Montana State University

Extended University Workforce and Professional Development Course Catalog

The Office of Continuing Education at Extended University offers both face-to-face and online learning opportunities:

  • Degree Programs
  • Certificate Programs
  • Professional Development
  • Summer Field Study Programs
  • Study Abroad
  • Leisure and Lifelong Learning
  • Youth Programs


The courses below have been offered in the past three years. Also see our current courses open for registration.

Agriculture

AGED 591: Advanced Teaching Methods
LRES 510: Biodiversity Survey and Modeling Methods
PSPP 546: Herbicide Physiology

Aviation

Flight Ground School

Business

SPNS 291: Spanish for Business Professionals
Build Your Websites NOW!
Cash Flow
How to Start a Business in Montana
Search Engine Optimization (SEO)
Using Online Marketing to Grow Your Business
How to Build a Lean Startup

Computers -- Microsoft Office 2010

Access Level II
21 Excel Tips and Tricks
Access - Beyond the Basics
Access Level I
Excel Level 1
Excel Level 2
Excel Level 3
Word Advanced
Word Basic
Word Intermediate

Computers -- Quickbooks

QuickBooks Intermediate
Introduction to QuickBooks - Afternoons
Introduction to QuickBooks - Evenings
Introduction to QuickBooks - Mornings

Computers -- Web & Graphics

Advanced WordPress
InDesign Collaboration Lab
Maximizing Google Tools
Adobe Lightroom 3.0
Dreamweaver - Cascading Style Sheets for mobile devices
Dreamweaver CS6 Basic
Dreamweaver CS6 Beyond the Basics
Dreamweaver Special Topics - Cascading Style Sheets
Illustrator CS6 Advanced
Illustrator CS6 Basic
InDesign CS6 Advanced
InDesign CS6 Basic
iPods, iPads, iTunes, and Digital Media
Photoshop CS6 Basic
Photoshop CS6 Intermediate

Computers--Programming

Visual Basics
Visual Basics for Access

Current Events and Global Issues

Bikinis in Winter? A Look at Climate Change in the Northern Rockies

Engineering

ECIV 504: Construction Management and Productivity
ECIV 505: Quality Assurance and Risk Management in Construction
ECIV 507: Law of the Construction Industry
Federal Laboratory Consortium 2013 National Meeting

Financial Planning

HDFP 505: Family Systems (SPRING)
HDFP 505: Family Systems (SUMMER)
HDFP 510: Fundamentals for Family Financial Planning (SUMMER)
HDFP 510: Fundamentals for Family Financial Planning (FALL)
HDFP 515: Insurance Planning for Families (FALL)
HDFP 520: Investing for the Families Future (FALL)
HDFP 525: Retirement Planning, Employee Benefits, and the Family (FALL)
HDFP 525: Retirement Planning, Employee Benefits, and the Family (SUMMER)
HDFP 530: Estate Planning for Families (FALL)
HDFP 530: Estate Planning For Families (SUMMER)
HDFP 540: Personal Income Taxation (FALL)
HDFP 540: Personal Income Taxation (SUMMER)
HDFP 545: Family Economics (FALL)
HDFP 545: Family Economics (SUMMER)
HDFP 550: Housing/Real Estate (SPRING)
HDFP 550: Housing/Real Estate (SUMMER)
HDFP 555: Financial Counseling (FALL)
HDFP 555: Financial Counseling (SUMMER)
HDFP 560: Professional Practices in Family Financial Planning (FALL)
HDFP 572: Financial Planning - Case Studies (FALL)
HDFP 572: Financial Planning - Case Studies (SUMMER)
HDFP 575: Professional Paper (SUMMER)
HDFP 575: Professional Paper (FALL)

Freelancing

Magazine Writing - Hands on Workshop

K-12 Teaching

AGED 510: The Science of Food Fiber, Nutrition, and More: Agriculture Literacy in Montana Schools
AGED 588: Professional Development for Montana Agricultural Educators
BIOL 500: The Science Behind School Gardens Bundle
BIOL 591: Predator-Prey Ecology: Wolves and Elk in Yellowstone
BIOL 591: Examining Life in Extreme Environments
BIOL 591: Human Physiology: Advancing Content and Pedagogy
BIOL 591: Teaching Evolution
BIOL 591: Using Local Ecosystems to Implement Elementary Biology Activities
BIOL 591: Anatomy & Physiology – An Inquiry Based Approach for Teachers
BIOL 591: Plant Science: It Grows on You
CHMY 506: Integrating Computers into Laboratory Instruction
CHMY 591: Examining Life in Extreme Environments
CHMY 591: An Atoms-First Primer for AP/IB Chemistry Teachers
CHMY 591: Exploring Biochemistry for Teachers
CHMY 591: Exploring Chemistry for Middle & High School Teachers
CHMY 591: Environmental Measurement: Sensors & Electronics
CHMY 591: Exploring Organic Chemistry for Teachers
CHMY 591: Special Topics in Chemistry: Kinetics, Equilibrium, & Thermodynamics
CHMY 591: Chemistry of the Environment: Water, Air, and Earth
CHMY 591: Exploring Biochemistry II: Metabolism
CHMY 594: Science Lab Safety and Risk Management
ECIV 591: Snow and Avalanche Physics for Science Educators
ERTH 516: Northern Rocky Mountain Geology
ERTH 588: Applying Research Experience to the Classroom
ERTH 588: Earth Science and Me
ERTH 591: Fundamentals of Oceanography
ERTH 591: Geology of Glacier National Park
ERTH 591: K-14 Earth System Science
ERTH 591: Weather and Climate for Teachers
ERTH 591: Historical Geology for Educators
ERTH 591: Landforms for Elementary Teachers
ERTH 591: Teaching Middle School Earth System Science
ERTH 591: Geology of the Moon
ERTH 591: Understanding Climate Change
ERTH 591: Plant and Animal Response to a Changing Climate
ERTH 594: Field Geology Summer 2014: Bahama Montana
ERTH 594: Field Geology: Geology of Mt Everest & the Himalaya – from Seafloor to Summit
BIOE 513: Terrestrial Ecology of Plains and Prairies
BIOE 519: Biology of Riparian Zones and Wetlands
BIOE 520: Understanding and Managing Animal Biodiversity in the Greater Yellowstone Ecosystem
BIOE 522: Birds of Prey of the Greater Yellowstone Ecosystem
BIOE 523: Wildlife Ecology of Northern Rocky Mountains
BIOE 580: Controversial Science: Teaching and Learning
BIOE 591: Ecology & Conservation of the World's Marine Ecosystems - An Online Course for Teachers
BIOE 591: Land Use Issues in the Greater Yellowstone Ecosystem
BIOE 591: Ecology of Trout Streams
BIOE 591: Advanced Ecology
BIOE 591: Alpine Ecology
ECNS 594: Classroom Applications of Economic Learning Modules
EDCI 502: Educational Statistics II
EDCI 504: 802: 803: 804: Assessment and Evaluation in Education
EDCI 505: 02: 03: 04: Foundation of Action Research
EDCI 507: Qualitative Methods for Educational Research
EDCI 509: 802: 803: Implementing Action Research in Teaching and Learning
EDCI 518: Master Teaching Strategies for Science Teachers
EDCI 536: Construction of Curriculum
EDCI 537: Contemporary Issues in Science Education
EDCI 540: American Indian Studies for Educators
EDCI 552: Human Development and the Psychology of Learning
EDCI 552: Human Development and the Psychology of Learning (EARLY SPRING)
EDCI 553: Diversity, Special Needs, and Classroom Discipline
EDCI 553: Diversity, Special Needs, and Classroom Discipline (FALL)
EDCI 553: Diversity, Special Needs, and Classroom Discipline (LATE SPRING)
EDCI 554: Curriculum Design, Pedagogy and Assessment (EARLY SUMMER 2014)
EDCI 554: Curriculum Design, Pedagogy and Assessment (LATE SPRING)
EDCI 554: Curriculum Design, Pedagogy and Assessment (LATE SUMMER 2014)
EDCI 555: Technology, Instructional Design, and Learner Success
EDCI 556: 02: The Legal, Social and Practical Basis of Schooling
EDCI 557: , 02: Brain Science, Educational Research, and Teaching
EDCI 558: 802: 803: Internship I: Methods of Teaching
EDCI 559: 802: 803: Internship II - Equity, Special Needs and Diversity
EDCI 564: The Comprehensive Portfolio
EDCI 575: Professional Capstone Paper & Symposium in Science Education
EDCI 577: OPI Internship-Teacher Certification
EDCI 588: Foundations of Positive Youth Development
EDCI 588: Observation and Expository Drawing as a Pathway to Nonfiction Writing in the Science Classroom
EDCI 588: Supervision of Student Teachers
EDCI 588: 2014 MBI Summer Institute:
EDCI 591: Cognition and Instruction II
EDCI 591: Cognition and Instruction 1
EDCI 591: Astrobiology for Teachers Part 2 - The "Bio" Part
EDCI 591: Teaching Inquiry in the Science Classroom
EDCI 591: Environmental Science Education: Fall Ecological Field Studies
EDCI 591: Project Archaeology - Investigating a Plains Tipi
EDCI 591: Symbiosis - Eat, Prey, and Love
EDCI 591: Environmental Science Education: Winter Ecological Field Studies
EDCI 591: Project Archaeology - Investigating a Plains Tipi
EDCI 591: Teaching Inquiry in the Science Classroom
EDCI 591: Across the Sciences
EDCI 591: Environmental Science Education: Summer Ecological Field Studies
EDCI 591: History of Spaceflight and Space Technology
EDCI 591: Teaching Technology in the Science Classroom
EDCI 591: Energy: A Multidisciplinary Approach for Teachers
EDCI 598: NPTT Internship: Student Teaching
EDCI 598: NPTT Internship: Paid Internship
EDCI 598: NPTT Internship: Master of Education
EDLD 507: Foundations of Educational Leadership
EDLD 508: Supervision of Instruction
EDLD 515: Planned Change
EDLD 520: School and Diverse Communities
EDLD 524: Instructional Leadership in Elementary School
EDLD 525: Instructional Leadership in Secondary School
EDLD 526: Evaluation of School Programs
EDLD 526: Evaluation of School Programs - Rural Ed Cohort
EDLD 532: Montana School Law
EDLD 534: Data Driven Decisions
EDLD 555: Montana School Finance
EDLD 564: Comprehensive Portfolio
EDLD 565: K-12 Instructional Leadership
EDLD 574: Field Experience
EDLD 574: Field Experience
EDLD 591: Administration of Special Programs
EDLD 591: Principles of Ethical Leadership
EDLD 591: Indian Education, Heritage & Identity
EDLD 594: Seminar
EDLD 610: Leadership and Organizational Theory
EDLD 620: The School Superintendent
EDLD 645: School Personnel Management
EDLD 650: Montana Finance and Facilities
EDLD 655: Montana Legal and Policy Studies
EELE 591: Solar Cell Basics for Science Teachers
ENTO 510: Insect Ecology
GPHY 580: Global Warming, Climate Change and Our Environment
GEO 521: Dinosaur Paleontology of Hell Creek Formation
GEO 522: Dinosaur Paleontology II
GEO 560: Geology of the Yellowstone Volcanic Center
LRES 545: Watershed Hydrology
LRES 557: Thermal Biology in Yellowstone National Park
LRES 565: Environmental Biophysics
LRES 569: Ecology of Invasive Plants in the Greater Yellowstone Ecosystem
LRES 591: Streamside Science: Hands-On Approaches to Water Quality Education
LRES 591: The Twelve Principles of Soil Science
LRES 591: Water Quality in the Classroom: A Characterization of the Science and Issues
LRES 591: The Dirt on Soil Science
LRES 591: Yellowstone Lake Ecology
MSSE 501: Inquiry through Science & Engineering Practices
MSSE 591: Integrating Literature into the Science Classroom
MSSE 591: Science across Cultures: An Inquiry Approach
MSSE 591: Web Tools for Teaching Science
MSSE 591: Capstone Data Analysis
MSSE 591: STEM Framework for Science Education
M 424: Algebraic Thinking and Number Sense in the Middle Grades
M 518: Statistics for Teachers
M 577: Improving Mathematics Education: Capstone Project
M 594: The Portfolio Seminar I
M 594: MSMME Capstone Symposium
M 594: The Portfolio Seminar II
MB 536: Exploring Microbiology
MB 538: Cell and Molecular Biology Laboratory
MB 539: Infection and Immunity
MB 540: Environmental-Applied Microbiology
MB 541: Microbial Genetics
MB 542: Microbial Ecology
MB 547: Thermal Biology in Yellowstone National Park
MB 591: Biofilms: The Biodiversity of Slime
MB 591: Special Topics in Microbiology
SPNS 588: Spanish for Education Professionals
NASX 491: Indigenous Northern Plains Hide Technologies: Making Buckskin and Parfleche
NASX 530: Federal Indian Law and Policy
NASX 550: Native America: Dispelling the Myths
NASX 551: American Indian Art Survey
Project Archaeology Educator Field School
NUTR 524: Teaching Adolescent Nutrition
NUTR 526: Nutrition for Fitness and Performance
NUTR 591: Food and Nutrition Across the Elementary Curriculum
PHSX 401: Physics by Inquiry I
PHSX 402: Physics by Inquiry II
PHSX 403: Physics by Inquiry III
PHSX 405: Special Relativity
PHSX 491: Conceptual Physics
PHSX 511: Astronomy for Teachers
PHSX 511: Astronomy for SOFIA Airborne Astronomy Ambassadors
PHSX 512: General Relativity
PHSX 513: Quantum Mechanics
PHSX 514: Comparative Planetology: Establishing a Virtual Presence in the Solar System
PHSX 582: Astrobiology for Teachers
PHSX 583: The Invisible Universe Online: The Search for Astronomical Origins
PHSX 591: The Night and Day Sky for Teachers
PHSX 591: Space Based Observatories
PHSX 591: Teaching Mechanics Using Research-Based Curriculum
PHSX 591: Using Robotics in Lunar Exploration - Rent Materials
PHSX 591: Physics of Renewable Energy for Teachers
PHSX 591: The Science of Sound
PHSX 591: Using Robotics in Lunar Exploration - Buy Materials
PHSX 591: Teaching Electricity and Magnetism Using Research-Based Curriculum
PHSX 591: The World of Forces
PHSX 591: Electric Circuits & Magnetism
PHSX 591: The World of Motion
PSPP 548: Flowering Plants of the Northern Rocky Mountains
PSPP 591: Plants, People, and Health
PSPP 591: Biomimicry: the Technology of Biology

Library Media

EDCI 522: Information Resources and Services
EDCI 545: Organization of Information in School Library Media Centers
EDCI 546: The School Library Media Specialist
EDCI 547: Information Inquiry and Educational Change
EDCI 548: Management of Information and Resources
EDCI 549: Applications of Literature for Children and Young Adults
EDCI 580: Improving Reading and Writing in the Content Areas
EDCI 598: Internship in Library Media

Medicine and Healthcare

LAC 504: Alcohol and Drug Studies
MEDS 160: EMT Basic Course
SPNS 250: Spanish for Healthcare Professionals
EMT Basic Course
Phlebotomy Technician Course - 2013

Mental Health

LAC 491: Assessment, Treatment Planning of Addiction Counseling
LAC 491: Alcohol and Drug Studies
LAC 491: Psychopharmacology and Addictions
LAC 491: Chemical Dependency Counseling
LAC 491: Cross-Cultural & Ethical Considerations in Addictions Counseling
LAC 491: Group Counseling in Addiction Settings
LAC 491: Group Counseling in Addiction Settings II
LAC 491: Counseling theories in Addiction Settings
LAC 501: Chemical Dependency Counseling
LAC 502: Psychopharmacology and Addictions
LAC 503: Assessment, Treatment Planning of Addiction Counseling
LAC 505: Cross-Cultural & Ethical Considerations in Addictions Counseling
LAC 506: Group Counseling in Addiction Settings
LAC 507: Group Counseling in Addiction Settings II
LAC 508: Counseling Theories in Addiction Settings
Psychiatric/Mental Health for Primary Care Providers - Module 1
Diagnostics (Recorded Webinar)
Psychiatric/Mental Health for Primary Care Providers - Module 2
Pharmacotherapy (Recorded Webinar)
Psychiatric/Mental Health for Primary Care Providers - Module 3
Depressive Disorders (Recorded Webinar)
Psychiatric/Mental Health for Primary Care Providers - Module 4
Anxiety Disorders (Recorded Webinar)
Psychiatric/Mental Health for Primary Care Providers - Module 5
Bipolar Disorders (Recorded Webinar)
Psychiatric/Mental Health for Primary Care Providers - Module 6
Cognitive Disorders in the Older Adult (Recorded Webinar)
Psychiatric/Mental Health for Primary Care Providers - Module 7
Managing Neurobehavioral Crises (Recorded Webinar)

Sport, Exercise, and Allied Health

HHD 551: Sport Nutrition
HHD 552: Sport Psychology
Personal Trainer Prep Course

AGED 591: Advanced Teaching Methods

Credits: 3

This course will use contemporary and foundational theory and research on teaching and learning processes in the application and organization of instructional methods and techniques in formal and non-formal educational settings particularly in agriculture, food and natural resources disciplines.

