health.

The Department of Biology offers qualified students the option of graduating with Honors in the Research Track. The department does not offer the Scholastic option. See details on the Honors homepage.

Contact:    
Dr. Lei Lei
llei@une.edu

A biology minor requires 6 biology courses, including the introductory biology series. In particular, department of biological sciences majors who wish to take a biology minor must select 4 additional courses beyond those required for their major. No biology courses can satisfy both the major and minor requirements except for the introductory 100-level courses.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

A minimum grade of C- must be achieved in all science and mathematics courses used toward graduation in any of the programs in the Department of Biological Sciences. A 2.00 cumulative average in sciences is a requirement for graduation in any of the programs in the Department of Biological Sciences.

The Arts and Communications Department is staffed by a community of professional artists with national reputations. The mission of the faculty is to nurture and encourage students' individual growth, development and expression while preparing them to pursue a professional career.  After a firm grounding in the foundations, students are mentored in the development of an original body of work in their preferred medium.

The Arts and Communications Department in collaboration with the Department of Education offers a Bachelor of Arts degree in art education. Staffed by professional scholars and artists with national reputations, students learn the theory and practice of education as well as effective educational strategies that prepare them as elementary and secondary teachers. Through in-depth study in the studio, culminating in an exhibition of their personal work developed in the Studio Concentration Seminar students will gain a strong understanding of the artistic process and their own expressive capabilities. Students will leave the program as skilled and confident advocates for the arts with Maine state teaching certification (levels K-12) in the visual arts.

Learning outcomes for the Art Education Program conform to the Maine Department of Education Teacher Certification Objectives listed below. Additionally the Studio Art component of the program has its own guidelines and specific outcomes in the list following the MDE standards.

Teacher Certification Objectives
Maine Department of Education Chapter 114

Standard One: Learner Development: The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard Two: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.

Standard Three:  Learning Environments: The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.

Standard Four:  Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners

Standard Five:  Innovative Applications of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.

Standard Six:  Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.

Standard Seven:  Planning for Instruction: The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard Eight:  Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Standard Nine:  Reflection and Continuous Growth: The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students,  families,  and  other  professionals  in  the  learning  community),  and adapts practice to meet the needs of each learner.

Standard 10:  Collaboration: The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Standard   11:   Technology Standards for Teachers - (NETS.T): Effective teachers model and apply the National Educational Technology Standards for   Students   (NETS•S)   as   they   design,   implement,   and   assess   learning experiences  to  engage  students  and  improve  learning;  enrich  professional practice;   and   provide   positive   models   for   students,   colleagues,   and   the community. All teachers will meet the following standards and performance indicators.

A student with a major in another department may minor in art with the permission of the Arts and Communications department chair. Eighteen credits hours as indicated below is required:  

A student with a major in another department may minor in Art Therapy with the permission of the  Arts and Communications department chair or the Psychology department chair. Twenty-one credit hours** as indicated below are required: 

**Because of the pre-requisite for PSY 410, students are required to take 21 credits to complete this minor. Courses may not be used to fulfill both major and minor requirements.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Departments of Arts and Communications, and Psychology jointly offer a Minor in Art Therapy. Art Therapy in a burgeoning field that draws from the disciplines of psychology, art, and other creative process to promote healing and overall well-being for individuals with mental and physical disabilities. The minor provides a basic foundation for continued study or for work in community art programs and organizations where art is used as part of the therapeutic process.  The permission of the chair in either Arts and Communications or Psychology is required.

The minor in Art Therapy requires a total of 21** credits - 12 from the Psychology Department and 9 from the Arts and Communications Department. Courses may not be used to fulfill both major and minor requirements.

**Because of the pre-requisite for PSY 410, students will need to take 21 credits to complete this minor as opposed to 18 which is common for most minors. However, it is important to note that PSY 105 is already a requirement for Psychology majors and all WCHP majors.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Arts and Communications Department is staffed by a community of professional artists with national reputations. The mission of the faculty is to nurture and encourage students' individual growth, development and expression while preparing them to pursue a professional career.  After a firm grounding in the foundations, students are mentored in the development of an original body of work in their preferred medium.

Major Description

The Arts and Communications Department offers a Bachelor of Arts in Art and Design Media.

The Art and Design Media course of study develops intellectual curiosity and critical thinking skills through an active hands-on curriculum taught by professional scholars and artists. While imparting foundational expressive skills in traditional art media, the program encourages students to expand their conceptual and perceptual capabilities and receive training in current technological media that both support the traditional arts and are essential tools in contemporary society.

Developing connections between their personal experience and art, science, social science, and the environment is an important part of the program and is emphasized in a year-long concentration seminar experience (required of all majors) where students choose an area of focus ranging from traditional arts such as painting and ceramics to video production.  Majors will gain a strong understanding of the creative process and their own expressive capabilities culminating in an exhibition of their personal creative work. Whether planning a career in the arts or developing innovative interdisciplinary work in a double major, the Art and Design Media program will build diverse strengths and skills for the 21st century student.

Program Description

The Art and Design Media program stresses students' acquisition of skills that represent appropriate professional practices and a clear understanding of how to evaluate their own work for accuracy, expression and clarity. Among these skills students will develop experience in and knowledge of:

• Creative and compositional methods across media.
• The creative process starting from initial sketches and outlines to the finished work. Problem solving is intrinsic to this process.
• The development of their personal voice through intensive study in the senior capstone year.
• The link between concept and media.
• Art history with an emphasis on contemporary practice in Western and Non-Western worlds.
• Critical thinking and aesthetic assessment both verbal and written.

The program provides students with hands on experience with the tools and latest technologies used in the arts professions in which they will work. They study and learn to:

• Appreciate, understand and utilize methods of craftmanship in a variety of media.
• Develop their knowledge and abilities in graphic and web design, commercially viable skills with broad applicability.
• Develop working knowledge of the gallery and museum world.

Students are encouraged to link their study of art with other disciplines and have the opportunity to create work that expresses their personal backgrounds and interests. The 36 credits required of an art media major allows them the possibility to double major in English, History, Liberal Studies, Political Science, Math or Psychology, along with the proposed co-major in Documentary Studies.

Students can also take (3 credit) internships in art and/or communications organizations as part of their course of study. Faculty will work with interested students to facilitate this option.

See Undergraduate Admissions.

See Undergraduate Admissions.

Suggested Progression for Art and Media Majors

1. The program will stress the student’s acquisition of skills that represent appropriate professional practices as well as a clear understanding of how to evaluate their own work for accuracy, expression and clarity. Among these skills students will develop experience in and knowledge of:
   • Creative and compositional methods across media.
   • The creative process starting from initial sketches and outlines to the finished work. Problem solving is intrinsic to this process.
   • The development of their personal voice through intensive study in the senior capstone year.The link between concept and media.
   • Art history with an emphasis on contemporary practice in Western and Non-Western worlds.
   • Critical thinking and aesthetic assessment both verbal and written.
2. Courses in the creative arts introduce understanding of materials, processes and their application. The program will provide students with hands on experience with the tools and latest technologies used in the arts professions in which they will work.
   • They will study and learn to:
     • Appreciate, understand and utilize methods of craftsmanship in a variety of media.
     • Develop their knowledge and abilities in graphic and web design, commercially viable skills with broad applicability.
     • Develop working knowledge of the gallery and museum world.
3. Students will be encouraged to link their study of art with other disciplines and have the opportunity to create work that expresses their personal backgrounds and interests. The number of credits required of an art media major will allow them the possibility to double major in English, History, Liberal Studies, Political Science, Math, Psychology, along with the proposed Co-Major in Documentary Studies.
   • Students can also take internships in art and/or communications organizations as part of their course of study. Faculty will work with interested students to facilitate this option.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The mission of the Athletic Training Education Program at the University of New England is to provide a comprehensive curriculum designed for individuals who want to enhance the quality of health care for active persons and to advance the profession of athletic training through education and research in the prevention, evaluation, management, and rehabilitation of injuries.

This degree program is designed for students who want to work to improve individual and team wellness and health. The curriculum in this program combines the study of anatomy and other health-related sciences with the art of preventing, managing, and rehabilitating athletic and orthopaedic injuries. Students are provided with a thorough understanding of the effects of sport and sport-related injuries on the individual performer through a series of classroom (didactic) and field (clinical) experiences both on- and off-campus.

The UNE Athletic Training Program is an undergraduate program accredited by the Commission on Accreditation of Athletic Training Education (CAATE).

Admission to the Pre-Professional Phase of the program follows the general undergraduate admissions criteria.  See Undergraduate Admissions for details concerning these requirements.

The following criteria must be met for a student to be eligible for admission into the pre-professional phase of the athletic training education program:

1. A high school diploma or the equivalent with a better-than-average achievement record in a college preparatory program including: chemistry (must include laboratory); biology (must include laboratory); mathematics (two mathematics courses - algebra required, geometry preferred); English (three years required - four years preferred).
2. Academic transcripts must reflect an overall high school grade point average (GPA) of 2.5, in addition to a GPA of 2.5 in all science and math courses.
3. Scholastic Achievement Test (SAT) scores must be submitted.
4. A health record must be submitted which indicates specific findings regarding applicant's complete physical exam.
5. Complete the Common Application.

The Athletic Training Education Program employs a competitive secondary admissions process at the end of the fall semester in the second year (pre-professional phase).   Athletic training education accreditation standards mandate that admission to the professional phase of the program be criteria-based. Therefore, meeting the coursework requirements does not guarantee a student admission into the professional phase of the program. The number of students admitted to the professional phase of the program on an annual basis is dictated by the number of available field experience sites and may vary slightly from year to year.  Please contact the program director for additional information

The following criteria must be met for a student to be eligible for admission into the professional phase of the athletic training education program (ATEP):

1. Minimum cumulative UNE GPA of 2.5.
2. Minimum academic standing of first -semester sophomore.
3. Completion of BIO 208 and BIO 209 with a grade of C or better in each course.
4. Completion of a minimum of 40 observational  hours under the supervision of a Certified Athletic Trainer in a traditional setting (i.e., high school or college).
5. Successful completion of yearly OSHA-required bloodborne pathogens safety training.
6. Regular attendance at ATEP meetings and presentations.
7. Completion of the Professional Phase Application and formal interview with program faculty .
8. Proof of full compliance with Westbrook College of Health Professions' Immunization Requirements.
9. Proof of full compliance with the ATEP Technical Standards.
10. Proof of current certification in Emergency Cardiac Care* that includes a minimum of the following:
    • Adult & Pediatric CPR
    • AED
    • 2nd Rescuer CPR
    • Airways Obstruction
    • Barrier Devices (e.g., pocket mask, bag valve mask)
    • *Courses that meet the minimum requirement include, but are not limited to, American Heart Association ACLS, American Heart Association BLS Healthcare Provider, and American Red Cross CPR/AED for the professional rescuer.
11. Proof of current certification in Basic First Aid** that includes aminimum of the following:
    • Burns & Wounds
    • Splinting & Bone/Joint Injuries
    • Sudden Illness
    • Shock
    • Controlling Bleeding
    • Head/Neck/Back Injuries
    • Heat/Cold Emergencies
      * Courses that meet the minimum requirement include, but are not limited to, American Red Cross First Aid Basics.
12. All students transferring into the ATEP must meet all admissions requirements and complete the entire professional phase of the program.

See Undergraduate Admissions for details concerning first year admissions requirements.

Students will be retained within the Athletic Training Education Program providing the following criteria are maintained throughout the undergraduate experience:

1. Minimum requirements for successful progression in years one and two as outlined in the UNE undergraduate Catalog must be met.
2. Students must achieve a minimum grade of "C" in the following courses: MAT 120, CHE 110, BIO 104, BIO 208, BIO 209, IHS 220 BIO 309. Failure to achieve a "C" will result in program-level probation, and may affect academic progression. 
3. Students may enroll in any course in the WCHP Common Curriculum a maximum of two times. The second time enrolled in a course, a student must achieve a minimum grade of "C". 
4. Students enrolled in the Professional Phase of the ATEP must maintain a minimum cumulative semester GPA of 2.5.
5. Students enrolled in the Professional Phase of the ATEP must maintain a minimum grade of "C" in each required course. Students may enroll in required courses in the Professional Phase a maximum of two times regardless of the final grade, including "W", "WP" or "WF".

The Athletic Training Education Program at the University of New England is a rigorous and intense program that places specific requirements and demands on the students enrolled in the program. An objective of this program is to prepare graduates to enter a variety of employment settings and to render care to a wide spectrum of individuals engaged in physical activity. The technical standards set forth by the Athletic Training Education Program establish the essential qualities considered necessary for students admitted to this program to achieve the knowledge, skills, and competencies of an entry-level athletic trainer, as well as meet the expectations of the program's accrediting agency (Commission on Accreditation of Athletic Training Education [CAATE]). The following abilities and expectations must be met by all students admitted to the Athletic Training Education Program.

Compliance with the program's technical standards does not guarantee a student's eligibility for the Board of Certification (BOC) entry-level certification examination.

Candidates for selection to the Athletic Training Education Program must demonstrate:

1. The mental capacity to assimilate, analyze, synthesize, integrate concepts and problem solve to formulate assessment and therapeutic judgments and to be able to distinguish deviations from the norm.
2. Sufficient postural and neuromuscular control, sensory function, and coordination to perform appropriate physical examinations using accepted techniques; and accurately, safely and efficiently use equipment and materials during the assessment and treatment of patients.
3. The ability to communicate effectively and sensitively with patients and colleagues, including individuals from different cultural and social backgrounds; this includes, but is not limited to, the ability to establish rapport with patients and communicate judgments and treatment information effectively. Students must be able to understand and speak the English language at a level consistent with competent professional practice.
4. The ability to record the physical examination results and a treatment plan clearly and accurately.
5. The capacity to maintain composure and continue to function well during periods of high stress.
6. The perseverance, diligence and commitment to complete the athletic training education program as outlined and sequenced.
7. Flexibility and the ability to adjust to changing situations and uncertainty in clinical situation.
8. Affective skills and appropriate demeanor and rapport that relate to professional education and quality patient care.

Candidates for selection to the Athletic Training Education Program will be required to certify with the ATEP director that they have read, understand and meet these technical standards or that they believe that, with certain accommodations, they can meet the standards. Please see Disability Services for more information.

Every graduate from the UNE Athletic Training Education Program will be able to:

1. Successfully challenge the athletic training entry-level Board of Certification (BOC) examination;
2. Demonstrate knowledge of and clinical proficiency in all five domains of athletic training: 1) injury/illness prevention and wellness protection, 2) clinical evaluation and diagnosis, 3) immediate and emergency care, 4) treatment and rehabilitation, and 5) organizational and professional health and well-being;  
3. Articulate the importance of interprofessional collaboration in the delivery of high-quality athletic health care;
4. Communicate effectively with peers and the general public about athletic training as a career and a discipline;
5. Provide evidence-based, clinically-relevant care to athletes and the physically active; and
6. Examine athletic training practice utilizing ethical, legal, and regulatory decision-making frameworks in accordance with the National Athletic Trainers’ Association Code of Ethics. 

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Chemistry and physics are fundamental sciences that touch every aspect of our lives and the world around us. Chemistry is the study of matter: its chemical and physical properties, the chemical and physical changes it undergoes, and the energy changes that accompany those processes. Chemistry often is referred to as the central science; it rests upon the foundation of mathematics and physics and in turn is the essential basis for the life sciences such as biology and medicine. Chemistry is largely an experimental science, and has applications in such diverse areas of research as the development of new drugs, the search for solutions to problems of environmental pollution, and the derivation of alternative energy sources. Much cutting-edge research in biology and medicine is being carried out at the level of atoms and molecules, the particles of matter upon which the study of chemistry is based.

Physics, too, is the study of matter and energy, viewed from a different perspective. To understand living systems and the universe in which we live requires an understanding of the chemical and physical principles that operate within them.

In addition to offering majors in chemistry, chemistry/secondary education, biochemistry and laboratory science, and a minor in chemistry, the department fills a significant role for students in other programs through its introductory courses in chemistry and physics.  The department also administers the pre-pharmacy program.  Because of the fundamental roles of chemistry and physics in the biological, environmental, and health sciences, students in these programs benefit from the conceptual, quantitative, problem-solving, and communication skills stressed in the introductory courses, which form the foundation for later courses in the students' majors.

The bachelor of science degree in biochemistry, with its balanced curriculum, assures that each student will achieve a substantial foundation in the other major chemical subdisciplines, including analytical chemistry, organic chemistry, inorganic chemistry, and physical chemistry. This major is a good choice for students who are especially interested in studying the applications of chemistry in biological systems. With appropriate choice of courses, graduates will be prepared for entry into graduate programs in chemistry, biochemistry, medicine, dentistry, veterinary medicine, and many other fields that rely on chemistry as a fundamental science. Students wishing to enter the job market immediately after completion of their degree program have available to them a wide range of career opportunities in both the public and private sectors. Graduates will be especially well-prepared for entry-level positions in the rapidly growing biotechnology industry.

Preferred conditions for entry into the biochemistry major are completion of at least three years of high school mathematics and three years of high school science, including biology, chemistry and physics. See Undergraduate Admissions also.

A minimum grade of C- must be achieved in all required science and mathematics courses used toward graduation in biochemistry, and a 2.00 cumulative grade-point average in the sciences is a requirement for graduation.

• Students will be able to describe and apply advanced biochemical information and concepts.
• Students will be able to demonstrate proficiency in safe and ethical laboratory practices and use of instrumentation standard to the discipline.
• Students will be able to clearly communicate biochemical information in both oral and written forms.
• Students will be able to work collaboratively in various team settings.
• Students will be able to compete successfully for placement in graduate programs or employment relevant to the field of study.

The Department of Chemistry & Physics offers qualified students the option of graduating with Honors in the Research Track. The department does not offer the Scholastic option. See the Honors Program home page for application details.

Contact: Dr. Stephen Fox (Chair), sfox4@une.edu
                     Dr. Deena Small, dsmall1@une.edu

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Biology is an exploration of the living world that underscores and explains the unity and diversity of life. But it is also a truly human endeavor in that it affects us all. Because we live at this time in human history – at the beginning of what many believe to be a biological age – students must be able to apply biological concepts to the wide array of problems and choices they inevitably face.

Students who major in biology programs become familiar with all levels of biological organization from molecules to ecosystems, and gain practical experience in both laboratory and field studies. Small classes enable the faculty to adopt an approach to learning that stresses how different subjects are related to each other, facilitates critical thinking, and encourages a collaborative approach to learning between students and faculty. Professors want students to experience the excitement and to see the applications of biology as well as appreciate science as a way of knowing about the world around them. In addition, the biology program stresses the importance of field opportunities, research experience and experiential learning. The department also offers a graduate degree in Biological Sciences (master level) which is detailed in the graduate portion of this catalog. Visit our graduate programs page for details.

Biological Sciences major provides a broad background for students interested in biology. The program is flexible, thereby permitting the student latitude in the area of emphasis. A goal of the major is to provide students with the necessary background for entry-level career positions and graduate study. The major is particularly suited to students interested in the overall field of biology but not wishing to specialize in one of the other majors. It prepares students for advanced study in a variety of graduate programs.

The department offers Biological Sciences majors the opportunity to select all of the EDU secondary education certification courses (listed below) as their electives in order to become middle or high school teachers (grades 7 - 12) in the area of life science.

Courses previously completed at another accredited college can be transferred to this degree program. Transferred biology courses must be reasonably close in scope and content to the biology courses offered at UNE in order to count as exact equivalents. Otherwise, they will transfer as general electives. All Science/Math courses previously completed must be no older than five years. Other options and restrictions apply. See Undergraduate Admisssions also.