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LRES 510: Biodiversity Survey and Modeling Methods

Credits: 3

Both careers and graduate studies in land resources and conservation management require knowledge of how to design, execute, and analyze data concerning biodiversity at multiple scales in time and space. This course will provide students with the theoretical and practical skills associated with surveying and monitoring designs, sampling methods and data analysis techniques to answer questions about biodiversity. We will concentrate on applying and evaluating these methods using plants but will also gain experience with other taxa. Application of the biodiversity designs and methods will be to three main system types: agriculture, rehabilitation/restoration, and wildland. Students will also collect their own data and write a research report using methods and analysis techniques they are introduced to as part of the course.

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PSPP 546: Herbicide Physiology

Credits: 3

This course covers topics in herbicide classification, herbicide mode of action, and resistance mechanisms. The goals of the course are: to understand the fundamental physiology, biochemistry, and molecular biology of herbicides and their effects on plants; to study the physiological mechanisms of herbicide resistance; to examine the processes by which herbicides are discovered and developed for commercial release; and to investigate typical herbicide non-performance scenarios and practice troubleshooting field complaint situations.

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Flight Ground School

Whether you want to fly commercial airliners or a small private plane, you must start with a basic ground school. At the completion of this course, you will be fully prepared to take the FAA written exam for the private pilot certificate. Learn basic aerodynamics, aircraft performance, aircraft power plant systems, airspace categories, flight instruments, meteorology, weight and balance, airborne emergencies, Federal Aviation Regulations (FARs), navigation and flight physiology.

This course is also offered for credit.

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SPNS 291: Spanish for Business Professionals

Credits: 3

This course is an introductory level Spanish class with a content focus on the world of business and finance. This course is designed for current and future business and finance professionals interested in developing basic Spanish skills within the context of their profession and nurturing their cognizance for hispanic culture. This course is designed for students who have little or no previous Spanish knowledge as well as intermediate or advanced Spanish language learners who are interested in refining their communication and etiquette skills within the context of business and finance. By the end of this course students will have a basic understanding of Spanish grammar and useful vocabulary in the context of business and finance as well as a fundamental awareness of cultural aspects concerning a professional.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded. For complete information on administrative policies http://eu.montana.edu/credit/policy.htm

Instructor permission is now required to add this course. You must email the instructor for the course and ask permission. If they approve your request please forward this permission to ccok@montana.edu and phone in registration (406)994-6683 or toll-free (866)540-5660. You may also come to 200 Culbertson Hall and complete a registration in person.

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Build Your Websites NOW!

Want to give your small business or nonprofit an online presence? Build a functional website that you can update and manage yourself without using computer code. Learn everything from picking a good domain name to adding photos, menus, prices, and more. Use free software available to everyone. We’ll also cover how to measure your site’s traffic and use it to make better marketing decisions. (Hosting and domain registration are not included in the class fee) Participants must have intermediate computer skills before taking this class.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

FAQ's
Do I need to have hosting and a domain all figured out?
We'll go through the exercise in class on how to pick a good domain name and set up all the hosting as one package. If you already own a domain name, you'll want to have your account info handy, so we can sync everything up. Hosting will run $6.95/month and comes with a free domain when you purchase a 1 year plan.
I have my own design, will you show me how to put it on the web?
Unfortunately, we won't have time to dive into doing custom web design as we'll be focusing on just getting comfortable with using WordPress. This exercise crosses over into code development and is a bit beyond what we have time to cover in the initial course.
Can I build an online store?
If you're interested in selling online there might be some other options to explore depending on your business goals and budget. We typically don't have time to cover this in the beginner course but are happy to provide some tips on what we've seen work well.
Will I have a site I can update myself?
Absolutely! By the end of the course you'll be able to edit and swap out any text, photos, or video you like.
What else do I get for attending?
In addition to a solid understanding of how to use WordPress, you'll also come away with learning a few fundamentals of online marketing. So, you'll be able to craft a strategy for getting traffic to your site and also have the technology at your fingertips to execute on these ideas.
Plus, you'll have access to all the presentation slides online for reviewing at a later date.
Anything else?
To date, these classes tend to fill-up and have a waiting list. If you're interested, we'd love to have you in class so be sure to sign up and reserve your spot well in advance.

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Cash Flow

This training will show attendees how to create a budget for their business and will give useful tips for increasing and accelerating cash flow. Attendees will also review financial statements including balance sheets and income statements and illustrate the differences between net income on the income statement and cash flow.

This course is brought to you by MSU Extended University, MMEC and the Montana Women’s Business Center, which is funded in part through a Cooperative Agreement with the U.S. Small Business Administration.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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How to Start a Business in Montana

Participants will learn the factors they need to consider when choosing the best business entity (corporation, LLC, partnership, sole proprietorship, etc.) for their proposed enterprise including: tax consequences, liability, filing requirements with the Secretary of State, choosing a business name, and complexities at dissolution. Our discussion of tax implications will cover a wide array of topics including deductions for business expenses, filing estimated taxes, and self-employment taxes. We will cover city licensing requirements for particular types of businesses and how to draft supporting documentation to register different business entities (Articles of Incorporation, By-Laws, Articles of Organization, Partnership Agreements, etc.) While this course will not cover how to develop a business plan, participants will receive a list of low-cost and no-cost local resources available to assist new entrepreneurs with business planning and financing.

This course is brought to you by MSU Extended University and the Montana Women’s Business Center, which is funded in part through a Cooperative Agreement with the U.S. Small Business Administration.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

MSU Parking: Parking is free for 30 min. in the pay lot across from the Strand Union Building. Parking is also free in most parking spaces after 6:00 pm and on the weekends. To visit the MSU parking services homepage click here.

Campus Map: To see a map of MSU, click here.

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Search Engine Optimization (SEO)

Ranking well in search engines is key for businesses looking to market themselves efficiently. We'll cover how search engines establish rankings, ways to research keywords, and how to optimize all content on a website. We'll also cover how to identify your ideal site visitor and measure traffic to your website. Attendees will leave with an understanding of basic SEO and step-by-step methods for helping their website rank better.

This course is brought to you by MSU Extended University and the Montana Women’s Business Center, which is funded in part through a Cooperative Agreement with the U.S. Small Business Administration.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Using Online Marketing to Grow Your Business

Learn how to market your organization more effectively online by using relevant content, social media, search engines and building an online community around your brand. We'll explore the advantages of "out educating" versus "out spending" your competition through business and nonprofit case studies. Plan on a hands-on course with group exercises supplemented by short lectures with a focus on identifying and speaking with your target market. You will leave with a basic online marketing outline for your business or nonprofit and access to a class website for future reference.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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How to Build a Lean Startup


Taking tips from lean manufacturing and leveraging technology, the Lean Startup methodology can be incredibly useful for building a successful business from scratch with little or no money. This hands-on course will show students how to quickly launch a company and build in the appropriate learning tools to help ensure its success. This course will be co-taught by three entrepreneurs whose experiences range from publicly traded companies to garage startups.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Access Level II

In this course, you will build on the skills you acquire in Microsoft Access 2007: Level 1. You will learn the principles of designing a relational database and work with relationships. You will examine and edit database objects, create split forms, and identify object dependencies. You will use multiple tables, set criteria, sort and limit results, perform calculations, and create crosstab, unmatched, and duplicate queries. You will continue your study of forms by customizing input forms using Form Design View, modifying form controls, creating multiple items forms, and printing forms. Finally, you will use Report Design View as you create and modify reports, perform calculations on reports, generate labels, and print reports.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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21 Excel Tips and Tricks

The capabilities of Microsoft Excel are astounding, and it always seems there is something new to discover. Come and learn about functions that you never knew existed as well as tips that will make working in Excel more efficient including hotkeys, merging, absolute position, styles, and more. When was the last time you had an A-Hah moment in Excel? This class is for everyone: whether you are an Excel power user or rarely open a spreadsheet, you will find new tips to improve your productivity.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Access - Beyond the Basics

Take your database to the next step. Learn how to customize reports and forms. Learn about split databases and security for your database. Learn more complex queries and explore the VBA Editor.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Access Level I

Learn how Access can simplify your database-driven life. You will open, navigate, and close database objects; view forms and reports; and look at queries. You will add records to a table using the datasheet and a form and use a database to sort, delete, edit, and filter records. You will design and create your own database, generate reports, create queries, and build a table from an Excel worksheet. You will create tables using Table Design View, append records to a table, work with queries and wizards, and learn about database management. Finally, you will modify table structures, set Lookup fields and field properties, and analyze and document a database.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Excel Level 1

Jump start your knowledge of Excel with this interactive, hands-on course. After an introduction to spreadsheet terminology and Excel's window components, you will learn how to use the help system and navigate worksheets and workbooks. Develop your skills by entering and editing text, values, formulas, and pictures. You will also learn about moving and copying data; absolute and relative references; and ranges, rows, and columns. In addition, increase your skills by learning simple functions, basic formatting techniques, and printing.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Excel Level 2

Hone your Excel skills by learning how to use multiple worksheets and workbooks efficiently. Sort worksheet rows, freeze headings and split worksheet windows. Discover how to insert art; draw, move, size, rotate and add styles; and create SmartArt. Use Office templates and create custom templates. Learn about worksheet protection, setting a password and digital signatures. Copy and move worksheets, copy formatting between worksheets and use linked formulas.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Excel Level 3

Excel Advanced will be a student request driven class – in addition to requested needs Excel Advanced will also explore Pivot Charts and Graphs, IF statements, VLOOKUP and other advanced Excel formulas. Spreadsheets with value limits and dropdown lists will be created as will macros and complex formulas with multiple nested arguments-formulas.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Word Advanced

Word Advanced continues a student’s comprehensive Word skill set by exploring bookmarks, cross references and index creation, advanced graphic manipulation, how to manipulate a document in multiple windows and create macros. Additionally, the student will learn to create custom tabs, headers and footers, learn to use search and replace as well as wild card searches and create custom templates.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Word Basic

Create documents used in professional and business environments. Learn the elements of the Word such as: editing and selecting text; cut, copy and paste; AutoFormat; AutoCorrect; AutoComplete and AutoText; formatting characters and paragraphs; indents, tabs, bullets and numbered lists; fonts; WordArt; and borders; using spell and grammar check; and how to use templates and wizards.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Word Intermediate

You will learn the intermediate features for creating and revising business documents. At the end of the class, students will be able to work with styles, paragraphs, tabs, headers and footers, bullets, tables, and section breaks and large scale formatting.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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QuickBooks Intermediate

Take your knowledge of QuickBooks to the next level with QuickBooks Intermediate. Learn the fundamentals of financial data analysis including creating quick reports, customizing report information, creating graphs, and more. In addition expand your use of items in QuickBooks, practice estimating and progress invoicing, and learn about tracking time. Finally utilize the customizing forms and writing letters functions in QuickBooks. Sign up now and alleviate hours of unnecessary frustration.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Introduction to QuickBooks - Afternoons

This class will provide hands-on computer lab experience in learning the basics of QuickBooks Premier Accountant Edition 2013. This class will give you a basic overview on accounting terms and principles. You will learn how to create a company, enter credit card charges, write checks, create invoices, receive payments, make deposits, reconcile credit card and bank statements, pay bills, work with letters, modify preferences and templates. Bring a USB flash drive to class to practice backup and restore. You will be able to apply all information you learn to the QuickBooks Pro/Premier software 2013.

This course is brought to you by MSU Extended University, Downtown Bozeman Association, and the Montana Women's Business Center; which is funded in part through a Cooperative Agreement with the U.S. Small Business Administration.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Introduction to QuickBooks - Evenings

This class will provide hands-on computer lab experience in learning the basics of QuickBooks Premier Accountant Edition 2013. This class will give you a basic overview on accounting terms and principles. You will learn how to create a company, enter credit card charges, write checks, create invoices, receive payments, make deposits, reconcile credit card and bank statements, pay bills, work with letters, modify preferences and templates. Bring a USB flash drive to class to practice backup and restore. You will be able to apply all information you learn to the QuickBooks Pro/Premier software 2013.

This course is brought to you by MSU Extended University, Downtown Bozeman Association, and the Montana Women's Business Center; which is funded in part through a Cooperative Agreement with the U.S. Small Business Administration.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Introduction to QuickBooks - Mornings

This class will provide hands-on computer lab experience in learning the basics of QuickBooks Premier Accountant Edition 2013. This class will give you a basic overview on accounting terms and principles. You will learn how to create a company, enter credit card charges, write checks, create invoices, receive payments, make deposits, reconcile bank and credit card statements, pay bills, work with letters, modify preferences and templates. Bring a USB flash drive to class to practice backup and restore. You will be able to apply all information you learn to the QuickBooks Pro/Premier software 2013.