Additional Guidelines

No BIO 100 level courses or Genetics (BIO 200) fulfills any of the Biology Area requirement courses.

BIO 230, BIO 290, BIO 415 or BIO 450/451, may fulfill Biology Area requirements depending on subject matter and advisor permission.

Secondary Education Certification

The department offers Biological Sciences majors the opportunity to select all of the EDU secondary education certification courses (listed below) as their electives in order to become middle or high school teachers (grades 7 - 12) in the area of life science. While providing a solid foundation in the biological sciences, this program includes extensive coursework in education, which, when combined with the secondary teaching internship, will meet standards for State of Maine teacher certification upon completion of the degree program. This program is approved by the State of Maine Board of Education.

See Education Department for more details.

The Pre-Health Professions Advisory Committee

The Pre-Health Professions Advisory Committee (PHPAC) consists of staff and faculty members of the College of Arts and Sciences. The major function of this committee is to draft letters of evaluation for students applying to health professions programs such as Medical, Dental and Veterinary schools. Interested students should view our web page for information regarding the protocol for obtaining a PHPAC letter of evaluation.

The expected learning outcomes for students graduating with a bachelor of science degree from the Department of Biology include:

A.  Knowledge of fundamental principles in biology, relevant concepts in mathematics and the physical sciences, and the ability to apply this knowledge to the critical analysis of new biological information, in the following areas.

• Molecular and Cellular Basis of Life - including cell structure, metabolism, heredity, reproduction.
• Organismal Diversity - including organismal structure and function, hierarchy of organization, and the evolution of life.
• Interrelations of Organisms and their environment - including abiotic and biotic interactions, biogeochemical cycles; ecosystems and their dynamics, and human actions and interventions.

B.  Understanding of the process of science, as well as demonstrated competency in biological research, with a particular emphasis on:

• The scientific method, including observational, comparative and experimental approaches and the tools utilized.
• A critical reading of the primary scientific literature.
• Data analysis, interpretation and the communication of scientific results (including oral presentations and scientific report writing).

C. Appreciation for the relevance of the biological sciences to real-world issues, including:

• Familiarity with avenues and applications of current and future research as well as the careers that use them.
• Bioethical issues and their biological and social basis.
• Recognition of the civic responsibility to share knowledge and to apply expertise to the improvement of human and environmental health.

The Department of Biology offers qualified students the option of graduating with Honors in the Research Track. The department does not offer the Scholastic option. See details on the Honors homepage.

Dr. Lei Leil
lei@une.edu

A biology minor requires 6 biology courses, including the introductory biology series.  In particular, department of biology majors who wish to take a biology minor must select 4 additional courses beyond those required for their major. No biology courses can satisfy both the major and minor requirements except for the introductory 100-level courses.

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

A minimum grade of C- must be achieved in all science and mathematics courses used toward graduation in any of the programs in the Department of Biology. A 2.00 cumulative average in sciences is a requirement for graduation in any of the programs in the Department of Biology.

The mission of the Department of Business is to provide competent, supportive faculty and to offer relevant curricula that will help prepare students to cope with and thrive in an ever-changing world. More specifically, the department strives:

• to prepare students for ethically and socially responsible roles in business, the communications professions and society;
• to develop in students the ability to recognize, analyze, and solve problems;
• to help students achieve their personal and career goals; and
• to prepare students for entry-level positions in either the private or public sector and/or to prepare students for coursework at the graduate level.

The bachelor of science degree in business administration is designed to supplement the University's liberal arts core curriculum. In particular, its goals are:

• to facilitate students' acquisition of a basic business knowledge base in the functional areas of business including, but not limited to, accounting, business law, economics, finance, management, and marketing;
• to facilitate students' acquisition of technical skills and competencies in computer information systems and quantitative techniques;
• to provide professional job search and experience;
• to facilitate students' ability to integrate their knowledge of the functional areas of business with their technical skills and competencies and their professional experiences and to apply that knowledge and those skills.

All degree programs offered by the Department of Business are accredited by The New England Association of Schools and Colleges (NEASC).  The Business Administration Degree Program in the Department of Business and Communications is additionally accredited by the Accreditation Council for Business Schools and Programs (ACBSP).

See Undergraduate Admissions.

See Undergraduate Admissions.

1. Business majors must earn a minimum of a 2.0 GPA ("C") in all Business Core required courses and all business elective courses.
2. Business minors must earn a minimum of a 2.0 GPA ("C") in all four required courses and the two business elective courses.

1. Demonstrate foundational knowledge in accounting, economics, finance, management, and marketing by applying concepts and theories appropriately. 
2. Demonstrate effective skills in written and oral communications using appropriate technologies.
3. Demonstrate an ability to integrate the concepts of the core areas of business.
4. Demonstrate awareness to the importance of the ethical requirements of business activities.
5. Demonstrate an ability to conduct methodological, secondary research into business issues, which may relate to general business or to a specific business function, which requires familiarity with a range of data, research sources and appropriate methodologies.

Concentration Learning Outcomes

The Management Concentration covers the organizational, operational and sales aspects of management, as well as introduces non-profit management techniques.

Upon completing the concentration in Management, students will be able to:

1. Demonstrate an ability to apply general Management know-how in practical business situations.
2. Develop an understanding of business that reflects the moral responsibility of management to all relevant stakeholders and the natural environment.
3. Understand the nature and dynamics of social behavior relating to organizational performance in order to develop strategies to become effective in organizations.

The Marketing Concentration focuses on developing strategic and tactical marketing skills, including those used in both digital media and global environments.

Upon completing the concentration in Marketing, students will be able to:

1. Develop an understanding of how marketing initiatives by business and not-for-profit organizations impact society and the economy.
2. Demonstrate knowledge of the strategic and tactical use of the primary decision making areas of marketing used by organizations.
3. Demonstrate knowledge of traditional and digital channels of distribution.
4. Understand the uses of traditional and digital promotional methods.
5. Understand the strategic importance of global marketing and be able to develop tactics for an organization’s global marketing thrusts.

The Economics Concentration focuses on understanding the impact of the economy on individuals, society and global business development.

Upon completing the concentration in Economics, students will be able to:

1. Develop an understanding of economic thought regarding the incentives.
2. Demonstrate the conditions under which the market allocates resources efficiently and under what conditions it fails to produce socially optimal outcomes.
3. Demonstrate the assumptions and limitations of the neoclassical school of thought reflected in both micro and macroeconomic models.
4. Understand the key concepts in macroeconomic analysis and be able to demonstrate how they are impacted by external events and policy using the Keynesian model.
5. Understand the factors that have determined productivity trends in the history of U.S. economy development with reference to theory and empirical data.

The International Business Concentration focuses on understanding the role that cultural differences, globalization and worldwide trends play in the global marketplace.  A semester abroad is required.

Upon completing the concentration in International Business, students will be able to:

1. Demonstrate detailed familiarity with the impact of the global economy on US businesses and organizations, utilizing appropriate terminology and concepts.
2. Demonstrate comprehension of cultural differences in the conduct of business and/or daily life within major global markets during a study abroad experience.
3. Demonstrate global awareness through an understanding of international business concepts and trends and an ability to internationalize domestically developed business methods and practices.

The Sustainable Entrepreneurship Concentration focuses on applying the concepts of sustainability to the creation of a new venture with triple bottom line responsibility and ecological value.

Upon completing the concentration in the Sustainable Entrepreneurship, students will be able to:

1. Demonstrate an understanding and the application of the concepts of sustainability and sustainable entrepreneurship and distinguish sustainable entrepreneurship from traditional economic entrepreneurship as well as from social entrepreneurship.
2. Evaluate and articulate the rewards and risks of undertaking sustainable entrepreneurship by measuring the economic, social and environmental risks and rewards (triple bottom line) of a new venture and measuring and comparing the short-term economic risks and returns of the venture with the long-term expected benefits.
3. Demonstrate knowledge of the ecological problems facing local and global communities as well as the ability to recognize business opportunities for entrepreneurs that arise as a result of the trend of identifying and resolving those ecological problems; Undertake this demonstration by applying those skills necessary to investigate and evaluate all the various aspects of the business and policy environment that have an impact on sustainable entrepreneurship decisions, including an evaluation of corporate behavior in the context of sustainability.

The Health Sector Management Concentration focuses on understanding how U.S. healthcare policy and systems impact business in the health sector.

Upon completing the concentration in Health Sector Management, students will be able to:

Minor in Business Administration

A student with a major in another department may, with the permission of the Business and Communications Department Chair, minor in Business Administration.

Minor in Economics

A student with a major in another department may, with the permission of the Business and Communications Department Chair, minor in Economics.

1. Develop an understanding of economic thought regarding the incentives faced by individuals and how incentives resolve in real world situations.
2. Demonstrate the conditions under which the market allocates resources efficiently and under what conditions it fails to produce socially optimal outcomes.
3. Demonstrate the assumptions and limitations of the neoclassical school of thought reflected in both micro and macroeconomic models.
4. Understand the key concepts in macroeconomic analysis and be able to demonstrate how they are impacted by external events and policy using the Keynesian model.
5. Understand the factors that have determined productivity trends in the history of U.S. economy development with reference to theory and empirical data.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Chemistry and physics are fundamental sciences that touch every aspect of our lives and the world around us. Chemistry is the study of matter: its chemical and physical properties, the chemical and physical changes it undergoes, and the energy changes that accompany those processes. Chemistry often is referred to as the central science; it rests upon the foundation of mathematics and physics and in turn is the essential basis for the life sciences such as biology and medicine. Chemistry is largely an experimental science, and has applications in such diverse areas of research as the development of new drugs, the search for solutions to problems of environmental pollution, and the derivation of alternative energy sources. Much cutting-edge research in biology and medicine is being carried out at the level of atoms and molecules, the particles of matter upon which the study of chemistry is based.