This course is brought to you by MSU Extended University, Downtown Bozeman Association, and the Montana Women's Business Center; which isfunded in part through a Cooperative Agreement with the U.S. Small Business Administration.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Advanced WordPress

Already up and running on WordPress but looking to get more out of your website? This class will show you how to further enrich your online presence using this powerful platform. Topics include leveraging plug-ins, search engine optimization tips, custom menus and templates, and getting specific functionality built into your website. Please Note: This is intended for experienced WordPress users who are already familiar with the platform.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

FAQ's
Will we be going over how to write code? (HTML/CSS/PHP/JavaScript?)
We'll go over how to edit the code through the WordPress admin panel if you're an advanced user but as far as how to write web code, we won't be covering these topics given the enormous scope it would take.
Will you cover themes and plugins?
Yes! We'll show you how to evaluate various themes and drop them in on your site to give it a custom look and feel. Plugins will be explored in depth for achieving specific functionality on the site (image slideshows, maps, photo galleries).
Can I build an online store?
If you're interested in selling online there might be some other options to explore depending on your business goals and budget. We typically don't have time to cover this in the course but are happy to provide some tips on what we've seen work well.
What do I need to do to get the most out of the course?
Showing up with a few ideas and knowing who your ideal site visitor is can help tremendously. We'll discuss this in class but having a few goals and vision for what you want your site to be can help you make the most of your time.
Anything else?
To date, these classes tend to fill-up and have a waiting list. If you're interested, we'd love to have you in class so be sure to sign up and reserve your spot well in advance.

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InDesign Collaboration Lab

Having issues applying what you learned in InDesign to your everyday projects? After many student/community requests, Extended University is offering a work session for you to work on your InDesign projects in class. Join us for the InDesign Collaboration Lab, where an expert instructor can assist you in bridging the gap from classroom to the real world. Come armed with your home, school or work design projects and plenty of questions. Take your learning to a new level and leave with a sense of satisfaction on the progress of your work. This class is for students who are currently working in InDesign. Bring your project on a flash drive. Please make sure your project is compatible with CS4. If you are working in CS5, please bring your own laptop.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Maximizing Google Tools

In this class we'll learn to use Google more effectively. If you don't already have one, we'll set up a gmail account so you can access all the Google tools. You'll set up a Google calendar and synch with it your phone and/or computer. We'll explore Google books and then spend time learning how to use Google documents – specifically presentations, documents, spreadsheets, and forms and learn how to set up groups to work together.

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Adobe Lightroom 3.0

For many of us, the advent of digital photography has meant the minimization of the need for a physical photo and hence the death of physical organizational systems for your images. The digital era has presented us with a whole new set of issues to navigate. Instead of worries about scratches on negatives, we now worry about image degradation due to lossy file formats and destructive editing practices. Instead of wondering where we physically stored an image, we now have a complex digital file structure wherein both professionals and amateurs alike have misplaced countless images. The Adobe Lightroom course is designed to maximize your workflow efficiency, teach you to get the most out of each photograph, and prepare you for Adobe Certification. We will explore simple and effective ways to enhance any of your images, create file structures and embed metadata so as to build an easily navigable image database, eliminate problems arising from image degradation, easily create the outputs necessary for any numerous end products whether digital or otherwise, and much more. Whether you are an avid amateur, or seasoned professional photographer looking to add another tool to your belt, this course will provide valued information and techniques to help you achieve your goals.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Dreamweaver - Cascading Style Sheets for mobile devices

Are you just getting started with CSS? Go a little deeper into CSS with this new 9-hour class, devoted just to CSS. Learn about descendants, children and inheritance. We'll work with backgrounds, lists, images, floats, columns, browser bugs and the box model. If we have time, we'll look at CSS3, including the new text and layout properties in CSS3. We’ll also work with fluid layouts for iPhone and iPad as well as the desktop.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Dreamweaver CS6 Basic

Would you like to create and modify Web sites like a professional? Learn the program the professionals use. You will plan and define a Web site. Create pages, format text, and define structural elements. In addition, create and apply CSS style rules, as well as modify tables, images, and links. You will also test and manage Web site files and publish a site.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Dreamweaver CS6 Beyond the Basics

Hone your Website skills. Learn to design pages with CSS and create and apply templates and server-side includes. In addition build accessible forms that validate user information. You will also learn how to position elements, apply behaviors, add libraries, and add multimedia files. Finally, work with Spry, collapsible panels and menu bars.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Dreamweaver Special Topics - Cascading Style Sheets

Are you just getting started with CSS? Go a little deeper into CSS with this new 6 hour class, devoted just to CSS. Learn about descendants, children and inheritance. We'll work with backgrounds, lists, images, floats, columns, browser bugs and the box model. If we have time, we'll look at CSS3, including the new text and layout properties in CSS3.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Illustrator CS6 Advanced

Learn more advanced techniques for working with paths, masks, fills, and strokes. In addition learn how to use transformation tools, envelopes, filters, effects, and graphic styles. In addition, you will learn how to convert raster images to vector art and how to manage color settings, color separations, and print specifications. Finally, work with slices and optimize and export images for the Web.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Illustrator CS6 Basic

You don’t need to be a professional artist to create beautiful graphics using Adobe Illustrator. Learn to work with this vector-based graphics program. Become familiar with the Illustrator CS6 environment, then learn how to create simple illustrations by developing and manipulating shapes and by drawing and editing paths. You’ll also learn to apply color, gradients, and transparency and work with text and layers.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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InDesign CS6 Advanced

Dig deeper into the elements of InDesign. Learn how to create complex document structures as well as tint and gradient swatches. Use object libraries and snippets to work more efficiently. In addition, create vector paths and wrap type on a path. You will also learn advanced typography and composition techniques. Work with graphics, object styles, tables, special characters, and the Story Editor. Finally, learn how to manage long documents.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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InDesign CS6 Basic

Dive into the world of graphic design. Learn the basic features of Adobe InDesign CS6, as well as fundamental concepts and terminology. Create documents, place text and graphics, and create custom color swatches. Also, work with master pages and multi-page documents. Learn how to format text, apply styles, and work with threaded text frames. In addition, work with layers, as well as position and group objects. Finally, print documents, create print presets, and package documents for commercial printing.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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iPods, iPads, iTunes, and Digital Media

This class will provide an overview of today’s methods of playing, holding and manipulating digital content – and how to access/create it. Discussion will include digital readers like Nook and Kindle and digital content sources. Digital content discussed will include: music files, video files and ‘book’ files, additionally this class will discuss integration of digital media via a home network and a Smartphone.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Photoshop CS6 Basic

Create professional-looking images for both print and Web. You will identify the components of the Photoshop environment, learn about the differences between raster and vector graphics, and learn how to use Adobe Bridge. In addition, you will learn how to work with text, layers, and layer effects. Finally adjust, retouch, and resize images.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Photoshop CS6 Intermediate

Do you have a grasp on the basics of Photoshop but are not yet ready to jump into the complex world of luminance masks, smart objects and vector paths by yourself? In Photoshop Intermediate, you’ll explore the concepts behind non-destructive image editing and delve into some of Photoshop’s many hidden goodies. Along the way, learn the steps necessary to expand your knowledge of the program and lay the foundation for lifelong learning. Join us for Photoshop Intermediate – the next step in your Photoshop learning process.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Visual Basics

We'll talk about Event Procedures, the Visual Basic Editor and work with some basic code writing. We'll learn the basics about If statements, switch statements, loops, calculations and writing to the database from Visual Basic. Prerequisite – Prior knowledge and comfort with Access.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Visual Basics for Access

We'll discuss Event Procedures, the Visual Basic Editor and work with some basic code writing. We'll learn the basics of calculations and writing to the database from Visual Basic. Prerequisite – prior knowledge and comfort with Access.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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Bikinis in Winter? A Look at Climate Change in the Northern Rockies

Noticing different birds in your backyard? Wondering what to expect for fishing in fifty years? In this short course, you'll find out what science has to tell us about the climate future of Montana and the Northern Rockies. The class includes an overview of climate science and then focuses on the impacts of climate change, including changes we are already seeing and ones we can expect down the road. This will be a unique opportunity to interact with climate scientists, learn more about our region’s future, and improve your understanding of this critical, current issue.

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ECIV 504: Construction Management and Productivity

Credits: 3

This course will investigate management concepts that include human factors as well as enlightened leadership and advanced management concepts. Students will learn about productivity improvement, data collection, analysis, and solutions to include the construction work force and cost.

At the end of the course students will be able to:
  1. Comprehend the opportunity, potential and obstacles to productivity improvement.
  2. Develop skills in problem solving techniques, systems, teams, and organizational issues related to methods analysis and improvement.
  3. Realize and identify the human factor involved in productivity improvement.
  4. Develop leadership skills to enhance the productivity process.


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ECIV 505: Quality Assurance and Risk Management in Construction

Credits: 3

This course addresses the implementation of Quality Assurance and Risk Management principles on a construction project. The student will become familiar with the fundamentals of Construction Quality Management (CQM) and how those fundamentals are used proactively to successfully complete a construction project. After developing a solid foundation in CQM, the student will then develop an understanding of the risk components that factor into completing a comprehensive Risk Assessment of a construction project.

By the end of the course successful students will:
  • Use a complete set of Contract Documents from an actual construction project to develop a Quality Control Plan and a comprehensive Risk Management Plan for the project.
  • Understand the principles of Project Partnering.
  • Understand the difference between the macro (project assessment) and micro (day-to-day jobsite management) components of construction project risk.
  • Use Earned Value principles to assess the technical, schedule, and cost risk elements of a construction project.
  • Understand the management decisions that have historically contributed to the failure of construction contractors.
  • Understand how contractors proactively manage their business practices to be successful in a cyclical economy.
  • Understand the risk components inherent in the traditional construction contract clauses (using the Federal Acquisition Regulations).


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ECIV 507: Law of the Construction Industry

Credits: 3

The goal of this class is to expose engineers to the effect of law, rules and regulations, on their work both from a practical perspective, for example, what engineers should know about basic concepts of contract law, to more abstract concepts like whether, and in what manner, government should mandate green construction practices. It is about understanding how the construction industry works within a framework of rules and regulations, critically considering whether the rules help or hinder the construction process and most importantly, how you as future leaders in the engineering profession are going to make the process better.

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Federal Laboratory Consortium 2013 National Meeting

Continuing Education Units for The 2013 national meeting of the Federal Laboratory Consortium for Technology Transfer (FLC).

Training only (Tuesday) will earn 0.7 Continuing Education Units
Training and Meeting (Tuesday-Thursday) will earn 2.15 Continuing Education Units
Meeting only (Wednesday-Thursday) will earn 1.6 Continuing Education Units

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HDFP 505: Family Systems (SPRING)

Credits: 3

Research and theory related to family functioning throughout the life cycle, especially financial decision making during crisis and conflict. Factors that shape family values, attitudes and behaviors from a multicultural perspective. New and emerging issues critical to family functioning.

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HDFP 505: Family Systems (SUMMER)

Credits: 3

Research and theory relative to family functioning throughout the life cycle will be studied, especially financial decision making during crisis and conflict. Emphasis will be given to factors that shape family values, attitudes, and behaviors from a multi-cultural perspective. New and emerging issues critical to family functioning will be addressed.

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HDFP 510: Fundamentals for Family Financial Planning (SUMMER)

Credits: 3

Issues and concepts related to the overall financial planning process, and establishing client-planner relationships. Services provided, documentation required and client and CFP licensee responsibilities are explored. Competencies related to gathering of client data, determining goals and expectations, and assessing the client's financial status by analyzing and evaluating data are developed. Emerging issues and the role of ethics in financial planning are an integral part of the course.

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HDFP 510: Fundamentals for Family Financial Planning (FALL)

Credits: 3

Issues and concepts related to the overall financial planning process, and establishing client-planner relationships. Services provided, documentation required and client and CFP licensee responsibilities are explored. Competencies related to gathering of client data, determining goals and expectations, and assessing the client's financial status by analyzing and evaluating data are developed. Emerging issues and the role of ethics in financial planning are an integral part of the course.

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HDFP 515: Insurance Planning for Families (FALL)

Credits: 3



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HDFP 520: Investing for the Families Future (FALL)

Credits: 3

An in-depth study of investment options for families, this course will include common stocks, fixed income securities, convertible securities, and related choices. Relationship between investment options and employee/employer benefit plan choices will be studied. Current and emerging issues, and ethics will be an integral part of the course.

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HDFP 525: Retirement Planning, Employee Benefits, and the Family (FALL)

Credits: 3

Micro and macro considerations in retirement planning for individuals and families will be covered. Included is a survey of various types of retirement plans, ethical consideration in providing retirement planning services, assessing and forecasting financial needs in retirement, integration of retirement plans with government benefits, and current research and theory in the field. Case studies will provide experience in retirement planning needs analysis.

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HDFP 525: Retirement Planning, Employee Benefits, and the Family (SUMMER)

Credits: 3

This course is fully-sponsored by the Office of Public Instruction.

The Apsáalooke homeland is located in the heart of the Northern Plains, in a place well known today as “Big Sky Country”. The Corps of Discovery traveled along the northern edge of this homeland on their journey westward, and traversed through the heart of it when William Clark’s group returned to the east by canoeing down the Yellowstone River. Despite their time spent in the Apsáalooke homeland, and their intent on meeting members of the “Crow” Tribe, as well as the the fact that 24 of their horses disappeared during the night of July 22nd, 1806, no direct contact was made with any member of the tribe. This educational journey into the homeland of the Apsáalooke people will be divided into four segments, to represent the four directions and a full circle of understanding:
I. Medicine Wheel Country
II. Awaxaawakússawishe – Mountain of the Future
III. Apsáalooke Life, 1805 - 2014
IV. Apsáalooke People in 2014 and Beyond


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HDFP 530: Estate Planning for Families (FALL)

Credits: 3

Fundamentals of the estate planning process, including estate settlement, estate and gift taxes, property ownership and transfer, and powers of appointment will be studied. Tools and techniques used in implementing an effective estate plan, ethical considerations in providing estate planning services, and new and emerging issues in the field will be explored. Case studies will provide experience in developing estate plans suitable for varied family forms.

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HDFP 530: Estate Planning For Families (SUMMER)

Credits: 3

Fundamentals of the estate planning process, including estate settlement, estate and gift taxes, property ownership and transfer, and powers of appointment will be studied. Tools and techniques used in implementing an effective estate plan, ethical considerations in providing estate planning services, and new and emerging issues in the field will be explored. Case studies will provide experience in developing estate plans suitable for varied family forms.

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HDFP 540: Personal Income Taxation (FALL)

Credits: 3

In-depth information of income tax practices and procedures including tax regulations, tax return preparation, the tax audit process, the appeals process, preparation for an administrative or judicial forum, and ethical considerations of taxation. New and emerging issues related to taxation will be covered. Family / individual case studies provide practice in applying and analyzing tax information and recommending appropriate tax strategies.

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HDFP 540: Personal Income Taxation (SUMMER)

Credits: 3

In-depth information of income tax practices and procedures including tax regulations, tax return preparation, the tax audit process, the appeals process, preparation for an administrative or judicial forum, and ethical considerations of taxation. New and emerging issues related to taxation will be covered. Family / individual case studies provide practice in applying and analyzing tax information and recommending appropriate tax strategies.

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HDFP 545: Family Economics (FALL)

Credits: 3

Major issues relative to the economics of families including household production, and human capital development and the economics of crises, public policy and family life cycle spending, saving and borrowing. A theoretical and research perspective will be used to illuminate the concepts in the course. New and emerging issues and the role of ethics in the field of family economics will be emphasized throughout the course.