Physics, too, is the study of matter and energy, viewed from a different perspective. To understand living systems and the universe in which we live requires an understanding of the chemical and physical principles that operate within them.

In addition to offering majors in chemistry, chemistry/secondary education, biochemistry and laboratory science, and a minor in chemistry, the department fills a significant role for students in other programs through its introductory courses in chemistry and physics. The department also administers the pre-pharmacy program. Because of the fundamental roles of chemistry and physics in the biological, environmental, and health sciences, students in these programs benefit from the conceptual, quantitative, problem-solving, and communication skills stressed in the introductory courses, which form the foundation for later courses in the students' majors.

The bachelor of science degree in chemistry stresses the important fundamental aspects of the discipline, including analytical chemistry, biochemistry, organic chemistry, inorganic chemistry, and physical chemistry. Classroom work in each of these essential areas is complemented with laboratory exercises designed to illustrate important chemical principles and provide students with hands-on experience in the important classical and instrumental techniques of chemistry. While the chemistry core courses provide both depth and breadth in the basic areas of chemistry, students also have the opportunity to study selected areas of modern chemistry more intensively in advanced elective courses and in undergraduate research. The department's courses stress the integration of theory and experiment, the development of critical thinking and problem solving skills, and the cultivation of oral and written communication skills. The department's faculty members are highly committed to undergraduate education in general and undergraduate research in particular. One of the strengths of the department's programs is the opportunity it provides for students to become involved in undergraduate research in collaboration with a faculty mentor.

The curriculum is designed to meet the requirements of the American Chemical Society Committee on Professional Training. Students will be well prepared for entry into a variety of laboratory positions or for entry into graduate programs in many areas of science. Chemistry graduates typically are very well prepared for entry into professional programs such as medical, dental, or veterinary schools. The department is well equipped with modern laboratory instrumentation, available to students in laboratory courses and research projects.

Preferred conditions for entry into the chemistry major are completion of at least three years of high school mathematics and three years of high school science, including biology, chemistry and physics. See Undergraduate Admissions also.

See Undergraduate Admissions.

A minimum grade of C- must be achieved in all required science and mathematics courses used toward graduation in chemistry/secondary education, and a 2.00 cumulative grade-point average in the sciences is a requirement for graduation.

Secondary Education Certification

The bachelor of science degree in chemistry program is modified for students who wish to become middle or high school teachers (grades 7-12) in the area of physical sciences. While providing a solid foundation in the important areas of chemistry, this curriculum includes extensive coursework in education, which, when combined with the secondary teaching internship, will meet standards for State of Maine teacher certification upon completion of the degree program. This program is approved by the State of Maine Board of Education. The program provides a sufficiently strong chemistry base that graduates will be well-prepared for entry-level laboratory positions and also for entry into programs of advanced study.

• Students will be able to describe and apply advanced chemical information and concepts.
• Students will be able to demonstrate proficiency in safe laboratory practices and use of instrumentation standard to the discipline.
• Students will be able to clearly communicate chemical information in both oral and written forms.
• Students will be able to work collaboratively in various team settings.
• Students will be able to compete successfully for placement in graduate programs or employment relevant to the field of study.

The Department of Chemistry & Physics offers qualified students the option of graduating with Honors in the Research Track. The department does not offer the Scholastic option. See the Honors Homepage for details.

A student with a major in another department may minor in Chemistry with the permission of the Chemistry and Physics Department Chair.  Twenty-three hours of course work is required for the Minor in Chemistry as specified below. This minor indicates a significant level of accomplishment in the important foundation areas of Chemistry.

The chemistry course grade point average must be maintained at 2.00 (C) or better. Please note that there are no substitutions for the above requirements.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The mission of the Department of Arts and Communications is to provide competent, supportive faculty and to offer relevant curricula that will help prepare students to cope with and thrive in an ever-changing world. More specifically, the department strives:

• to prepare students for ethically and socially responsible roles in their chosen professions and society;
• to develop in students the ability to recognize, analyze, and solve problems;
• to help students achieve their personal and career goals; and
• to prepare students for entry-level positions in either the private or public sector and/or to prepare students for coursework at the graduate level.

See Undergraduate Admissions.

See Undergraduate Admissions.

1. Communication majors must earn a minimum of a 2.0 GPA ("C") in all Communications required courses and all additional required courses.
2. Communication minors must earn a minimum of a 2.0 GPA ("C") in the two required courses and the four elective courses.

The program goals of the Bachelor of Arts in communications are strongly focused on providing our students with the oral, written, technical and critical thinking skills that are necessary for them to function effectively in the professional and personal world. Learning outcomes for the degree relate to the teaching of communication skills and practices that extend across different communication contexts.  The learning outcomes listed here are built upon the core competencies that are inherent in each course required for the degree.

1. Demonstrate oral communication skills expected of a future professional in the field.
   Indicators of achievement are as follows:
   • Effectively speak in public settingsApply advance decision-making processes within groups
   • Negotiate and collaborate effectively
2. Demonstrate written communication skills expected of a future professional in the field.
   Indicators of achievement are as follows:
   • Write for specific purposes and situations
   • Write informatively, persuasively and clearly
3. Use current technology related to the communication field effectively and ethically.
   Indicators of achievement are as follows:
   • Use a range of applications software effectively
   • Use communication technology effectively and ethically in a professional setting
   • Understand the limitations of technology
4. Competently employ digital media in professional settings as an effective communication tool. Indicators of achievement are as follows:
   • Have a working knowledge of media story structure
   • Create media content that communicates effectively using a variety of tools
   • Contribute to the production of media content by serving in different roles and working effectively in teams.

The Minor in Communications examines questions about society, business and communication practices with critical attention to the newest media and computer-related technologies. Students will explore communications theory and also learn how to communicate effectively using a full range of media channels including new media technology. Upon completion of the minor students will be able to:

• Demonstrate an understanding of the history and evolution of communication and the role of societies and institutions in shaping communications;
• Articulate and apply the theories and best practices for the use and presentation of images and digital information including audio and video;
• Apply tools and technologies used in the communications professions.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Dental Hygiene Program improves the oral health of individuals and communities by graduating students who value life-long learning along with the desire and motivation to achieve beyond the limits of self-expectation. Individuals are supported by faculty in an environment that develops both intellectual curiosity and professional expertise.

The University of New England offers a bachelor of science completion program for registered dental hygienists already holding an Associate Degree in Dental Hygiene. The bachelor of science program advances education in dental hygiene skills and prepares students for a broader range of careers in dental hygiene, community health, administration, research, or teaching.  The bachelor of science degree program builds upon the knowledge obtained at the associate degree level with core curriculum courses in the arts and sciences and upper division courses in dental hygiene, management, health care, and interprofessional education.  This program is designed to prepare students to meet the challenges of the changing health care delivery system and to establish a foundation for graduate study.

Admission Requirements: Current UNE Dental Hygiene Students

• Must currently be maintaining a 2.5 GPA.
• Must have written approval of the program director.
• Must have a current physical examination form on file at UNE.
• Must complete all degree requirements for graduation from the Dental Hygiene (Associate Degree) program at the University of New England.
• Must submit a "change of major" form.

Admission Requirements: Dental Hygienist with an Associate Degree

• Must be a graduate of a dental hygiene program accredited by the American Dental Association - Commission on Dental Accreditation.
• Must have completed the requirements for a Dental Hygiene (Associate Degree) with at least a 2.5 grade point average(GPA).
• Must submit official college transcripts reflecting an overall GPA of 2.5, in addition to a GPA of 2.5 in all science and math courses.
• Must submit official high school transcripts.
• Must submit a health record indicating specific findings regarding applicant's complete physical exam.
• Must complete the UNE admissions application.

See Undergraduate Admissions also.

Transfer Credit and Advanced Standing

For students transferring from another institution, a minimum of 45 credits in attendance is required for a bachelor of science degree in dental hygiene. That is, you must take at least 45 credits at UNE. The student's individual course of study may include a mandatory clinical component if the associate degree was awarded more than ten years ago. If there appears to be an area of clinical deficiency, due to time away from clinical practice or the introduction of new technology and knowledge into the practice of dental hygiene, a clinical dental hygiene course may be required.  Other restrictions apply.

A minimum grade of "C" is required in all BIO, CHE, and DEN prefix courses and professional electives.  A "C" or higher must be achieved in all prerequisites for these courses.

Techincal Standards - Dental Hygiene

Dental Hygiene Program Academic and Progession Standards.

The Dental Hygiene Program offers students the opportunity to:

1. Competently provide the public with dental hygiene care based on a sound foundation of scientific knowledge and effective decision-making.
2. Provide individuals and groups with up-to-date dental hygiene care as an essential component of comprehensive, interprofessional health care. 
3. Explore the complexities of ethical decision-making as it relates to professional situations.
4. Gain access to dental hygiene licensure in the state of choice by successfully preparing students to complete the national and regional board examinations.
5. Develop a commitment to life-long learning by continuing with educational plans following graduation.
6. Demonstrate the knowledge necessary to assess, plan, implement and evaluate community-based oral health programs.
7. Utilize appropriate communication methods to effectively provide patient care.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Dental Hygiene Program improves the oral health of individuals and communities by graduating students who value life-long learning along with the desire and motivation to achieve beyond the limits of self-expectation. Faculty support individuals in an academic environment that develops both intellectual curiosity and professional expertise.

This dynamic 4-year program begins with the students becoming fully engaged during their first four semesters in the building of a foundation of knowledge in the sciences and liberal studies, while simultaneously being introduced to interrelated disciplines within the health professions. The students begin their academic experience on the Biddeford campus, which will provide them with the opportunity to enjoy full participation in clubs, seminars, sports and intercollegiate activities.