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HDFP 545: Family Economics (SUMMER)

Credits: 3

Major issues relative to the economics of families including household production, and human capital development and the economics of crises, public policy and family life cycle spending, saving and borrowing. A theoretical and research perspective will be used to illuminate the concepts in the course. New and emerging issues and the role of ethics in the field of family economics will be emphasized throughout the course.

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HDFP 550: Housing/Real Estate (SPRING)

Credits: 3

An overview of the role of housing and real estate in the financial planning process from a theoretical perspective. Taxation, legal aspects, mortgages, and financial calculations related to home ownership and real estate investments are included. New and emerging issues in the context of housing and real estate will be emphasized. The role of ethics in financial planning with housing and real estate will also be included.

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HDFP 550: Housing/Real Estate (SUMMER)

Credits: 3

An overview of the role of housing and real estate in the financial planning process from a theoretical perspective. Taxation, legal aspects, mortgages, and financial calculations related to home ownership and real estate investments are included. New and emerging issues in the context of housing and real estate will be emphasized. The role of ethics in financial planning with housing and real estate will also be included.

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HDFP 555: Financial Counseling (FALL)

Credits: 3

Theory and research regarding the interactive process between the clients and the practitioner, including communication techniques, motivation and esteem building, the counseling environment, ethics and methods of data intake, verification and analysis. Other topics include legal issues, compensation, uses of technology to identify resources, information management, and current or emerging issues.

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HDFP 555: Financial Counseling (SUMMER)

Credits: 3

Theory and research regarding the interactive process between the clients and the practitioner, including communication techniques, motivation and esteem building, the counseling environment, ethics and methods of data intake, verification and analysis. Other topics include legal issues, compensation, uses of technology to identify resources, information management, and current or emerging issues.

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HDFP 560: Professional Practices in Family Financial Planning (FALL)

Credits: 3

Challenges of managing financial planning practices including, but not limited to: business valuation, personnel, marketing, client services, ethics and technological applications. Relying both on a theoretical as well as an applied approach, students will analyze case studies that provide relevant, practical exposure to practice management issues, with a strong emphasis on current research findings.

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HDFP 572: Financial Planning - Case Studies (FALL)

Credits: 3

All courses in the program must be completed as a prerequisite for enrolling in this course. Integration of both theoretical and applied concepts, including research findings from two comprehensive cases illustrating a students' understanding of a wide range of financial planning concepts and techniques as well as an awareness of ethical issues. A panel of faculty and Certified Financial Planners will review the two case studies.

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HDFP 572: Financial Planning - Case Studies (SUMMER)

Credits: 3

All courses in the program must be completed as a prerequisite for enrolling in this course. Integration of both theoretical and applied concepts, including research findings from two comprehensive cases illustrating a students' understanding of a wide range of financial planning concepts and techniques as well as an awareness of ethical issues. A panel of faculty and Certified Financial Planners will review the two case studies.

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HDFP 575: Professional Paper (SUMMER)

Credits: 3

A research or professional paper or project dealing with a topic in the field. The topic must have been mutually agreed upon by the student and his or her major advisor and graduate committee.

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HDFP 575: Professional Paper (FALL)

Credits: 3

A research or professional paper or project dealing with a topic in the field. The topic must have been mutually agreed upon by the student and his or her major advisor and graduate committee.

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Magazine Writing - Hands on Workshop

Need help tuning up your writing to submit magazine articles to editors? The Magazine Writing course examines magazine markets for freelance writers and focuses on writing for changing media. During workshop editing sessions, students will explore in-depth reporting, stylish writing and meticulously edited stories then create their own work. Students have the opportunity to produce magazine articles, receive editing suggestions and prepare stories for submission.

There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

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AGED 510: The Science of Food Fiber, Nutrition, and More: Agriculture Literacy in Montana Schools

Credits: 2

This course focuses on integrating factual and scientific educational material from all areas of agriscience into the Montana elementary and middle school curriculum and is designed for elementary school teachers on how to integrate agriculturally oriented educatinal materials into the formal educational setting.

The main emphasis in this course in on awareness of resources, incorporating resources into the classroom, and evaluating effectiveness of resources.

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AGED 588: Professional Development for Montana Agricultural Educators

Credits: 2

This course will focus on updated content and delivery methods for teaching secondary agricultural education in Montana. Participants are expected to attend all curriculum-related sessions of the MAAE Summer Update held in Red Lodge, and then prepare a unit plan related to one or more of the topics presented. The unit plan must fit seamlessly into the Montana agricultural education curriculum standards for agricultural education provided through the Montana Office of Public Instruction. Students will have additional time to complete and submit the unit plan.

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BIOL 500: The Science Behind School Gardens Bundle

Credits: 2

The Science Behind School Gardens is a new bundle of two online courses from Montana State University which help elementary teachers learn both plant science and nutrition, plus strategies for integrating the science related to school gardens into the classroom.

When you register for the bundle you will be registered for both the Plant Science: It Grows on You (BIOL 580) and Food and Nutrition Across the Elementary Curriculum (HDFN 580) courses.

Teachers will study how plants grow and develop and also learn how the body uses the food grown. Both topics lead well into integration of a school garden or local agriculture into the curriculum.

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BIOL 591: Predator-Prey Ecology: Wolves and Elk in Yellowstone

Credits: 2



Hybrid: Pre-reading and discussion online June 11 to June 29 and face to face June 25 to 29 on the MSU campus, including an excursion to the field.

Our primary goals in this course will be to understand the theoretical underpinnings of predator-prey interactions and link these theories to the real world study of predator-prey ecology. Through a mix of class and field work, participants will move rapidly from foundational theory, to hands-on field work and data collection, to the basics of analyses and how theory and data are synthesized to inform management. For us to progress smoothly during the class week on the MSU campus and in the field, 2 weeks of background reading and study is necessary. Pre-class week materials, including not less than 2 homework assignments, will be posted on the course's Desire2Learn website beginning June 15th.

Classes at MSU will be a combination of lecture, readings, and excercises designed to familiarize participants with population and predator-prey theory. More generally, we will explore the overall utility of mathematical models in describing natural interactions. Field work will center on general field craft (seeing and understanding ecology), study design, and techniques for gathering data.

We will spend 3 days in the field (T, W, Th) regardless of weather. During these trips, participants will study field craft and data gathering techniques in an area that has been studied extensively by researchers and is heavily used by wolves and elk.

Physical and Gear Requirements:
Both class days and field days will be long. The field component of this class is substantial, and teacher-participants should be prepared to spend the better part of 3 days hiking and doing field work in moderately rugged terrain at high elevations (>6000'). Participants should be able to hike several miles at a stretch and be comfortable spending full days in the field.

    This means having and carrying the following field gear:
  • A light, comfortable day pack into which all this gear will fit
  • Bear repellant - immediately accessible in a holster on your pack belt
  • Comfortable, all-weather, sturdy, above-the-ankle hiking boots - no tennis shoes!
  • Light weight rain gear, preferably breathable
  • Mid weight fleece or wool pullover or sweater
  • Sunglasses
  • Hat
  • Sun screen
  • High energy snack food and a lunch to keep you going for a full day on the trail. All food should be double-bagged in zipper-style bags
  • 1 or 2 1L water bottles, or a Camel-back style bladder with drinking hose
  • First aid kit
  • Headlamp or flashlight with spare batteries
  • Binoculars
  • Field notebook and pencils. Rite-in-the-Rain, or similar notebooks are best. Usually available at the MSU bookstore
  • Compass, and if you have one, a GPS
  • Personal toiletry and first aid kit containing any necessary medications
If you have a medical condition that could present as an emergency in the field, you must notify the MSSE program before signing up for this class. We will be operating in a remote area with sketchy to no cell coverage, so emergency services will be delayed.

Notebook computer with word processing (Word), spreadsheet (Excel), Acrobat, and wireless internet connectivity strongly recommended!

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BIOL 591: Examining Life in Extreme Environments

Credits: 2



Please note: This course is also offered as chemistry credit. Choose either BIOL credit or CHMY credit on the registration form when you go to register. You can only take it for one or the other, not both.

This 2-credit course is designed for teachers participating in the Master’s of Science in Science Education (MSSE program) at Montana State University. This course, sponsored by the NASA Astrobiology Biogeocatalysis Research Center at MSU, will investigate how studying the extremes of life will aid in a better understanding of early earth conditions and how scientists use this information to look for signs of life on other planets. The course will begin with a survey of astrobiology and then concentrate on three extreme environments with content lectures and hands on activities. Environments include extremely high and low temperature environments as well as high salt and high pressure deep sea vent and deep subsurface environments. Class discussions and activities will be focused on linking the properties of chemical gradients to biotic chemistry. There will be a one day field trip to Yellowstone National Park. Special guest scientists will join the class throughout the week. This course may be taken as biology credits or chemistry credits

Physical Fitness Requirement and Weather:
The field trip will require walking distances of up to 2 miles with moderate slopes and will involve being in the field for the whole day. Weather may vary, plan for rain and snow!

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BIOL 591: Human Physiology: Advancing Content and Pedagogy

Credits: 3

This course is designed for secondary and post-secondary educators who would like to develop and/or expand their repertoires of engaging, effective teaching strategies in human physiology. Students will review and expand their knowledge of the basic physiology of select organ systems and then use that foundation to explore various teaching strategies and develop peer-reviewed lessons in human physiology that are meaningful, integrative (connecting form to function and demonstrating the interrelationships between various body systems), challenging, and active to meet individual instructors' needs and promote student success.

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BIOL 591: Teaching Evolution

Credits: 3

Evolution is a powerful and generative concept that is fundamental to a modern understanding of biology and the natural world. Evolution offers insight into how we came to be, what our future may hold, and how we interact with the living world. However, despite its centrality to the modern biology classroom, teaching evolution can be especially challenging. Unlike instruction on many other topics covered in pre-college biology courses (organ systems, cell structure, ecosystem interactions, etc.), evolution instruction may encounter unique sources of resistance and misinformation in addition to more typical misconceptions and teaching challenges.

This course is designed to provide students with the knowledge, skills, and resources they need to teach evolution effectively. In this course, students will get an overview of evolutionary history and theory, an introduction to current topics of evolution research, tools for making evolution relevant to the science classroom and students' lives, and strategies for lesson development, as well as practical techniques and background knowledge for responding to challenges to evolution instruction.

Ultimately, of course, the goal of this course is to change how its students teach in their own science classrooms. We hope that participants in this course will increasingly emphasize evolution in their K-12 classrooms through dynamic and coherent lessons that help their students overcome misconceptions and see how evolution is relevant to their lives.

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BIOL 591: Using Local Ecosystems to Implement Elementary Biology Activities

Credits: 1

In this six-week course you will be introduced to fundamental biological concepts involving the interaction of matter and energy that results in the change of ecosystems. Each week you will be assigned a biological activity that can be incorporated into the science classroom. Student learning will involve cognitive, skill and affective outcomes.

The goals of this course are to...

  1. Learn about the importance of abiotic and biotic factors influencing local ecosystems.
  2. Learn how plants change during the autumn.
    • Generate an autumn leaf and seed collection.

  3. Learn how insects impact and interact within ecosystems.
    • Learn how insects are impacted by pheromones.
    • Learn how termites can be used to study a micro-ecosystem.
    • Demonstrate how termites can be used to study pheromones.

  4. Assess the risk of pollution through the use of bioassays.
  5. Identify and research an invasive organism impacting your local ecosystem.


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BIOL 591: Anatomy & Physiology – An Inquiry Based Approach for Teachers

Credits: 3

This course is designed for high school and post-secondary teachers of human anatomy and physiology and presumes the student already has a solid foundation in A&P. This course provides an introduction to the use of case studies as an effective way to integrate problem based learning into the human anatomy and physiology classroom. It is a methodology course designed for instructors who are already comfortable with fundamental physiological concepts. Students will review various physiological principles of the human body and then explore clinical applications of these principles via case studies. During the semester, students will participate in discussions regarding various physiological concepts, the use of case studies to improve student comprehension and build critical thinking skills, as well as critiques and modifications of presented case studies to help individuals build a collection of classroom-ready case studies. By semester’s end, each student will also develop an original case study for use in their high school or post-secondary A&P classroom.

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BIOL 591: Plant Science: It Grows on You

Credits: 1

This course will look at familiar seeds and their early growth into seedlings (with experimentation with the seedlings). You will  grow the little mustard known as Brassica, the Wisconsin Fast Plant. It is called the fast plant because it goes from seed to seedling to mature plant with flowers and fruits, and back to seed, in six weeks. In order to get the plant to grow satisfactorily, you must have a grow-light (shipped as part of your  materials) that can be on 24/7 (24 hours a day all week) for the entire six weeks, and you must get the seeds planted on Day 0.
The goals of this course are to...

  • Watch seeds germinate
  • Learn about uptake of water in seeds
  • Think about seeds as food
  • Observe how plants respond to gravity
  • Learn the parts of a flower
  • Act like a pollinating bee
  • Watch a flower part turn into fruit with seeds

You will keep journals with growth data, answer questions from the instructor based on your journals and the manual, and participate in discussions. If you are already familiar with Wisconsin Fast Plants, you can either participate in this class with more experimentation with your plants.

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CHMY 506: Integrating Computers into Laboratory Instruction

Credits: 2

This course provides an opportunity for grades 9-14 science teachers to explore innovations in curriculum, technology, modern laboratory facilities, and new learning strategies that encourage discovery-based learning. Properly used, a personal computer and an inexpensive data acquisition interface can enhance the teaching of laboratory science. Graduate students enrolled in this class will learn ways to use computer technology to engage students in discovery-based learning, to improve laboratory time utilization, to reduce equipment and chemical costs, and to improve safety.

    Course format for 2011:
  • 1) Conference (Mon, Tues., Wed am) – organized as a sequence of lectures, discussions, and “hands on” two-hour laboratory sessions. New educational strategies and technologies will be introduced by national leaders in chemical education, discussions by the group, and then immediately applied in the laboratory. Participants will use their own portable computers. Software will be provided for all participants.
  • 2) Laboratory Development Component (Wed pm, Thurs, Fri) students will work with faculty as individuals or teams to develop experiments useful in the courses they teach. These experiments can be drawn from their course content, or from experiments and lab equipment that they have developed. These reports are printed and provided as curriculum resource for course participants.


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CHMY 591: Examining Life in Extreme Environments

Credits: 2



Please note: This course is also offered as biology credit. Choose either BIOL credit or CHMY credit on the registration form when you go to register. You can only take it for one or the other, not both.

This 2-credit course is designed for teachers participating in the Master’s of Science in Science Education (MSSE program) at Montana State University. This course, sponsored by the NASA Astrobiology Biogeocatalysis Research Center at MSU, will investigate how studying the extremes of life will aid in a better understanding of early earth conditions and how scientists use this information to look for signs of life on other planets. The course will begin with a survey of astrobiology and then concentrate on three extreme environments with content lectures and hands on activities. Environments include extremely high and low temperature environments as well as high salt and high pressure deep sea vent and deep subsurface environments. Class discussions and activities will be focused on linking the properties of chemical gradients to biotic chemistry. There will be a one day field trip to Yellowstone National Park. Special guest scientists will join the class throughout the week. This course may be taken as biology credits or chemistry credits

Physical Fitness Requirement and Weather:
The field trip will require walking distances of up to 2 miles with moderate slopes and will involve being in the field for the whole day. Weather may vary, plan for rain and snow!

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CHMY 591: An Atoms-First Primer for AP/IB Chemistry Teachers

Credits: 3

This course is designed to introduce teachers of Advanced Placement (AP) or International Baccalaureate (IB) Chemistry courses to an Atoms-First pedagogy in the teaching of their courses. The textbook and its ancillary materials will be used as the primary basis for the course although teachers will be required to utilize materials from various resources. Teachers will be exposed to the an Atoms-First approach to teaching AP or IB Chemistry which emphasizes a pedagogy of building chemical foundations before moving onto more difficult topics. Teachers will finish by developing lesson plans using this pedagogy to teach AP or IB Chemistry at the high school level. We will discuss how to best engage high school students in topics, classroom implementation practices and proposals, and lab exercises that support the teachings in the classroom. Teachers will develop and establish a plan to implement inquiry-based chemistry lessons that conform to an Atoms-First pedagogy.

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CHMY 591: Exploring Biochemistry for Teachers

Credits: 3

This course will consider the reactions of the principle biochemical molecules (carbohydrates, lipids, proteins, and nucleic acids) with additional emphasis on biomedical topics. The primary goal of this course is to promote critical thinking about important, current health issues and to examine the role of laboratory modules in teaching these concepts. General biochemistry principles will be presented to understand the diseases under review. Written material will be provided on advanced topics.

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CHMY 591: Exploring Chemistry for Middle & High School Teachers

Credits: 3

This course provides an in depth discussion of critical concepts in chemistry. Chemical principles will be presented in the context of real-world issues including energy production (biofuels), chemistry of water, and polymers. Additional emphasis will be placed on the role of experimental sciences in teaching reading, writing, and logical thinking across multiple student backgrounds. Appropriate student laboratory designs will be addressed.

This course is intended as a “gateway” for future online courses in chemistry for middle and high school teachers.

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CHMY 591: Environmental Measurement: Sensors & Electronics

Credits: 3

Chemists and scientists in other fields can profit from an understanding of the electronic principles involved in the use of common environmental sensors--sensors for measurement of light, high resolution measurement of temperature, colorimetery, turbidity, and thermocouple high temperature measurements--and the simple electronic circuits that support them. These circuits are also suitable for pH and pressure measurements. This course's "hands-on" approach introduces digital voltmeters and simple DC circuits, operational amplifiers, basic principles of digital logic and counting circuits, and analog-to-digital conversion.

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CHMY 591: Exploring Organic Chemistry for Teachers

Credits: 3

This online course targets science teachers, Grades 6-12. The course will provide a general review/background in organic chemistry with an emphasis on functional groups and covalent chemistry reaction mechanisms while focusing on applications including polymers. Providing a solid foundation of basic principles of organic chemistry will allow teachers to describe and explain practical applications of organic chemistry.

A class discussion forum will be part of the course and allow teachers to share and explain teaching, demonstrations and lab activities from the course. In addition to on-line homework sets and exams, participants will also design a teaching project that uses course topics to develop an original teaching component to use in their own teaching setting. Participants will receive extra help with course topics through a chapter-by-chapter commentary. Where appropriate, emphasis will be on applications of organic chemistry to everyday life. This course provides background for future courses in biochemistry for middle and high school teachers.

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CHMY 591: Special Topics in Chemistry: Kinetics, Equilibrium, & Thermodynamics

Credits: 3

Equilibrium, Thermodynamics, and Kinetics explain why reactions stop where they do, why they get hot or cold, and how fast they occur. The rusting of a car and the explosion of a stick of TNT are actually the same type of process – thankfully happening at a different rate. How can reactions be so similar and so different at the same time?

These three topics make up a large portion of the “Reactions” section of the AP exam (35-40%) as well as a significant portion of the second half of an International Baccalaureate Chemistry course. These topics also represent some of the more difficult material to understand in General Chemistry.

This course is designed to help instructors bolster their background in equilibrium, thermodynamics, kinetics as well as provide assistance in the teaching of these topics. A classroom population represents a distribution of learning styles and a goal of this course is to provide a variety of instructional tools for teachers to utilize in their classrooms.

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CHMY 591: Chemistry of the Environment: Water, Air, and Earth

Credits: 3

This course is designed to familiarize students with basic general science and chemistry concepts of the environment, including water, air and Earth. Since this course will be building upon basic chemistry concepts, it is assumed that teachers taking this course have taken general chemistry at the undergraduate level, or the equivalent.

The course will integrate chemistry concepts of water, air and Earth with environmental context. Instructors will use narratives, supplement reference book examples, Internet examples and material complied on the student’s part. The textbook will be used as a basis for the course but students will be required to utilize materials from various resources, including but not limited to: the Internet, local professionals and their own classroom materials. Students will complete two original curriculum teaching projects derived from course content.
    Students will be assessed through the following ways:
  • Weekly on-line discussions of a topic posed which is derived from the weekly narrative
  • Concise weekly homework questions derived from chemistry concepts explored in narratives and supplemental textbook
  • Final exam consisting of multiple-choice questions
  • The development of three complete and original curriculum projects derived from course content


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CHMY 591: Exploring Biochemistry II: Metabolism

Credits: 3

This course is designed to serve as the second semester of a two-semester sequence of biochemical principles. The course will build on topics covered in CHMY 591 (Exploring Biochemistry I) such as carbohydrates, lipids, proteins and nucleic acids. The proposed course will investigate the metabolism of each of these biological molecules while exploring applications of these topics to a classrooom setting. The textbook will be used as a basis for the course but students will be required to utilize materials from various resources including chapter summaries, related internet websites, scientific journals, and material compiled on the students's part.
    Students will be assessed through the following methods:
  • online discussions of a topic related to the weekly material
  • homework sets and/or unit/chapter exams that reflect the application of material from weekly content (composed of multiple-choice questions)
  • final exam (composed of multiple-choice questions)
  • development of a project (classroom lesson or other application) that incorporates content from the course


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CHMY 594: Science Lab Safety and Risk Management

Credits: 1

This seminar provides information on safe school laboratory practices including protocols for chemical purchase, storage, and disposal, as well as safety equipment. Evaluation and modification of common laboratory experiments and demonstrations will be included, with participants providing sample lab exercises for evaluation. Explicit chemical fire control procedures will be addressed with a hands-on fire extinguishing experience. Insurance risks will be considered.

Time Commitment: 8-10 hrs/day

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ECIV 591: Snow and Avalanche Physics for Science Educators

Credits: 3

This course begins with establishing the necessary background for understanding snow and avalanches. The course then progresses into methods for solving problems related to snow and avalanche mitigation including topics from route selection to explosives placement. This course is designed to educate the teachers in the basics of snow and avalanche physics such that they may apply what they learn in their own classrooms to excite their students about science and physics. The course requires comfort with simple mathematical calculations, independent research, and communication with your peers and instructor via the on-line interface.

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ERTH 516: Northern Rocky Mountain Geology

Credits: 2

This course will investigate the geological history and evolution of the Northern Rocky Mountain region. Topics to be covered will vary from year to year, but generally include local stratigraphy, the Laramide and Sevier orogenic events, volcanism in and around Yellowstone National Park, earthquake activity within the Intermountain Seismic Belt, and many more. Daily field trips from campus will provide “hands-on learning” in some of the best-exposed, classic geologic localities in the Rocky Mountains. The course will integrate many aspects of physical geology, historical geology, geomorphology, structural geology, seismology, volcanology, and tectonics in a manner that is relevant and applicable to the region surrounding Montana State University.

Physical fitness requirements:
In order to study the geology of southwest Montana in the field, this course will involve light to moderate outdoor physical activity. Many of our stops will be at outcrops by the side of the road (involving very little hiking), but in some instances we will need to hike in order to visit key outcrops and/or make key geologic observations. Most hikes will be fairly short (less than five miles) and on reasonably well-developed trails, but off-trail hiking may also be necessary. Furthermore, the hiking terrain may be steep and rocky at times; elevations will range from 5,000 to 9,000+ feet. If you have concerns about the physical fitness expectations of this course and/or your ability to meet these expectations, please contact the MSSE office at 406-994-5679.

Recommended field equipment:
  • Good hiking boots with ankle support
  • Day pack
  • Lunch, snacks, and lots of water (hydration system)
  • Rain gear and layers that can be added or shed, depending on fluctuating temperatures in the high alpine. Extra cloths (layers) for rapid changes in the weather
  • Field notebook (waterproof paper), pencils, pens, clipboard
  • Hat and sunscreen
  • Sunglasses
  • Camera
  • First aid kit
  • Hiking pole (ski pole or Leki walking pole)
Time Commitment: 8-10 hrs/day

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ERTH 588: Applying Research Experience to the Classroom

Credits: 2

The class focuses on basic information on geology and paleontology and how paleontologists use rocks, fossils, extant animals, and modern environments to interpret the past. The primary objective is to apply research experience obtained at the Egg Mountain fossil egg locality during the summer to the classroom. Instruction is conveyed by use of PowerPoint presentations, readings from scientific journal articles, and online discussion of science content and pedagogy.

Teachers will use their research experience at the Egg Mountain Fossil Egg locality to create an inquiry-based learning unit for their classroom. This unit will be based on notes taken in the field, assigned journal articles, PowerPoint presentations, and field data provided by the instructor. These lessons will be shared and critiqued by the instructor and participants prior to the final submission.
    Grades will be assigned based on:
  • 1) accuracy of the science content,
  • 2) quality of the inquiry activity,
  • 3) whether it adequately meets Montana state science standards for the target grade.


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ERTH 588: Earth Science and Me

Credits: 2

Please note that 588 courses are intended as professional development for practicing teachers and cannot be applied toward credit requirements for graduate degree programs

This workshop will give teachers the tools they need to instruct their students on the importance of mining, minerals, and earth science. 18 topics will be covered including: the rock cycle, identifying minerals, the basics of plate tectonics, identifying a sedimentary, metamorphic, and igneous rock and ore, reading maps, cost of mining and Montana mining deposits. Teachers will also have the opportunity to tour the Yellowstone Talc Mine and the Three Forks Talc Mill.

Non-Credit Information
This offering allows participants in a non-credit course to earn academic credit. Please register for the course and academic credit separately. For more information on registering for the non-credit workshop contact Doug Scott.

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ERTH 591: Fundamentals of Oceanography

Credits: 3

Fundamentals of Oceanography offers an introduction to the physical, biological, chemical and geological processes of the ocean and its ecosystems. Teachers will learn about the complex interactions between these properties, their influence on terrestrial ecosystems and the impacts humans have on these processes. Exciting laboratory exercises can be adapted to be offered at any grade level.

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ERTH 591: Geology of Glacier National Park

Credits: 2

This five-day field trip will explore the incredible geology of Glacier National Park and surroundings in northwest Montana. The goal of this course is to develop an advanced understanding of Glacier National Park’s geology, using the natural outdoor laboratory offered by GNP as our main mode of instruction. We will explore the bedrock stratigraphy that forms the foundation of GNP, the structural evolution of the Lewis thrust sheet, and of course the glacial history of the region (including deglaciation due to contemporary climate change and global warming). Leaving from and returning to Bozeman, this field trip will involve four nights of camping in public campgrounds, so be prepared with your own small tent and compact sleeping gear. Students will be expected to limit their gear for the week to that which will fit in a backpack.

Requirements:
Participants in this field course must be in very good physical and cardiovascular condition. The course will involve hiking on very steep terrain in the mountains of Glacier National Park, including a long hike to an active glacier. Students will be expected to take good field notes, interact during group interpretations, work independently on a field problem, and write a comprehensive report or lesson plan.

Recommended field equipment:
  • Good hiking boots with ankle support
  • Backpack
  • Water bottles or a pack hydration system
  • Rain gear and layers that can be added or shed, depending on fluctuating temperatures in the mountains
  • Field notebook (waterproof paper), pencils, pens, clipboard
  • Hat and sunscreen
  • Sunglasses
  • Camera
  • Small first aid kit
  • Hiking pole (ski pole or Leki walking pole)
  • Tent, sleeping bag and pad, personal overnight camping items
  • Swim trunks and something to protect your feet in water
  • Limited cooking gear (we will restock food on a daily basis)

Time Commitment: 10-12 hrs/day

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ERTH 591: K-14 Earth System Science

Credits: 2

Participants will learn to find the Internet's abundant digital Earth Systems Science (ESS) resources and use these resources to create integrated mathematics and science lessons. Participants will learn to adapt online resources to their own instructional environments at the K-14 levels.

ESS emphasizes the dynamic interrelationships among changes in the atmosphere, ocean circulation patterns, and environmental processes on and beneath the earth's surface. K-14 Earth System Science instruction is designed for K-14 teachers already familiar with using basic computer and Internet tools. Participants will integrate concepts from ESS with Internet resources, such as digital weather images, near-real-time earthquake data, and archived climate data. Necessary ESS scientific background is provided and effective pedagogical strategies are discussed for using computer technology with students at all levels K-14. Although the course science content is based in ESS, emphasis will be on the integration of mathematics, earth systems science, and Internet technology, using discovery and constructivist methods.

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ERTH 591: Weather and Climate for Teachers

Credits: 3

Few subjects within Earth Sciences are as far reaching as the study of weather (meteorology) and climate (climatology). We plan our days based on the current weather, plant food supplies based on seasonal forecasts, and develop economies based on regional climate. Weather and climate also explain major biogeographic patterns and influence physical processes shaping Earth. With unprecedented climate changes likely inevitable in our lifetimes, the study of weather and climate has also taken on added importance in recent decades. For these reasons and many more, it is imperative that we equip our teacher and educators with the tools to better prepare and motivate the next generation of scientists in this field. In this course we will build a physical understanding of how Earth systems interact to create the weather we see on a daily basis and the climatic patterns that emerge at larger spatial and temporal scales.

The course goals are to:
  • Increase weather and climate content knowledge,
  • Increase pedagogical skills related to teaching weather and climate,
  • Create a "tool-kit" of teaching activities relating to weather and climate, and
  • Engender changes in teacher-participants' classrooms that lead to an increased quantity and quality of weather and climate related instruction.
These goals will be accomplished through a highly structured series of readings, web based activities using a range of on-line resources, development and maintenance of a local weather journal, and the development and peer review of weather and climate class room activities. This course is specially designed for practicing science teachers at the middle to high school level.

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ERTH 591: Historical Geology for Educators

Credits: 3

This course will provide grade 7-12 science teachers with a rigorous overview of the evolution of the Earth and life, and the methods that geologists use to investigate the history of our planet. The content of this course will be supplemented by reading scientific and popular literature and a focus on the pedagogy of teaching concepts of evolution and geologic time to middle and high school students. This course is intended strictly for science teachers enrolled in the Masters of Science and Science Education degree program and other science teachers with a minimum of two years teaching experience.

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ERTH 591: Landforms for Elementary Teachers

Credits: 1

In this online course we will investigate landform science. Observing landforms and how they change is fun! We will look at a variety of landscapes and how they came to look like they do. We will model landforms and encourage sharing and discussions of teaching ideas in our course. The principles you learn will increase your confidence in teaching science in general as well as landforms in particular.