The last four semesters are delivered on the Portland campus where students are immersed in both the study of dental hygiene theory and professional clinical practice. Dental hygiene students will have the opportunity to engage in interprofessional educational experiences with students and faculty in undergraduate and graduate level health professions programs within the University setting. The dental hygiene baccalaureate program is designed to provide the student with expanded professional opportunities, therefore, skill development in the areas of critical thinking, ethical decision-making and leadership are enhanced.

 Admissions Requirements

1. A high school diploma or the equivalent with a better-than-average achievement record in a college preparatory program including: chemistry (must include laboratory); biology (must include laboratory); mathematics (two mathematics courses - algebra required, geometry preferred); English (three years required - four years preferred).       
2. Academic transcripts must reflect an overall high school grade point average (GPA) of 2.5, in addition to a GPA of 2.5 in all science and math courses. College GPA will be considered only if applicant has completed at least 15 semester hours.        
3. Scholastic Achievement Test (SAT) scores must be submitted.        
4. A health record must be submitted which indicates specific findings regarding applicant's complete physical exam.        
5. Documentation of 20 hours of observation of a dental hygienist is required, prior to enrollment.
6. Complete the Common Application

See University Undergraduate Admissions also.

A minimum grade of "C" is required in all BIO, CHE, MAT and DEN prefix courses, IHS 220 and professional electives.  A "C" or higher must be achieved in all prerequisites for these courses.

See Technical Standards.

See Dental Hygiene Program Academic and Progression Standards.

The Dental Hygiene Program offers students the opportunity to:

1. Competently provide the public with dental hygiene care based on a sound foundation of scientific knowledge and effective decision-making.
2. Provide individuals and groups with up-to-date dental hygiene care as an essential component of comprehensive, interprofessional health care. 
3. Explore the complexities of ethical decision-making as it relates to professional situations.
4. Gain access to dental hygiene licensure in the state of choice by successfully preparing students to complete the national and regional board examinations.
5. Develop a commitment to life-long learning by continuing with educational plans following graduation.
6. Demonstrate the knowledge necessary to assess, plan, implement and evaluate community-based oral health programs.
7. Utilize appropriate communication methods to effectively provide patient care.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The mission of the Department of Education is to develop - through research, service, and innovative teaching - reflective teachers and school leaders who are competent and caring lifelong learners. In addition to the mission statement, the Department of Education has four guiding principles that are used in development and delivery of all courses and programs. These principles are:

• Rigorous mind
• Compassionate heart
• Competent demonstration
• Reflective stance

"Rigorous mind" and "compassionate heart" are overlapping principles we want to build in our students. Tasks may require primarily one principle-describing a theory in leadership-yet many times an overlap occurs when one applies knowledge to the school setting-how can a theory in leadership be used to benefit the school environment and impact student learning? Hence, as these two principles "rigorous mind" and "compassionate heart" are played out, the essence of both is our commitment to requiring "competent demonstration" from our students whether they are aspiring to be teachers or school leaders or are presently teachers or school leaders pursuing an advanced degree. The fourth principle, "reflective stance," encompasses the first three principles, since it is critical that our students are continuously reflective in all aspects of their work. These four principles work with our mission statement to define our commitment to our students. Since programs in the Department of Education are aligned with state teacher certification standards, only individuals who demonstrate that they possess the knowledge, skills, professional attitude, and commitment to future students will be recommended by the institution for certification. The goal of the Department of Education and the University is to graduate teachers who reflect rigorous minds, compassionate hearts, competent demonstrations and reflective stances. That is, we seek students who are suitable to contribute to the teaching profession.

The teacher certification programs described below are approved by the Maine State Board of Education as meeting the state standards for certification.

1. Elementary Education Major with K-8 certification
   Students complete a four-year curriculum leading to a bachelor of science degree in elementary education and earn Maine certification to teach in grades K - 8. There is also an option to complete all of the courses in the program without participating in the internship. In this case, students complete a bachelor of science in Educational Studies without the K-8 certification.
2. Secondary Certification (grades 7-12) is based upon a solid academic preparation within an academic major. Students complete a four-year curriculum leading to a bachelor's degree in a content area. Maine state requirements mandate 24 credits in the major. Academic areas that lead to secondary certification are: biology (and associated life science majors), chemistry, English, environmental science, environmental studies, history, marine biology, mathematics and political science. Other majors, like psychology, can lead to partial fulfillment, and a consultation with a member of the EDU department can help direct students towards certification. The Education Department provides professional teacher preparation courses culminating in a semester of student teaching. Successful passing of the Professional Education Review Board leads to UNE recommending Maine state teacher certification. Areas of secondary certification are: English, life science, mathematics, physical science, and social studies.
3. Art Education Major with K-12 Certification
   Students complete a four-year curriculum leading to a bachelor’s degree in art education (a major offered in collaboration with the Arts and Communications Department) and earn Maine certification to teach art, grades K-12. 

Students who already hold a bachelor’s degree may complete a professional education core sequence to become eligible for state certification in grades K-8 or secondary certification (7-12). For more information see the Post-Baccalaureate Teacher Certification Program in the Graduate Catalog.

Candidates for all undergraduate education programs not already possessing a bachelor’s degree must meet the core requirements of the College of Arts and Sciences and the requirements for their major. Elementary certification requirements for the major rests solely within the Department of Education. Secondary certification students and art education students must meet two sets of major requirements involving their content major as well as the requirements for professional certification. Hence, undergraduates seeking secondary or K-12 art certification should consult first with their content advisor and next with their education advisor within the Department of Education. An additional application form must be filed for those seeking secondary or art education certification, since an applicant must have a minimum cumulative grade point average of 3.0 in their content teaching area and all courses counted in the content teaching field must be passed with a “B” or better. 

Each undergraduate student will be reviewed for admission to advanced standing when s/he has completed approximately 60 credit hours. Advanced standing is earned by achieving minimums of a 3.0 cumulative grade point average in professional education courses with no course grade below a C; 3.0 in content area classes for those pursuing secondary or art education certification; and a 2.5 cumulative grade point average across all courses including the core curriculum and electives. Grade point averages will be calculated using only courses taken at UNE (the cumulative grade point average) and using transfer courses if accepted as a part of the professional program (the cumulative professional grade point average). Students who do not meet these grade-point average requirements must improve their grade-point average before continuing in education courses, or change their major to Education Studies. If a grade below C is attained in a professional education course, that course must be retaken until at least a C is received before additional education courses can be taken.

At the time of the 60-credit review, students must pass the Praxis I Pre-professional Skills Tests (PPST) or the Praxis I Computer-Based Test (CBT) using the state of Maine minimum scores. Undergraduate transfer students who bring in more than 60 transfer credits have up to one year to pass Praxis I or before the internship application deadline, whichever comes first. If Praxis I is not passed at the time of these deadlines, no further certification courses may be taken and if a student is at the point of internship, the application will not be accepted which automatically restricts the student from participating in the internship the following semester. Students must provide evidence of State of Maine Educational Technician II as part of the 60-credit review.

All students must show evidence of passing Praxis II before the internship application deadline.

Students may obtain PPST registration information and Praxis II registration information from the Department of Education office or from the Educational Testing Service website: www.ets.org.

In addition to these achievement requirements, students admitted to UNE's teacher education programs are assessed systematically for the purpose of determining their professionalism and suitability for teaching. Students complete self-assessment questionnaires in each professional education course and these are reviewed by faculty. If serious reservations arise in two or more of the assessments, a committee will convene to determine a student’s continuance in the program. Finally, students must pass the Professional Education Review Board (referenced later in this section of the catalog) at which competency in the Maine teaching standards must be shown.

All certification coursework including the internship should be completed within a five-year timeframe. A delay beyond the five years might warrant the retaking of course work. Furthermore, if state certification requirements change prior to your completion even within the five year timeframe, those changes must be incorporated into a revised plan program in order to meet state certification regulations.

 See University Undergraduate Admissions Requirements. 

Bachelor's Degree in Educational Studies without Elementary Certification

A student in the elementary education program may elect to pursue a bachelor's degree in education without leading to certification. Students would major in Educational Studies and follow much of the Elementary curriculum with the exception of the pre-service teaching internship. Instead, students will substitute a 1 -15 credit field placement/internship in a setting outside of a K-12 school system (EDU 465). Generally, this placement is with a social service agency that focuses on children.

Field Experience
The faculty in the Department of Education are committed to ongoing and frequent observation and involvement in schools. The teacher education programs at UNE have a specific competency-based focus to meet the Maine standards for teacher certification. All students engaged in teacher preparation will spend time in a field setting in each of the semesters for which they are registered for professional education courses. Involvement in the schools will be connected to specific, course-related tasks (e.g., observation, the teaching of lessons, conducting of experiments, administration of assessments, etc.) Sophomore and Junior level students must participate in a minimum of 30 hours field study per semester. Transportation to and from schools is the responsibility of the student. 

Internship
Without specific permission from the Education Department Chair, courses may not be taken during the internship semester, so all required coursework must be completed the semester prior to the internship (Note: There is one exception for secondary and art certification students. EDU 346, a 1 credit module, is part of the internship semester). Admission to the internship is not guaranteed (see section on “Admission requirements and successful progression in the program”). In addition, the student should have:

1. Sufficient knowledge regarding the components of effective instruction.
2. Sufficient knowledge of appropriate grade-level content and teaching methods.
3. Sufficient knowledge of the developmental needs of students.
4. Sufficient knowledge of how to establish and maintain effective cooperative relationships with school personnel, students, and parents.
5. Understanding of and empathy for working with students.
6. No serious reservations identified on the Professional Performance Student Self-Assessment and Review instrument that is conducted in every course.

The selection of individual internship sites will be made by the Certification and Placement Officer. Geographical location relative to UNE is a consideration. UNE has a collaborative relationship with many districts and selects both schools and teachers based on their interest in and ability to assist interns in demonstrating mastery of the Initial Certification standards. Placement in an internship is not guaranteed. The Department of Education, through its Certification and Placement Officer, will make a good faith effort to negotiate an appropriate placement. Schools have the right to refuse placement requests.