The goals of this course are to...

  • Introduce concepts of structure, process and time
  • Review the battle between living and non-living forces and the relationship it has to landforms
  • Model and represent landforms using resources such as remote sensing, maps, physical models and math models
  • Uncover the importance of orders of landforms
  • Distinguish between continent and ocean basin movement versus minor slope elements
  • Compare and contrast varying degrees of arid regions
  • Classify volcanic landforms by their composition
  • Compare and contrast varying degrees of water erosion regions
  • Identify landscapes formed by landslides and glaciers
  • Incorporate a Native American perspective on Landform Science


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ERTH 591: Teaching Middle School Earth System Science

Credits: 3

This course is taught in conjunction with the Earth System Science Alliance. ESSEA has a large repository of modules focused on the subject of earth system science. All modules use problem based learning to explore the events and interactions between the lithosphere, hydrosphere, biosphere, and atmosphere. The middle school course is composed of 3 modules plus an introduction module. Teachers utilize problem based learning to study both event to sphere interactions as well as sphere to sphere interactions and how one interaction can lead to other interactions.

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ERTH 591: Geology of the Moon

Credits: 3

The Geology of the Moon on-line course is designed for practicing teachers who want to understand more about the Moon and its history and relationship to Earth. We will explore theories for its formation and the geologic processes involved in its evolution, including the differentiation of its layers, volcanic activity, and impact cratering, with each discussion encompassing comparisons between the Earth and Moon. We will investigate the Moon’s orbital characteristics (revolution, rotation, phases and eclipses) and explore current and upcoming missions to the Moon (the material will be connected to National Science Education Standards). During this course you will interactively participate through a combination of presentations, assigned readings, on-line discussions, classroom exercises and dynamic activities.

The instructor, Cassandra Runyon, has her PhD in Geology and has been working in the field for over 15 years. She is a member of the Science and Education and Public Outreach team for NASA's Lunar Science Institute and was a science team member and Education/Outreach lead for a recent mission to the Moon.

A special "thanks" to NASA's National Lunar Science Institute for their support of this course.

Participation in this course is limited to US teachers only.

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ERTH 591: Understanding Climate Change

Credits: 3

The science of climate change is a complex subject that balances the physical record and scientific fact with politics, policy, and ethics. This course explores the science of climate change. Students will learn how the climate system works, what factors cause climate to change across different time scales and how those factors interact. We will also explore how climate has changed in the past and how scientists use models, observations and theory to make predictions about future climate. Finally we will examine the possible consequences of climate change for our planet. The course explores evidence for changes in land and ocean temperature, changes in the cryosphere, sea level and acidity change due to global warming. Students will learn how climate change today is different from past climate cycles and how satellites and other technologies are revealing the global signals of a changing climate. Finally, the course looks at the connection between human activity and the current warming trend and considers some of the potential social, economic and environmental consequences of climate change.

In light of the changes we have already observed, and the projected future changes it is imperative that we equip our teacher and educators with the tools to better prepare and motivate the next generation of scientists in this field. In this course we will build an understanding of climate change and how it will impact our future.

    The course goals for teachers in grades 9-12 are to:
  • Increase content knowledge about climate change,
  • Increase pedagogical skills related to teaching climate change topics,
  • Create a "tool-kit" of teaching activities relating to climate change, and
  • Engender changes in teacher-participants' classrooms that lead to an increased quantity and quality of climate change, weather and climate related instruction.
These goals are accomplished through a highly structured series of on-line lectures, web based activities using a range of on-line resources, and participant discussions on developing classroom activities. This course is specially designed for practicing science teachers at the upper middle to high school level.

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ERTH 591: Plant and Animal Response to a Changing Climate

Credits: 3

This course is designed to help educators better understand how ecosystems are responding to changes in the climate system and provide information that can be used to inform class activities about how climate change is impacting plants and animals.

The primary goal of the course is to help educators better understand changes that have been observed to the climate system and how plants and animals are responding to these changes. A second goal of the course is to provide material on climate change impacts that can be integrated into classroom teaching at the 9-12 grade level.

If you go to register and the course is full please e-mail Lisa.Brown@montana.edu and ask to be put on the waitlist.

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ERTH 594: Field Geology Summer 2014: Bahama Montana

Credits: 1

Bahama Montana" is an excursion into the blue, tropical marine waters that once covered Montana between 400 and 300 million years ago, and the fossil-rich sedimentary rocks that were deposited during this time. These rocks now form the sharp, serrated crest of the Bridger Mountain Range. This one-day field course will focus on observations and concepts that enable geologists to interpret the stratigraphy, invertebrate fossil content, past depositional environments, and geologic history from the ancient sedimentary units that comprise the highest peaks of the Bridger Range near Sacagawea Peak (966 ft/2946 m). Be prepared for a day of brisk hiking in a high alpine setting, collecting fossils of extinct Paleozoic marine invertebrate organisms (crinoids, brachiopods, bryozoans, horn corals, tabulate corals, etc.), and learning to interpret the sedimentary and tectonic history of this incredible outdoor classroom called the Bridger Range. An important objective of the field trip is to study the unique and exceptionally well-exposed Waulsortian bioherms (carbonate mounds) in the lower Lodgepole Limestone (Mississippian Period) south of Sacagawea Peak.

Recommended field equipment:
  • Good hiking boots with ankle support
  • Day pack
  • Lunch, snacks, and lots of water (hydration system)
  • Rain gear and layers that can be added or shed, depending on fluctuating temperatures in the high alpine. Extra cloths (layers) for rapid changes in the weather
  • Field notebook (waterproof paper), pencils, pens, clipboard
  • Hat and sunscreen
  • Sunglasses
  • Camera
  • First aid kit
  • Hiking pole (ski pole or Leki walking pole)
Physical fitness requirements: All participants must be in good physical condition. The course will involve hiking all day at a brisk pace in rough terrain at high elevation in excess of 5,000 feet above sea level, often involving very steep, unstable topography. Be prepared for a long day in the field!

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ERTH 594: Field Geology: Geology of Mt Everest & the Himalaya – from Seafloor to Summit

Credits: 1

This course will involve a field-based introduction to the Earth’s geomagnetic field and paleomagnetism. The day will be spent in the field (specific location will depend on the weather) with a hands-on approach to gain familiarity with equipment used by geologists for paleomagnetic research, emphasizing the relevancy and importance of this work to an understanding of global plate tectonics. In addition, students will learn to take structural measurements (using the geologic compass) and construct a simple geologic map in the field. A final report (and field map) will be required. In advance of the course, students are expected to become familiar with the basic physics of magnetism and geophysics of the Earth’s magnetic field (e.g., origin of the magnetic field, shape of the magnetic field, inclination, declination correction, etc.). Students should bring a lunch and snacks, plenty of water, large clip-board, field notebook and pen/pencil, camera, sun screen and a hat, day-pack, rain gear, hiking shoes (no sandals or tennis shoes – you need sturdy off-trail hiking shoes or boots), and layers of clothing for rapidly changing weather and temperature conditions.

Physical fitness requirements: All participants must be in good physical condition. The course will involve hiking all day at a brisk pace in rough terrain at high elevation in excess of 5,000 feet above sea level, often involving very steep, unstable topography. Be prepared for a long day in the field!

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BIOE 513: Terrestrial Ecology of Plains and Prairies

Credits: 1

Grassy areas – plains, prairies and meadows – rarely get the attention that lakes do, for example, or forests. But are grassy areas really that boring? What is the difference between the grass in your lawn and the bunchgrass in the field? Why are grasslands of any size important? How does land use change community composition?

In this course, we will take a closer look at one or two grass communities near your home or school and address these questions and others. You will complete six activities in this course:
  • Examine grass plants and learn some of their biology.
  • Locate and describe an important grassland in your area, a park, for example, explaining why it is special.
  • Locate and describe one or two study areas for your class project that ideally could be used for your own classroom activities.
  • Identify 8-10 major plants in your study areas and construct a dichotomous key to the plants that could be used by your students.
  • Quantitatively compare two features between or within your study areas, collecting data and analyzing them statistically (a sample statistics problem will be provided).
  • Write a short paper on your project, following scientific paper format. A “Question of the Week” will spark discussion among class members.
This course will get you outside, investigating areas that you find interesting and relevant to you and your students. It may be combined with BIOL 519: Biology of Riparian Zones and Wetlands, for observing similarities and differences between drier and wetter communities.

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BIOE 519: Biology of Riparian Zones and Wetlands

Credits: 2

Building a home along the bank of a river (riparian zone) or draining a wet area (wetland) for “useful” purposes are commonplace activities throughout the country. But how do these activities change the functions of naturally occurring riparian zones and wetlands?

In this course, we will explore the structure and functions of these areas transitional between dry and aquatic communities, and their importance in the natural world. You will complete six activities in this course:
  • Read some on-line material about riparian zones and wetlands, and discuss the material.
  • Locate and describe an important riparian zone or wetland, a park for instance, in your area, explaining why it is special.
  • Locate and describe one or two study areas for your class project that ideally could be used for your own classroom activities.
  • Identify 8-10 major plants in your study areas and construct a dichotomous key to the plants that could be used by your students (or friends).
  • Quantitatively compare three features between or within your study areas, collecting data and analyzing them statistically (a sample statistics problem will be provided).
  • Write a short paper on your project, following scientific paper format. We will have a “Question of the Week” for sparking discussion among class members.
Science standards, federal and state, usually require field activities and ecological understanding. This course will get you outside, investigating areas that you find interesting and relevant to you and your students. This course can be combined with BIOL 513: Terrestrial Ecology of Plains and Prairies, for heightening awareness of the similarities and differences between grasslands and wetter areas.

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BIOE 520: Understanding and Managing Animal Biodiversity in the Greater Yellowstone Ecosystem

Credits: 2

The Greater Yellowstone Ecosystem is a dramatic setting composed of lands that vary widely in terms of their elevation, soils, habitat features, & animal diversity, as well as in terms of land ownership, land use, and wildlife management. This course is designed to explore how animal diversity is distributed across the Greater Yellowstone Ecosystem (GYE), why such a distribution exists, & the consequences of those distributions to animal conservation. To gain a better understanding of the causes & consequences of spatial patterns of biodiversity, we will explore a variety of locations in Yellowstone National Park and its surrounding National Forests, Wildlife Refuges, and private lands.

This course will have the following components for studying animal conservation in the GYE in today’s changing world:
  • Who are the animals of the GYE? Field identification, species ecology and life histories, and species-specific habitat needs.
  • How are species distributed across the GYE? Where is diversity high versus low? Why might such patterns exist?
  • How well do the distributions of species overlap with (a) existing National Park lands, (b) other wildlife reserve lands, and (c) private lands?
  • How can we use knowledge of such patterns to conserve diverse species of wildlife in the GYE?
The course builds foundations in morning lectures, discussion, quizzes and lab exercises. Field trips include visits to diverse habitats in Yellowstone National Park and surrounding lands, techniques of animal identification, and in-depth discussion of key topics in the course. Field trips seek to build an understanding of the unique challenges of and innovative strategies for managing diverse species in a complex and changing world.

Physical Fitness Requirement:
Field trips require walking up to 2 miles on moderate slopes on established trails.

Time Commitment: 7-10 hrs/day

Please Note:
Drs. Rotella, Maxwell, and Johnson have coordinated their curricula for the three (3) mini-session classes listed below so that the 3 courses each stand alone; but also, if taken together, form a coherent package. If possible, you are encouraged to register for the courses together as a "package" in one summer or over a couple of summers to maximize the content benefit gained for each class. Although you are certainly welcome to take any combination of the courses in any order that suits you, we urge you to consider taking the entire 3-week package:
  • June 16-20, 2014
    BIOE 520 Understanding and Managing Animal Biodiversity in the Greater Yellowstone Ecosystem (Dr. Jay Rotella)
  • June 30-July 3, 2014
    BIOE 591 Land Use Issues in the Greater Yellowstone Ecosystem (Dr. Jerry Johnson)
  • July 7-11, 2014
    LRES 569 Ecology of Invasive Plants in the Greater Yellowstone Ecosystem (Dr. Bruce Maxwell)


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BIOE 522: Birds of Prey of the Greater Yellowstone Ecosystem

Credits: 2

This course is designed to explore the ecology and habitats of raptor species that live in the Greater Yellowstone Ecosystem (GYE). Birds of prey include all species of raptors. Raptors are birds with unique specializations for killing prey, e.g., raptorial claw-like feet and massive bills designed to rip, tear, and crush their prey. The course will explore strategies raptors use to find things to eat and safe places to nest. We will pay special attention to the influence of human activities on raptors and their habitats.

This course will have the following components for studying birds of prey in the GYE:
  • Who are the Birds of Prey in the GYE? Field identification of raptors, species ecology and life histories, and species-specific habitat needs.
  • Examination of key principles of raptor population ecology (studying survival and reproduction).
  • Reinforce methods of discovery: raptor responses to human encroachment into wilderness.
  • Review inquiry-based learning: the scientific method and things raptors eat (the concept of “resource availability”).
The course builds foundations in morning lectures, discussion, quizzes and lab exercises. Afternoon field trips include techniques of raptor identification and studying raptor ecology. Field trips will integrate methods to study trends in raptor population status and habitat quality.

Physical fitness requirement: Field trips require walking up to 2 miles on moderate slopes on established trails and an overnight stay in Jack Creek.



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BIOE 523: Wildlife Ecology of Northern Rocky Mountains

Credits: 2

The course is designed as an introduction to the Ecology of the Rocky Mountains as showcased within Yellowstone National Park. The Park may well be one of the few intact wild ecosystems in the lower 48 states. The course content will include principles and techniques for studying wildlife populations in the field. This course will also focus on large mammalian and avian wildlife populations that occupy terrestrial ecosystems within the Northern Rocky Mountains. The course will have the following components:
  • Examine key principles of ecology, particularly population ecology, and review fundamental connections among species, populations, communities, and ecosystems.
  • Use the platform of ecology to discern methods to study wildlife responses to human disturbances (e.g., habitat loss, increased urban development and encroachment in wilderness, and global warming).
  • Explore contemporary issues of wildlife management within the Northern Rockies (e.g., wolf reintroductions in Yellowstone National Park).
This course will be based in the wildlife lab on MSU's campus on Monday. During Tuesday through Friday morning, the course will be field-based. We will leave Bozeman on Tuesday and return to Bozeman on Friday mid-day. We will camp for three nights during the week and cook our meals at campsites. Transportation will be provided by the MSU motor pool (vans) - no personal vehicles permitted (no exceptions).

Students are expected to provide the following minimum equipment for their camping needs:
  • One- or two-person, light-weight, non-bulky tent (no big, heavy “family” tents – we won’t have room for these); team up with another student to share a two-person tent if possible.
  • Sleeping bag and pad (no bulky air mattresses).
  • Basic cooking equipment + utensils (team-up with another student) – no big Coleman stoves or lanterns (bring small, lightweight, back-packing equipment.
  • Minimal clothing for one week (layers for hot and cold weather).
  • Largest can available of bear “pepper-spray” (active ingredient = capsaicin).
  • Personal toiletries, sunglasses, hat, daypack, water bottle, sunscreen, camera, field notebook and pen, etc.
  • Food for 1 day (we will restock food supplies on a daily basis, or as needed).
  • Large coolers will be provided for perishable food.
Physical Fitness requirements. The course requires moderate outdoor physical activity. Students are expected to walk several miles, often in relatively steep terrain without established hiking trails. Please contact the instructor before signing up for this class if you have concerns about the required physical fitness level and your ability to meet these requirements.