The 15 week student teaching experience must be done in a local Maine Public School that is in an established internship protocol with the University of New England. Only in documented cases of hardship of a non-financial nature will courtesy internships and/or internships with a non-partnered school be considered. Documentation of the hardship must be presented at the time of the internship application. Decisions to grant are made on a case by case basis. The Department of Education reserves the right to deny requests for courtesy internship placement for reasons it deems appropriate or necessary.

The University, at its discretion, will not place students in internship settings (1) where an intern's children or relatives are enrolled, or (2) where a spouse or relative of an intern is currently employed.

Professional Educator Review Board (PERB)

All students enrolled in the internship must demonstrate their teaching competence with respect to Maine's Standards for Initial Certification before the Professional Educator Review Board (PERB). The Board is comprised of professional educators from area schools as well as UNE faculty. Students are required to develop a portfolio reflecting their proficiency in meeting these state standards and present and defend the portfolio in front of the Board. Passing the PERB is a requirement for completion of the certification program and subsequently being recommended to the Maine State Department of Education for teacher licensure.

Maine Department of Education Chapter 114

Standard One: Learner Development

The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard Two: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allow each learner to reach his/her full potential.

Standard Three:  Learning Environments

The teacher works with learners to create environments that support individual and collaborative learning, encouraging positive social interaction, active engagement in learning, and self motivation.

Standard Four:  Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners

Standard Five:  Innovative Applications of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners in critical/creative thinking and collaborative problem solving related to authentic local and global issues.

Standard Six:  Assessment

The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher’s on-going planning and instruction.

Standard Seven:  Planning for Instruction

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community, and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.

Standard Eight:  Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.

Standard Nine:  Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students,  families,  and  other  professionals  in  the  learning  community),  and adapts practice to meet the needs of each learner.

Standard 10:  Collaboration 

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Standard   11:   Technology Standards for Teachers -  (NETS.T)

Effective teachers model and apply the National Educational Technology Standards for   Students   (NETS.S)   as   they   design,   implement,   and   assess   learning experiences  to  engage  students  and  improve  learning;  enrich  professional practice;   and   provide   positive   models   for   students,   colleagues,   and   the community. All teachers will meet the following standards and performance indicators. 

The Department of Education offers qualified students the option of graduating with Honors in the Research Track.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Transfer Credit

Individuals who have full acceptance in the Teaching Certification Program can transfer up to, but no more than (6) education credits from other universities.

In-service or workshop-type courses that do not carry college credit will not be accepted for transfer equivalency.

No courses of any kind will be accepted from other institutions after your acceptance into the program at UNE without a course equivalency granted prior to the course’s being taken.

The mission of the Department of Education is to develop - through research, service, and innovative teaching - reflective teachers and school leaders who are competent and caring lifelong learners. In addition to the mission statement, the Department of Education has four guiding principles that are used in development and delivery of all courses and programs.  These principles are:

• Rigorous mind
• Compassionate  heart
• Competent demonstration
• Reflective stance

"Rigorous mind" and "compassionate heart" are overlapping principles we want to build in our students. Tasks may require primarily one principle-describing a theory in leadership-yet many times an overlap occurs when one applies knowledge to the school setting-how can a theory in leadership be used to benefit the school environment and impact student learning? Hence, as these two principles "rigorous mind" and "compassionate heart" are played out, the essence of both is our commitment to requiring "competent demonstration" from our students whether they are aspiring to be teachers or school leaders or are presently teachers or school leaders pursuing an advanced degree. The fourth principle, "reflective stance," encompasses the first three principles, since it is critical that our students are continuously reflective in all aspects of their work. These four principles work with our mission statement to define our commitment to our students.  Since programs in the Department of Education are aligned with state teacher certification standards, only individuals who demonstrate that they possess the knowledge, skills, professional attitude, and commitment to future students will be recommended by the institution for certification. The goal of the Department of Education and the University is to graduate teachers who reflect rigorous minds, compassionate hearts, competent demonstrations and reflective stances.  That is, we seek students who are suitable to contribute to the teaching profession.

The Education Department minor meets the needs of the students who wish to consider an education role as a career as well as those who wish to work in a teaching role outside of K - 12 school settings.  Numerous institutions need teacher expertise to:  train new workers, inform patients/clients of services provided by the institution, work with immigrant agencies, design curricular materials for government, environmental, or charitable agencies,  or work overseas in an educational capacity.  There are numerous alternative settings that use educational skills: health care, museums, environmental programs, social agencies and with children or teens in group homes, non-profit associations and human resource departments.  Specialized academic areas such as mathematics combined with computing skills may lead to a career in designing software utilizing educational principles.  An Education minor validates professional skills to qualify for such career opportunities.

Eighteen credits are required for the Education Minor. The four 3-credit courses listed below are required. The additional six credits may be taken from any of the remaining education courses (with the exception of intern teaching).

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

Through its avant-garde approach, interdisciplinary course offerings, innovative theoretical models, and accomplished instructors, the English major exposes students to a wide and diverse body of knowledge and provides them with the tools to think, analyze, and write with confidence.

The Department of English introduces students to significant global literary works and trains them in the careful analysis of texts, ranging from traditional novels to film and emerging electronic communication. The English major doesn't limit itself to works originally written in English language but, relying on the art of translation, crosses national and language boundaries to include the entire global literary and textual experience. Through a variety of theoretical approaches, students will learn how to analyze the heavily textualized world around them and prepare themselves for numerous occupations in their professional careers.

See Undergraduate Admissions.

See Undergraduate Admissions.

Note: the department encourages students to learn a foreign language and recognizes up to six credits of foreign-language study toward fulfilling the electives credit requirement for the major.

Secondary Education Certification

The department offers English majors the opportunity to select all of the EDU secondary education certification courses (listed below) as their electives in order to become middle school or high school english teachers (grades 7-12). While providing a solid foundation in english, this program includes extensive coursework in education, which, when combined with the secondary teaching internship, will meet standards for State of Maine teacher certification upon completion of the degree program. This program is approved by the State of Maine Board of Education.

English majors will be able to…

Read texts closely and think critically 

• Comprehend a text’s literal/factual content
• Distinguish between a passage's literal/factual content and its figurative/symbolic/interpretive content
• Analyze a text closely and identify rhetorical strategies therein
• Connect a passage's formal structure and thematic content with the text as a whole
• Extrapolate the larger implications (social, philosophical, ethical, argumentative) of these patterns

Demonstrate a comprehensive understanding of literatures in English

• Demonstrate familiarity with specified content areas in literature, literary history, theory, and criticism
• Understand literature as a culturally and historically embedded practice 
• Relate literature to other fields of inquiry

Communicate effectively

• Approach writing as a recursive process
• Develop and support claims about literary texts
• Articulate claims in conceptually coherent essays
• Use conventions of standard written English
• Present research findings orally within the conventions of the discipline

Conduct research in literary and cultural studies

• Use bibliographic tools to find source material
• Employ appropriate critical approaches in their research
• Contribute to scholarly conversations about literary and cultural texts and phenomena
• Incorporate and document source material using MLA style
• Communicate in accordance with standards of academic integrity

The department of English and Language Studies offers qualified students the option of graduating with Honors in the Research Track. Application details available on Honors homepage.

Contact Dr. Matthew Anderson, Chair of English Department, manderson@une.edu

A student with a major in another department may minor in English with the permission of the English Department Chair. Eighteen hours of approved course work is required for the Minor in English.

Note: the department encourages students to learn a foreign language and recognizes up to six credits of foreign-language study toward fulfilling the credit requirement for the minor.

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Department of Environmental Studies strives to increase awareness and appreciation of human connections with the rest of nature, and to stimulate advocacy for sustainable behaviors. The curriculum stresses sound interdisciplinary understanding of natural sciences, social sciences, and humanities disciplines in order to explore past, present, and potential ways of living on the earth. We are concerned with environmental issues at local, regional, national, and global levels, and we especially desire to help individuals and communities practice sustainable living by means of our research, teaching and service. Faculty and students collaborate in active and critical learning through community discourse, personal inquiry, and experiential learning. We intend that our students develop a personal aesthetic awareness of the earth, and that they engage in the inquiry, discovery, critical thinking, and debate that characterize the study of environmental issues.

The department offers majors in environmental science and environmental studies. Both build upon a sound foundation in basic science, and both provide broad explorations of human interaction with the environment.

During the first two years, course requirements are nearly identical. The difference between the two majors emerges during the final two years in course selection: environmental science emphasizes scientific aspects of environmental questions, while environmental studies emphasizes humanistic, social, and political aspects.

During the first year both majors take courses in Environmental Issues, Biology, Literature, Nature & the Environment(or appropriate substitute), and Economics in Context (or appropriate substitute). This two-semester program, called the Green Learning Community (GLC), provides an interdisciplinary framework to explore fundamental themes of environmental studies. Moreover, it develops academic, social, and affective skills necessary for successful college learning and collaborative professional work.

During the second year DES students look more deeply into the nature of environmental issues by taking courses in Population, Conservation and Preservation, and Environmental Policy.  In addition, the Conservation Field Lab teaches conservation field skills as well as data analysis and environmental communication arts. In the Environmental Sustainability Lab, students apply classroom learning as they propose, research, and bring about a sustainability project on the campus or the larger community. These interdisciplinary environmental issues courses ensure a broad understanding while preparing students for more advanced study.

In their third year, students in both majors take BIO 350 Ecology. In their third and fourth years, aided by a faculty advisor, students choose advanced courses according to their interests and career plans. Environmental science majors choose science electives in biology, chemistry, physics, marine biology, and psychology, as well as in environmental science. Environmental studies majors in the third and fourth years choose advanced courses from the following distribution groups: Conservation, Preservation, and Restoration; Environmental Policy; Arts, Humanities, and Values; Global Ecology and Social Justice.

In both majors, the advanced courses not only stress deeper understanding, but also involve problem solving. Some courses examine the ways that human attitudes affect our environment, while other courses deal with hands-on tasks such as designing a conservation area, restoring a natural ecosystem, or considering technologies to reduce pollution. In order to ensure an intense direct experience of the natural world, the department offers a variety of field study courses. The curriculum culminates with the Senior Capstone in Sustainability in which students apply the knowledge and skills they have acquired to an in-depth study of the concept.

Philosophy

Because the study of environmental issues requires knowledge from a wide range of subjects, DES maintains a firm commitment to interdisciplinary education in our curriculum. DES Core courses utilize knowledge and concepts drawn from the basic sciences as well as from the humanities and social sciences. Upper-division DES courses investigate environmental questions through disciplines such as literature, anthropology, economics, biology, history, political science, chemistry, physics, and ecology. Through all four years, our curriculum develops the skills necessary for dealing with environmental problems: writing, speaking, critical thinking, computing, research techniques, and media arts. The Environmental Studies Program prepares students to become informed citizens, competent professionals, and lifelong learners.

The Green Learning Community

As mentioned above, all entering first-year environmental students participate in a year-long learning community focused on the fundamental themes of environmental studies. The Green Learning Community includes courses as follows: 8 credits of biology, 3 credits of literature (or an appropriate substitute), 3 credits of economics and 3 credits of environmental issues for a total of 17 credits over two semesters. This interdisciplinary approach enables students to understand more clearly the complexity of environmental issues and at the same time improve skills in critical thinking, writing, oral communication, research, and use of computers. Experiential learning activities are central.

Center for Sustainable Communities

The Center for Sustainable Communities (CSC) is an internship and service-learning program that creates mutually beneficial partnerships between students and environmental organizations in the communities surrounding the Biddeford and Portland campuses. Through hands-on involvement with local governments, non-profit organizations, and community groups, students are able to field test academic learning in situations that make tangible the challenge to "think globally, act locally." The most significant partner organization is the Wells National Estuarine Research Reserve. Its mission, research and education about coastal environments, attracts DES faculty researchers as well as student interns.

Internships and Careers

Internships provide students with an opportunity to practice learned skills in an actual work environment with the guidance of a CAS internship coordinator, who helps students match their interests with a work experience that might take place locally, regionally, nationally, or internationally. Internships provide career exploration, and can help establish professional networks that lead to career opportunities upon graduation. The interdisciplinary nature of environmental studies is reflected in the wide variety of careers open to graduates, such as air and water resource management, ecological restoration, education, habitat conservation, park management, toxicology, field research, journalism, environmental advocacy, environmental impact assessment, law and regulation, and environmental health. Our graduates enter both masters and doctoral programs in several of these fields.

See Undergraduate Admissions.

See Undergraduate Admissions.

All courses that fulfill a degree requirement must be completed with a grade of C- or higher. 

Since 1991 the faculty of the College of Arts and Sciences has defined environmental awareness as a major theme in the College's Core Curriculum, and asked the Department of Environmental Studies to deliver the course Introduction to Environmental Issues to all undergraduates regardless of major. The UNE College of Arts and Sciences is one of the few in the nation that requires formal instruction in environmental studies as a requirement for graduation.

Secondary Education Certification

The department offers environmental sciences majors the opportunity to select all of the EDU secondary education certification courses (listed below) as their electives in order to become middle school or high school teachers (grades 7-12) in the area of science. While providing a solid foundation in environmental studies and science, this program includes extensive coursework in education, which, when combined with the secondary teaching internship, will meet standards for State of Maine teacher certification upon completion of the degree program. This program is approved by the State of Maine Board of Education.

See Education for more details.

All graduates will achieve the following learning outcomes: 
 
I.     Intellectual Flexibility - Students will possess the intellectual flexibility necessary to view environmental questions from multiple perspectives, prepared to alter their understanding as they learn new ways of understanding. 
II.    Problem Solving - Students will solve problems systematically, creatively, and reflexively, ready to assemble knowledge and formulate strategy. 
III.   Interdisciplinarity - When encountering environmental problems students will assess necessary scientific concepts and data, consider likely social dynamics, and establish integral cultural contexts. 
IV.   Research - When faced with questions that lie beyond their current knowledge base, students will actively research data, concepts, histories, and narratives necessary for adequate consideration of the issue. 
V.    Communication - Students will communicate with precision, effective art, and 
         sound rhetoric in writing, in speech, and in digital media. 
VI.   Values - Reflecting upon their internalized values system, students will continue to evolve an individual vision of harmonious and sustainable interaction among humans as well as between humans and the rest of the natural world. 
VII. Knowledge – Students will have mastered foundational knowledge enabling them to make sound life decisions as well as enter a career in an environmental profession or graduate school. 
 
To deal with environmental issues one must understand not only scientific concepts, but also the social interactions by which humans behave and the cultural values that underlay behaviors. Therefore, our Environmental Studies and Environmental Science programs lead to learning outcomes involving many different disciplines, or ways of knowing. We have organized our more detailed learning outcomes according to the three traditional academic categories: social sciences, natural sciences, and the humanities. 

A. Social Sciences 

1. Students will be able to articulate the basic structure, functions, and processes of key social systems affecting the environment. 
2. Students will be able to apply specific models of social system processes derived from various social science theories to explain environmental issues (including current and past conditions), and to propose future solutions to environmental problems 
3. Students will be able to identify, interpret, and apply basic measures (metrics and formulae) of social system variables to assess socio-environmental conditions. 
4. Students will be able to articulate basic understanding of various social science theories/frameworks and how they apply to environmental issues. 
5. Students will be able to explain how various paradigms or worldviews and their implicit and explicit assumptions and values shape the viewer’s perception of environmental problems and solutions. 

B. Natural Sciences 

1. Students will understand key concepts in the life and physical sciences, and will apply them to environmental issues. 
2. Students will understand and apply the scientific process, as well as appreciate both the potential and limitations of the process. 
3. Students will be able to locate, evaluate and synthesize information from the scientific literature. 
4. Students will analyze data using appropriate statistical methods, and will be able to evaluate the use of statistics by others in a variety of contexts. 
5. Students will apply knowledge of the sciences within an interdisciplinary context in solving environmental issues such as environmental health, food and agriculture, energy, waste and pollution, climate change, population, resource management, and loss of biodiversity. 
6. Students will carry out an applied research project in the natural sciences. 
7. Students will be able to communicate science effectively through written work and oral presentations to a variety of audiences. 
8. Students will apply the tools commonly used in field research, particularly in the study of plants, animals and soils; and will find their way on the landscape using map, compass and GPS technology, and use spatial analysis software such as GIS, Google Earth and Google Maps. 

C. Humanities 

1. Students will articulate historical epochs and concepts relevant to the evolution of environmental consciousness and policy.  
2. Students will analyze and evaluate ideological and philosophical approaches used to understand environmental relationships. 
3. Students will be aware of and able to analyze the potential of literature and fine arts to communicate assumptions of value about human relations with the biosphere. 
4. Students will articulate a coherent philosophy of the environment, & consider ethical bases for responding to environmental questions. 

The 3rd and 4th year curriculum of the Environmental Studies/Science majors build on the core learning outcomes through a process of intensification, adding depth and sophistication to students’ learning of the concepts and skills specified above. For students majoring in Environmental Studies, the outcomes listed under “Social Sciences” and “Humanities” are emphasized, while the outcomes listed under “Natural Sciences” are emphasized for students majoring in Environmental Science. 

It is possible for DES students to add a second major or minor in areas such as marine biology, medical biology, political science, history, sociology, and English. DES students interested in a double major should consult with their DES faculty advisor, who in turn will coordinate with an advisor from the second department.

Minor in Environmental Studies

A student with a major in another department may minor in Environmental Studies with the approval of the Environmental Studies Department Chair. A minimum of eighteen hours of approved course credit in the following courses is required:

Minor in Geographic Information Systems

 A student with a major in another department may minor in Geographic Information Systems with the approval of the the Environmental Studies Department Chair. A minimum of eighteen hours of approved course credit in the following courses is required:

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

The Department of Environmental Studies strives to increase awareness and appreciation of human connections with the rest of nature, and to stimulate advocacy for sustainable behaviors. The curriculum stresses sound interdisciplinary understanding of natural sciences, social sciences, and humanities disciplines in order to explore past, present, and potential ways of living on the earth. We are concerned with environmental issues at local, regional, national, and global levels, and we especially desire to help individuals and communities practice sustainable living by means of our research, teaching and service. Faculty and students collaborate in active and critical learning through community discourse, personal inquiry, and experiential learning. We intend that our students develop a personal aesthetic awareness of the earth, and that they engage in the inquiry, discovery, critical thinking, and debate that characterize the study of environmental issues.

The department offers majors in environmental science and environmental studies. Both build upon a sound foundation in basic science, and both provide broad explorations of human interaction with the environment.

During the first two years, course requirements are nearly identical. The difference between the two majors emerges during the final two years in course selection: environmental science emphasizes scientific aspects of environmental questions, while environmental studies emphasizes humanistic, social, and political aspects.

During the first year, both majors take courses in Environmental Issues, Biology, Literature, Nature & the Environment (or appropriate substitute), and Economics in Context (or appropriate substitute). This two-semester program, called the Green Learning Community (GLC), provides an interdisciplinary framework to explore fundamental themes of environmental studies. Moreover, it develops academic, social and affective skills necessary for successful college learning and collaborative professional work.

During the second year DES students look more deeply into the nature of environmental issues by taking courses in Population, Conservation and Preservation, and Environmental Policy. In addition, the Conservation Field Lab teaches conservation field skills as well as data analysis and environmental communication arts. In the Environmental Sustainability Lab students apply classroom learning as they propose, research and bring about a sustainability project on the campus or the larger community. These interdisciplinary core environmental courses ensure a broad understanding while preparing students for more advanced study.