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BIOE 580: Controversial Science: Teaching and Learning

Credits: 2



Hybrid: Meets online July 11 to July 22 and face to face July 25 to July 29 on the MSU campus.

Today's science teachers must be brave individuals as facluty and curricula face increasing criticism and scrutiny from groups holding religious, political, economical, or cultural objections to teaching science. In the course, we will explore familiar controversies surrounding science important to today's primary and secondary science teachers, including evolution, global warming, ancient-earth geology, sexual reproduction, and environmental issues. This course will explore how science teachers can teach science topics clouded with controversy. Participants in the course will learn to identify common fallacies in the arguments used to dissuade teachers from teaching controversial science. The practice of science and how it relates to current controversies will be extensively covered. Participants will develop effective strategies to use with students, administrators, and parents when challenged while teaching controversial science.

In this course, we will explore case studies of teaching controversial science in successful and unsuccessful ways. We will investigate the science behind several well-known controversies that confront many science teachers. We will review the scientific method and how it relates to arguments for and against controversial science topics. We will identify fallacies common to many arguments against teaching controversial science so that teachers can readily identify falsehoods in science controversies. Finally, we will conduct several mini-experiments that will highlight logical weaknesses in attacks on controversial science. Prior to the on-campus portion of the course, assignments and readings will be posted on the courses's Desire2Learn (D2L) website to familiarize participants with the arguments surrounding current science controversies and to facilitate engaging discussion during the course.

Field Trips: During the on-campus portion of the course, we will conduct 5 half-day field trips to visit nearby laboratories where controversial science is being studied and to conduct scientific investigations. None of these excursions will be physically demanding.

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BIOE 591: Ecology & Conservation of the World's Marine Ecosystems - An Online Course for Teachers

Credits: 3

The course is designed for students to gain a broad understanding of structure and function of the world's marine ecosystems and a broader knowledge of the major conservation issues in the oceans including climate change, overfishing, coral reef loss, and ocean acidification. The course will integrate in-depth studies of each of the major marine ecosystems with reading and discussion of major conservation issues. The textbook will be used to lay the foundation of understanding of the major ecosystems and conservation issues but students will also be required to utilize other materials from various resources, including scientific articles, "popular" books, and online videos. Students will develop and share lesson plans using case studies for implementation of course concepts into middle school or high school science classes.

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BIOE 591: Land Use Issues in the Greater Yellowstone Ecosystem

Credits: 2

This course will lay the groundwork for an understanding of the legal and political basis for scientific management of natural resources on public and private lands in the Greater Yellowstone Ecosystem. Readings, field visits and skill-building exercises will equip science educators with the social context of complex ecological issues.

Issues facing policy makers in complex administrative jurisdictions like the Greater Yellowstone Ecosystem require a consideration of the social, legal and economic environment as well as understanding the scientific questions. Both are necessary if society is to successfully address issues like recovery of endangered species, rural sprawl, or wildfire. The laws that govern the development of the vast storehouse of natural resources in the West are based in a time some call the era of the "Lords of Yesterday". They are the product of a more freewheeling period of our economic and political history. They include water law, hardrock mining law, timber and grazing, and the designation of Yellowstone National Park in 1872. These laws play a direct role in how and why the resource agencies manage public lands in the West.

Today, economic, social, and political changes are sweeping the West. The emergent New West is often in conflict with the Old as extractive industry gives way to tourism, retirees, and a service-based economy. While the impacts of our extractive history are well understood, those resulting from rapid land use and social change are less so; from employment patterns to politics, the new west is different from the old.

Please Note:
Drs. Rotella, Maxwell, and Johnson have coordinated their curricula for the three (3) mini-session classes listed below so that the 3 courses each stand alone; but also, if taken together, form a coherent package. If possible, you are encouraged to register for the courses together as a "package" in one summer or over a couple of summers to maximize the content benefit gained for each class. Although you are certainly welcome to take any combination of the courses in any order that suits you, we urge you to consider taking the entire 3-week package:
  • June 16-20, 2014
    BIOE 520 Understanding and Managing Animal Biodiversity in the Greater Yellowstone Ecosystem (Dr. Jay Rotella)
  • July 7-11, 2014
    LRES 569 Ecology of Invasive Plants in the Greater Yellowstone Ecosystem (Dr. Bruce Maxwell)
  • June 30-July 3, 2014
    BIOE 591 Land Use Issues in the Greater Yellowstone Ecosystem (Dr. Jerry Johnson)


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BIOE 591: Ecology of Trout Streams

Credits: 2

Montana is home to world-renowned trout streams, and this course is designed to delve into how trout and trout streams function and some of the current issues surrounding their management. The course content will include principles and techniques for studying trout and trout streams in the laboratory and the field. The course will have the following components:
  • Identification of the main types of trout and stream insects found in Montana streams and their life history, habitat use, adaptations for living in fast water.
  • Examine key environmental components of a trout stream (e.g., water temperature, physical habitat features) and how these factors affect population dynamics of both trout and their main insect prey.
  • Explore contemporary issues of trout stream management within the Northern Rockies (e.g., whirling disease, habitat restoration).
This course will combine laboratory lectures and exercises with day-long field visits to area streams to collect aquatic insects, conduct habitat analyses, and view various types of stream management practices. On one field trip, students will don wet suits and directly observe trout behavior. Final Projects will emphasize applications to K-12 science classrooms.

Physical Fitness Requirement: Field trips require walking up to 1 mile on uneven rocky streams and slippery streambeds.

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BIOE 591: Advanced Ecology

Credits: 2

Hybrid:
  • Pre-reading beginning November 1st;
  • face to face (class and field) December 28th to January 2nd on the MSU campus, including 2 field trips per day regardless of weather.


  • Our primary goals in this course will be to understand the theoretical underpinnings of ecological interactions and link these theories to the real world study of ecology. Through a mix of class and field work, students will move rapidly from foundational theory, to hand-on field work and data collection, to the basics of analyses. For us to progress smoothly during the field/class week, more than two weeks of background reading and study is necessary. Pre-class week materials, including no less than 2 homework assignments, will be posted in the course in Desire2Learn (D2L) beginning 2 months before the first day of class.

    Furthermore, this course is to provide grade 6 to 12 science teachers an understanding of:
    • The theoretical underpinnings of both basic and advanced ecology.
    • Empirical studies of animal and ecosystem ecology, specifically centered on the Greater Yellowstone Ecosystem (GYE)
    • Data gathering techniques and field craft used in ecological studies.
    • Introduction to basic analytical techniques used in the study of ecology.
    • How theory and data are integrated to inform management.
    • Develop tools and examples for students to in turn illustrate and explain ecological principles to their middle and high school students.
    Daily class work will be a combination of lecture, readings, and exercises designed to familiarize students with foundational ecological theories. More generally, we will explore the overall utility of mathematical and statistical models in describing natural interactions. Field work will center on general field craft (seeing and understanding ecology), study design, and techniques for gathering data and recording observations.

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    BIOE 591: Alpine Ecology

    Credits: 2

    Hybrid: Pre-reading beginning June 19th; face to face July 21 to 25 on the MSU campus, including excursions to the field.

    Our primary goals in this course will be to understand how altitude affects the structure, function and evolution of plants, animals and the communities to which they belong, and to create ways to bring this understanding into the grade 6-12 classroom. Through a mix of reading, online discussion, and field work, students will move rapidly from basic concepts, to hand-on field work and data collection, to the synthesis and presentation of those data. During class time, students will work on ways to integrate the material we gather in the field into multimedia presentations that can be used in teaching modules. In the field, students will collect data that can in turn be analyzed and interpreted later by their own students.

    For us to progress smoothly during the class week based out of MSU, 2 to 3 weeks of background reading and study are necessary. Pre-class materials, including not less than 2 homework assignments, will be posted on the course's Desire2Learn (D2L) website beginning June 19th.

    Classes based at MSU will primarily take place in the field, in the nearby Madison Range. During the day, students will work cooperatively to gather data, photos and (optional) video clips in the field, then in the evenings will work together to link visual materials back to the data. The goal here is to create a virtual field trip for primary and secondary level students, illustrating every aspect of a simple descriptive natural history study, from initial observations, to (optional) hypothesis generation, to data gathering, to data summary and finally to drawing overall conclusions.

    Course Syllabus

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    ECNS 594: Classroom Applications of Economic Learning Modules

    Credits: 1

    This course is designed to assist teachers to better understand economics and to deliver quality economic education in their teaching assignments. Montana has recently adopted K-12 economics standards and this course will assist teachers in meeting these standards.

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    EDCI 502: Educational Statistics II

    Credits: 3

    Restricted to ILEAD students, doctoral students in ed leadership, or instructor consent.
    Concurrent enrollment in EDCI 501 is preferred. This section will use problem based learning from Educational Leadership issues: therefore it is reserved for Educational Leadership students.

    There are two sections of this course. You will be assigned to a section with one of the listed instructors.

    EDCI 502 is designed to provide you with a sound working knowledge of the statistical methods used to answer a variety of research questions encountered in educational and other settings related to the behavioral sciences. Emphasis will also be placed on determining the most appropriate analysis specific to a particular research question(s) and interpreting results produced by computer analyses. Examination of these results will also enhance skills required for reading and interpreting the results from a majority of research articles published in education and the behavioral sciences. An important outcome of this course is to provide opportunities for critical examination of quantitative procedures that will supply you with a better understanding of the theoretical foundations supported by research in your own professional area of study. This course will also supply you with a solid foundation for conducting research and data analysis necessary to complete your dissertation and for better understanding and solving problems encountered in your professional practice or area of study. The Statistical Package for the Social Sciences (SPSS) will be use to teach major data analysis procedures. Topics will include single and multifactor Analysis of Variance (ANOVA), multiple comparison techniques, Analysis of Covariance (ANCOVA), multiple regression, and factor analysis in their solution are included and nonparametric statistics.

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    EDCI 504: 802: 803: 804: Assessment and Evaluation in Education

    Credits: 3

    Evaluation is an ongoing process in education. This course will engage students in discussions and practice regarding the construction, use and reporting of numerous assessment methods. The emphasis of the course is on classroom assessment with the intent of informing and improving classroom instruction through the use of assessment strategies.

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    EDCI 505: 02: 03: 04: Foundation of Action Research

    Credits: 3

    A course in the design of classroom-based educational research for practicing teachers. Students will learn the basis of action research in professional development, conduct a pilot action research study in their classroom and construct a full action research proposal based on their individual interests and teaching situation.

    MSSE is running four sections of this course taught by four different instructors. You will be assigned to the same instructor you took EDCI 504 from.

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    EDCI 507: Qualitative Methods for Educational Research

    Credits: 3

    This course presents frameworks for qualitative research drawn from many research fields. Students will complete readings and discussions, investigate one qualitative method in detail, and conduct a brief research project.

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    EDCI 509: 802: 803: Implementing Action Research in Teaching and Learning

    Credits: 3

    This is a course in the implementation of classroom-based educational research for practicing teachers. Students will learn how to effectively conduct action research based on their individual teaching situation and its implications for their professional development.

    MSSE is running multiple sections of this course. You will be assigned the same instructor you had when you took EDCI 505 when possible.

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    EDCI 518: Master Teaching Strategies for Science Teachers

    Credits: 3

    Becoming a master teacher is a process. Once a teacher is comfortable with the content being taught and the overall curriculum, the focus can shift to instructional strategies. This course will engage students in discussions and practice regarding the construction, use and reporting of numerous master instructional techniques. The emphasis of the course is on classroom instruction with the intent of informing and improving the effectiveness of one's instruction. A classroom in which to complete the required instructional "assignments" is absolutely necessary.

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    EDCI 536: Construction of Curriculum

    Credits: 3

    So, you've been asked to participate on the science textbook selection committee. Perhaps you've been appointed to chair the committee to write your school's science curriculum. If asked by an administrator or a parent could you describe the curriculum you are currently teaching? All teachers talk ABOUT curriculum, but have you ever considered the factors that drive the construction of curriculum? This course examines the philosophical, historical, and social influences that drive the construction of curriculum. Emphasis is placed on science curriculum past, present and future. Where did it start? How did it evolve? What's around the bend in the future? Current trends such as standards, inquiry and high-stakes testing that influence curriculum will be considered in relationship to your our own teaching experiences. After completing this course, science teachers will be equipped with a greater understanding of the workings of science curriculum development.

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    EDCI 537: Contemporary Issues in Science Education

    Credits: 2

    The goal and purpose of this class is to provide professional development to practicing science teachers as an elective “gateway” class for the Masters of Science in Science Education (MSSE) degree program. The course will help students learn the conceptual underpinnings of modern approaches to science education as they relate specifically to teaching and learning science at the middle and high school level. This enables students to construct the theoretical framework for future work in the Master of Science in Science Education degree program.

    The course emphasizes a constructivist philosophy from both the epistemological and psychological perspectives. The teacher is viewed as a responsible, reflective practitioner engaged in the process of science reform at the classroom and local level. The emphasis is on science as inquiry and the teacher and students individually and collectively engaged in the construction of new knowledge.

    Expected student outcomes:
    • learn about science education reform efforts;
    • learn about technological innovations in education especially related to distance education;
    • understand a variety of assessment techniques and how they can inform science teaching and learning;
    • learn about the role of leadership in science education reform and the future of mentoring in the science profession; and
    • learn the nature of action research.


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    EDCI 540: American Indian Studies for Educators

    Credits: 3

    To equip teachers with the skills, knowledge, and dispositions to meet Indian Education for All or state certification requirements. Instruction pertains to the history, traditions, values, beliefs, languages, educational policies, learning styles and contemporary affairs of American Indians, particularly tribal groups in the Northern Plains Region.

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    EDCI 552: Human Development and the Psychology of Learning

    Credits: 3

    Human growth and development (physical, cognitive, emotional, moral). Early field experience: (neonatal care center; pre-school; elementary school; middle school; high school; university or adult education center; nursing home or elderly care center). The psychology of learning; theories of skill and knowledge acquisition. Motivation and Discipline; the school as social environment; Montessori's insights.

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    EDCI 552: Human Development and the Psychology of Learning (EARLY SPRING)

    Credits: 3

    Human growth and development (physical, cognitive, emotional, moral). Early field experience: (neonatal care center; pre-school; elementary school; middle school; high school; university or adult education center; nursing home or elderly care center). The psychology of learning; theories of skill and knowledge acquisition. Motivation and Discipline; the school as social environment; Montessori's insights.

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    EDCI 553: Diversity, Special Needs, and Classroom Discipline

    Credits: 3

    This course is designed to meet certification requirements in the areas of Special Needs, Diversity and Multicultural Education, and related topics in Classroom Management. It is designed to equip new teachers with the skills, knowledge, and dispositions to meet the teaching profession's expectation that public school classrooms operate to serve the needs of all learners. This course will provide the theoretical content that will then be mirrored in the second internship of this program sequence (EDCI 559).