In their third year, students in both majors take BIO 350 - Ecology. In their third and fourth years, aided by a faculty advisor, students choose advanced courses according to their interests and career plans. Environmental science majors choose science electives in biology, chemistry, physics, marine biology, and psychology, as well as in environmental science. Environmental studies majors in the third and fourth years choose advanced courses from the following distribution groups: Conservation, Preservation and Restoration; Environmental Policy; Arts, Humanities, and Values; Global Ecology and Social Justice.

In both majors, the advanced courses not only stress deeper understanding, but also involve problem solving. Some courses examine the ways that human attitudes affect our environment, while other courses deal with hands-on tasks such as designing a conservation area, restoring a natural ecosystem, or considering technologies to reduce pollution. In order to ensure an intense direct experience of the natural world, the department offers a variety of field study courses. The curriculum culminates with the Senior Capstone in Sustainability in which students apply the knowledge and skills they have acquired to an in-depth study of the concept..

Philosophy

Because the study of environmental issues requires knowledge from a wide range of subjects, DES maintains a firm commitment to interdisciplinary education in our curriculum. DES Core courses utilize knowledge and concepts drawn from the basic sciences as well as from the humanities and social sciences. Upper-division DES courses investigate environmental questions through disciplines such as literature, anthropology, economics, biology, political science, chemistry, physics, and ecology. Through all four years, our curriculum develops the skills necessary for dealing with environmental problems: writing, speaking, critical thinking, computing, research techniques, and media arts. The Environmental Studies Program prepares students to become informed citizens, competent professionals, and lifelong learners.

The Green Learning Community

As mentioned above, all entering first-year environmental students participate in a year-long learning community focused on the fundamental themes of environmental studies. The Green Learning Community integrates courses as follows: 8 credits of biology, 3 credits of literature (or an appropriate substitute), 3 credits of economics and 3 credits of environmental issues for a total of 17 credits over two semesters. This interdisciplinary approach enables students to understand more clearly the complexity of environmental issues and at the same time improve skills in critical thinking, writing, oral communication, research, and use of computers. Experiential learning activities are central.

Center for Sustainable Communities

The Center for Sustainable Communities (CSC) is an internship and service-learning program that creates mutually beneficial partnerships between students and environmental organizations in the communities surrounding the Biddeford and Portland campuses. Through hands-on involvement with local governments, non-profit organizations, and community groups, students are able to field test academic learning in situations that make tangible the challenge to "think globally, act locally." The most significant partner organization is the Wells National Estuarine Research Reserve. Its mission, research and education about coastal environments, attracts DES faculty researchers as well as student interns.

Internships and Careers

Internships provide students with an opportunity to practice learned skills in an actual work environment with the guidance of the CAS internship coordinator, who helps students match their interests with a work experience that might take place locally, regionally, nationally, or internationally. Internships provide career exploration, and can help establish professional networks that lead to career opportunities upon graduation. The interdisciplinary nature of environmental studies is reflected in the wide variety of careers open to graduates, such as air and water resource management, ecological restoration, education, habitat conservation, park management, toxicology, field research, journalism, environmental advocacy, environmental impact assessment, law and regulation, and environmental health. Our graduates enter both masters and doctoral programs in several of these fields.

All courses that fulfill a degree requirement must be completed with a grade of C- or higher. 

Since 1991 the faculty of the College of Arts and Sciences has defined environmental awareness as a major theme in the College's Core Curriculum, and asked the Department of Environmental Studies to deliver the course Introduction to Environmental Issues to all undergraduates regardless of major. The UNE College of Arts and Sciences is one of the few in the nation that requires formal instruction in environmental studies as a requirement for graduation. 

Environmental Studies Distribution Requirements List

Secondary Education Certification

The department offers environmental studies majors the opportunity to select all of the EDU secondary education certification courses (listed below) as their electives in order to become middle school or high school teachers (grades 7-12) in the area of science. While providing a solid foundation in environmental studies and science, this program includes extensive coursework in education, which, when combined with the secondary teaching internship, will meet standards for State of Maine teacher certification upon completion of the degree program. This program is approved by the State of Maine Board of Education.

All graduates will achieve the following learning outcomes: 
 
I.     Intellectual Flexibility - Students will possess the intellectual flexibility necessary to view environmental questions from multiple perspectives, prepared to alter their understanding as they learn new ways of understanding. 
II.    Problem Solving - Students will solve problems systematically, creatively, and reflexively, ready to assemble knowledge and formulate strategy. 
III.   Interdisciplinarity - When encountering environmental problems students will assess necessary scientific concepts and data, consider likely social dynamics, and establish integral cultural contexts. 
IV.   Research - When faced with questions that lie beyond their current knowledge base, students will actively research data, concepts, histories, and narratives necessary for adequate consideration of the issue. 
V.    Communication - Students will communicate with precision, effective art, and 
         sound rhetoric in writing, in speech, and in digital media. 
VI.   Values - Reflecting upon their internalized values system, students will continue to evolve an individual vision of harmonious and sustainable interaction among humans as well as between humans and the rest of the natural world. 
VII. Knowledge – Students will have mastered foundational knowledge enabling them to make sound life decisions as well as enter a career in an environmental profession or graduate school. 
 
To deal with environmental issues one must understand not only scientific concepts, but also the social interactions by which humans behave and the cultural values that underlay behaviors. Therefore, our Environmental Studies and Environmental Science programs lead to learning outcomes involving many different disciplines, or ways of knowing. We have organized our more detailed learning outcomes according to the three traditional academic categories: social sciences, natural sciences, and the humanities. 

A. Social Sciences 

1. Students will be able to articulate the basic structure, functions, and processes of key social systems affecting the environment. 
2. Students will be able to apply specific models of social system processes derived from various social science theories to explain environmental issues (including current and past conditions), and to propose future solutions to environmental problems 
3. Students will be able to identify, interpret, and apply basic measures (metrics and formulae) of social system variables to assess socio-environmental conditions. 
4. Students will be able to articulate basic understanding of various social science theories/frameworks and how they apply to environmental issues. 
5. Students will be able to explain how various paradigms or worldviews and their implicit and explicit assumptions and values shape the viewer’s perception of environmental problems and solutions. 

B. Natural Sciences 

1. Students will understand key concepts in the life and physical sciences, and will apply them to environmental issues. 
2. Students will understand and apply the scientific process, as well as appreciate both the potential and limitations of the process. 
3. Students will be able to locate, evaluate and synthesize information from the scientific literature. 
4. Students will analyze data using appropriate statistical methods, and will be able to evaluate the use of statistics by others in a variety of contexts. 
5. Students will apply knowledge of the sciences within an interdisciplinary context in solving environmental issues such as environmental health, food and agriculture, energy, waste and pollution, climate change, population, resource management, and loss of biodiversity. 
6. Students will carry out an applied research project in the natural sciences. 
7. Students will be able to communicate science effectively through written work and oral presentations to a variety of audiences. 
8. Students will apply the tools commonly used in field research, particularly in the study of plants, animals and soils; and will find their way on the landscape using map, compass and GPS technology, and use spatial analysis software such as GIS, Google Earth and Google Maps. 

C. Humanities 

1. Students will articulate historical epochs and concepts relevant to the evolution of environmental consciousness and policy.  
2. Students will analyze and evaluate ideological and philosophical approaches used to understand environmental relationships. 
3. Students will be aware of and able to analyze the potential of literature and fine arts to communicate assumptions of value about human relations with the biosphere. 
4. Students will articulate a coherent philosophy of the environment, & consider ethical bases for responding to environmental questions. 

 
The 3rd and 4th year curriculum of the Environmental Studies/Science majors build on the core learning outcomes through a process of intensification, adding depth and sophistication to students’ learning of the concepts and skills specified above. For students majoring in Environmental Studies, the outcomes listed under “Social Sciences” and “Humanities” are emphasized, while the outcomes listed under “Natural Sciences” are emphasized for students majoring in Environmental Science. 

It is possible for DES students to add a second major or a minor in areas such as marine biology, medical biology, political science, history, sociology, and English. DES students interested in a double major should consult with their DES faculty advisor, who in turn will coordinate with an advisor from the second department.

Minor in Environmental Studies

A student with a major in another department may minor in Environmental Studies with the approval of the Environmental Studies Department Chair. A minimum of eighteen hours of approved course credit in the following courses is required:

Minor in Geographic Information Systems

A student with a major in another department may minor in Geographic Information Systems with the approval of the Environmental Studies Department Chair. A minimum of eighteen hours of approved course credit in the following courses is required:

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.

A student with a major in another department may minor in Geographic Information Systems with the approval of the Environmental Studies Department Chair.  A minimum of eighteen hours of approved course credit in the following courses is required:

1. Comprehends fundamental concepts and practices of Geographic Information Systems (GIS) and advances in Geospatial Information Science and Technology (GIS&T). 
2. Applies basic graphic and data visualization concepts such as color theory, symbolization, and use of white space. 
3. Demonstrates organizational skills in file and database management. 
4. Give examples of interdisciplinary applications of Geospatial Information Science and Technology. 
5. Apply GIS analyses to address geospatial problems and/or research questions. 
6. Demonstrate proficiency in the use of GIS tools to create maps that are fit-for-purpose and effectively convey the information they are intended to. 
7. Effectively communicate and present project results in oral, written, and graphic forms. 
8. Demonstrate confidence in undertaking new (unfamiliar) analyses using GIS, troubleshoot problems in GIS, and seek help from software/website help menus and the GIS community to solve problems. 
9. Apply mathematical concepts, including statistical methods, to data to be used in geospatial analyses. 
10. Gather and process original data using a Global Positioning System (GPS) or other Global Navigation Satellite Systems (GNSS). 

Tuition and Fees

Tuition and fees for subsequent years may vary. Other expenses include books and housing. For more information regarding tuition and fees, please consult the Financial Information section of this catalog.