    Topics to be covered will include:

    • Theories of Democracy (meritiocracy vs social democracy)
    • Democracy as a sociocultural dynamic
    • The history of human empowerment and the role of education
    • Valuing Traditional Cultures
    • Understanding modern scientific-technological culture
    • Youth Culture
    • Deviance
    • The Civil Rights movement and its legacy
    • Special needs and the classroom
    • Management of the Social Environment
    • Classroom Discipline
    • The culturally and ethnically diverse classroom (case studies)
    • Are there different learning styles?
    • Are curriculum materials biased?


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    EDCI 553: Diversity, Special Needs, and Classroom Discipline (FALL)

    Credits: 3

    This course is designed to meet certification requirements in the areas of Special Needs, Diversity and Multicultural Education, and related topics in Classroom Management. It is designed to equip new teachers with the skills, knowledge, and dispositions to meet the teaching profession's expectation that public school classrooms operate to serve the needs of all learners. This course will provide the theoretical content that will then be mirrored in the second internship of this program sequence (EDCI 559).

    Topics to be covered will include:

    • Theories of Democracy (meritiocracy vs social democracy)
    • Democracy as a sociocultural dynamic
    • The history of human empowerment and the role of education
    • Valuing Traditional Cultures
    • Understanding modern scientific-technological culture
    • Youth Culture
    • Deviance
    • The Civil Rights movement and its legacy
    • Special needs and the classroom
    • Management of the Social Environment
    • Classroom Discipline
    • The culturally and ethnically diverse classroom (case studies)
    • Are there different learning styles?
    • Are curriculum materials biased?


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    EDCI 553: Diversity, Special Needs, and Classroom Discipline (LATE SPRING)

    Credits: 3

    This course is designed to meet certification requirements in the areas of Special Needs, Diversity and Multicultural Education, and related topics in Classroom Management. It is designed to equip new teachers with the skills, knowledge, and dispositions to meet the teaching profession's expectation that public school classrooms operate to serve the needs of all learners. This course will provide the theoretical content that will then be mirrored in the second internship of this program sequence (EDCI 559).

    Topics to be covered will include:

    • Theories of Democracy (meritiocracy vs social democracy)
    • Democracy as a sociocultural dynamic
    • The history of human empowerment and the role of education
    • Valuing Traditional Cultures
    • Understanding modern scientific-technological culture
    • Youth Culture
    • Deviance
    • The Civil Rights movement and its legacy
    • Special needs and the classroom
    • Management of the Social Environment
    • Classroom Discipline
    • The culturally and ethnically diverse classroom (case studies)
    • Are there different learning styles?
    • Are curriculum materials biased?


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    EDCI 554: Curriculum Design, Pedagogy and Assessment (EARLY SUMMER 2014)

    Credits: 3

    This course is designed to meet licensure requirements in the areas of Curriculum Design, Pedagogy, and Assessment. It is designed to equip new teachers with the skills, knowledge, and dispositions to meet the teaching profession’s expectations in the area of planning and preparation of daily, weekly, monthly, and yearly curriculum. This course will provide the practical planning content that will then be mirrored in the first internship of the program sequence (EDCI 558).

    Topics to be covered will include:
    • Historical and contemporary curriculum standards
    • National standards
    • State and district standards
    • Instructional objectives
    • Varieties of assessment
    • Writing effective and appropriate assessments
    • Aligning assessments to professional standards and instructional objectives
    • Theory and practice of instructional design
    • Content, pedagogical content knowledge, and pedagogy
    • Differentiated Instruction and Understanding by Design

    NOTE: As there are multiple sections of this course open for registration, be sure you register for the dates you want.



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    EDCI 554: Curriculum Design, Pedagogy and Assessment (LATE SPRING)

    Credits: 3

    This course is designed to meet licensure requirements in the areas of Curriculum Design, Pedagogy, and Assessment. It is designed to equip new teachers with the skills, knowledge, and dispositions to meet the teaching profession’s expectations in the area of planning and preparation of daily, weekly, monthly, and yearly curriculum. This course will provide the practical planning content that will then be mirrored in the first internship of the program sequence (EDCI 558).

    Topics to be covered will include:
    • Historical and contemporary curriculum standards
    • National standards
    • State and district standards
    • Instructional objectives
    • Varieties of assessment
    • Writing effective and appropriate assessments
    • Aligning assessments to professional standards and instructional objectives
    • Theory and practice of instructional design
    • Content, pedagogical content knowledge, and pedagogy
    • Differentiated Instruction and Understanding by Design

    NOTE: As there are multiple sections of this course open for registration, be sure you register for the dates you want.



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    EDCI 554: Curriculum Design, Pedagogy and Assessment (LATE SUMMER 2014)

    Credits: 3

    This course is designed to meet licensure requirements in the areas of Curriculum Design, Pedagogy, and Assessment. It is designed to equip new teachers with the skills, knowledge, and dispositions to meet the teaching profession’s expectations in the area of planning and preparation of daily, weekly, monthly, and yearly curriculum. This course will provide the practical planning content that will then be mirrored in the first internship of the program sequence (EDCI 558).

    Topics to be covered will include:
    • Historical and contemporary curriculum standards
    • National standards
    • State and district standards
    • Instructional objectives
    • Varieties of assessment
    • Writing effective and appropriate assessments
    • Aligning assessments to professional standards and instructional objectives
    • Theory and practice of instructional design
    • Content, pedagogical content knowledge, and pedagogy
    • Differentiated Instruction and Understanding by Design

    NOTE: As there are multiple sections of this course open for registration, be sure you register for the dates you want.



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    EDCI 555: Technology, Instructional Design, and Learner Success

    Credits: 3

    Practicing teachers will build knowledge in instructional technology through research and practice to design, implement and evaluate student-focused technology integration projects that enhance student learning. Teachers will integrate concepts from learning theories, frameworks for “Teaching with Understanding” and project based learning. Online reflections, discussions, synchronous scheduled meetings, and journals of reflection and intent will be utilized to clearly identify models of best practice.

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    EDCI 556: 02: The Legal, Social and Practical Basis of Schooling

    Credits: 3

    Managing the Classroom Environment; Record-keeping; Legal Issues; Professionalism; Professional Dispositions; The School as a Political and Social Institution; State and Local Educational Authorities; How schools are governed; Teacher Organizations; Inside the Classroom (case studies); Managing multiple, competing influences; Working with Parents; Community Resources; Networking for Professional Development.

    NPTT is running multiple sections of this course taught by two different instructors. If you want to request a specific instructor, you can do so in the "Comments" section at the end of the online registration form and we will do what we can to accommodate your request.

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    EDCI 557: , 02: Brain Science, Educational Research, and Teaching

    Credits: 3

    Cultural systems, Academic Disciplines, and School Subjects; what is mathematics and how do we teach it? What is science, natural language, history, literature, art, social studies, health enhancement, technology and how do we teach these? This course will examine a variety of standard educational theory-and-practice paradigms, considering how each configures our understanding and approach to teaching. Questions of curriculum development, instructional practice, and assessment will be examined. The course will also consider how schools can integrate the curriculum for meaning and comprehension. What brain research says about the structure and processes of schooling will also be considered.

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    EDCI 558: 802: 803: Internship I: Methods of Teaching

    Credits: 3

    This course is designed to meet certification requirements in the area of general teaching methods. It is designed to equip new teachers with the skills, knowledge, concepts and dispositions to meet the teaching profession’s expectation that public school classrooms provide meaningful learning for each student, based upon the student’s prior knowledge and specific learning style(s). The course builds upon information from EDCI 552, 553, and 554. Included in this course are instructional concepts related to assessment, planning, standards, teaching strategies, student motivation, classroom management and working with colleagues and families.

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    EDCI 559: 802: 803: Internship II - Equity, Special Needs and Diversity

    Credits: 3

    In this course students will learn about how teachers can use reflective practice to learn from their experiences, understand the context of specific teaching practices, and direct theoretical understanding into practice. The commitment to equity and excellence is discussed in light of assessing student competencies while meeting national, state, and local standards. A major portion of the course deals with understanding students who are in special education, federal special education law, principles and benefits of the law to learners aged infant through 21. The alignment of general education law and special education law is taught along with other federal laws that benefit students with disabilities.

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    EDCI 564: The Comprehensive Portfolio

    Credits: 3

    This course is designed to accommodate the end phase of the Northern Plains Transition to Teaching program and the Practitioner Strand of the regular Master’s degree in Curriculum and Instruction. In both cases, the purpose of the course is to provide support to the process of assembling a capstone portfolio that becomes the basis of the Comprehensive Exam for the master’s degree. This course follows the general guidelines and practices of the educational profession in the use of portfolios, as evidenced in the National Board of Professional Teaching Standards, the Interstate New Teacher Assistance and Support Consortium, and the National Council for Accreditation of Teacher Education.

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    EDCI 575: Professional Capstone Paper & Symposium in Science Education

    Credits: 3

    Each Master of Science in Science Education (MSSE) student, with the cooperation of her or his graduate committee, identifies and completes a science education capstone project. Each project is designed to provide experience and information that aids our understanding of science teaching-learning or science curriculum. The capstone project topic is identified during the student's graduate program and relates to science education in the student's educational setting; it links multiple courses in the student's program of study in both the core and science content areas. A student begins the capstone in the fall of the final year by submitting a brief proposal to his/her advisor.

    The results of each student's capstone project is summarized in a written, professional paper completed by mid-term of the final summer session. In addition, during the final summer session of a student's graduate program each student presents their capstone project to their committee, their classmates, and other interested persons at the Symposium in Science Education.

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    EDCI 577: OPI Internship-Teacher Certification

    Credits: 1

    This course is a classroom-based internship designed for experienced, licensed teachers who are completing added teaching endorsements.

    Registration Deadline is September 15, 2014

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    EDCI 588: Foundations of Positive Youth Development

    Credits: 1


    Please note that 588 courses are intended as professional development for practicing teachers and cannot be applied toward credit requirements for graduate degree programs.

    This curriculum has been developed to help teachers and other adults who work in schools and other youth development programs to be more effective in their work with young people. The course is a series of 12 interactive sessions designed to teach educators and other adults working in youth-serving programs the fundamental principles of positive youth development needed to support and strengthen positive outcomes for all young people. This on-site course will be taught by County Extension Agents and will be offered only at specific locations and times.

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    EDCI 588: Observation and Expository Drawing as a Pathway to Nonfiction Writing in the Science Classroom

    Credits: 1

    This course is designed to introduce educators to a unique methodology for teaching organized observation as a pathway to nonfiction writing in the science classroom.

    Our methodology - a series of expository drawings and writings, readings and discussions – is based on the data-backed premise that teaching students the key skills involved in organized observation will improve their ability to build accuracy and detail in their drawing, which will lead to improved expository writing and scientific thinking skills.

    Students in the course will:
    • Learn the key skills of organized observation
    • Learn about the anatomy, care, and life cycle of a flowering plant through a series of hands-on science modules
    • Build on new knowledge of organized observation to research and investigate an additional plant species
    • Communicate results of research and investigation through expository drawing and writing


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    EDCI 588: Supervision of Student Teachers

    Credits: 2

    Please note that 588 courses are intended as professional development for practicing teachers and cannot be applied toward credit requirements for graduate degree programs.

    This course is a comprehensive program for the supervision and mentoring of novice or beginning teachers. Topics include: observational skills, conference skills, developmental levels of new teachers, reflective practice, and analysis of teaching performance. The course is limited to experienced teachers who will be working with student teachers.

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    EDCI 588: 2014 MBI Summer Institute:

    Credits: 2


    Please note that 588 courses are intended as professional development for practicing teachers and cannot be applied toward credit requirements for graduate degree programs.

    The Summer Institute is intense training, which occurs in the summer to train teachers with the skills necessary to implemnet the MBI model in their school district. The Institute will focus on positive behavior support and intervention and positive school climate. The top behavior experts in the United States will be presenting the training. It is the overall goal of this Summer Institute to motivate and equip individuals, schools and communities to untie in nurturing competent, caring and responsible children, and adolescents with an emphasis on safe schools.

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    EDCI 591: Cognition and Instruction II

    Credits: 3

    The second of two courses. Assumes basic knowledge of cognitive and instructional theory. Focuses on research in development, cognition and instruction, subject matter, and social and cultural contexts of learning. The goal of this course is to provide students with an advanced understanding of research issues in learning, cognition, and instruction. It also has a significant focus on cultural and social contexts of teaching, and on subject matter areas. It is designed to assist graduate students with the theoretical, literature review, and research question aspects of research applicable to dissertation proposal development. The course will NOT duplicate the workshops and short courses already available through the Burns Telecom Center, and on many other campuses, to prepare current and future faculty to teach online, but instead will focus on reviewing, using and conducting research on distance learning

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    EDCI 591: Cognition and Instruction 1

    Credits: 3

    This course provides an overview of various theoretical and applied perspectives on cognition and instruction, including behavioral, cognitive, meaningful learning, situated cognition. Includes classroom-based observational and clinical interview experiences.
    The goal of this course is to provide graduate students with a comprehensive understanding of various perspectives on cognition and instruction. The course is one of a sequence of two courses designed to provide a solid foundation for advanced seminars focused on specific topics, graduate level research, and dissertations.

    Students in this course will meet the following objectives:

    • To understand the historical context of research on cognition and instruction.
    • To understand the perspectives and basic tenets of the major learning and cognitive theorists, including, but not limited to Piaget, Vygotsky, Skinner, Bruner, Brown, and Lave.
    • To understand observational and clinical interview experiences in authentic teaching and learning environments, particularly with respect to subject matter areas.
    • To understand current research and cognitive perspectives, including misconceptions research, conceptual change theory, and constructivism.
    • To understand and appreciate the concept and perspective of Learner-Centered education and the APA Learner-Centered Principles.
    • To begin to understand the processes of formulating research questions, data collection, and data analysis.


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    EDCI 591: Astrobiology for Teachers Part 2 - The "Bio" Part

    Credits: 3

    Astrobiology is truly an interdisciplinary science that defines itself at the intersection of physics, astronomy, biology, geology, and mathematics to discover where and under what conditions life can arise and exist in the universe. As such, it lends itself easily to incorporation to most science and mathematics curricula. The three goals of this course are to (1) deepen students’ conceptual understanding of the science concepts that comprise astrobiology, (2) provide experiences with using "Voyages Through Time" (VTT), a high school integrated science curriculum tied directly to the National Science Education Standards, and (3) help students develop the pedagogical framework and understanding to integrate astrobiology into their classrooms. This course is part two of a two course sequence based on the "Voyages Through Time" curriculum. This course will cover three of the six VTT modules: Origin of Life, Evolution of Life, and Hominid Evolution. Course participants will be expected to field test part of the VTT curriculum in your local classroom during the semester. If you missed Astrobiology Part 1 - The "Astro" Part, stay tuned, as it will be offered again soon. Even if you missed Part 1, you are welcome to take this course, but keep in mind that both courses together define the whole concept of astrobiology and cover the entire VTT curriculum, so you will want to take Part 1 the next time it is offered.

    A special word of thanks to the SETI Institute and the NASA Astrobiology Institute for providing some of the funding to make this course offering as inexpensive as possible for teachers!

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    EDCI 591: Teaching Inquiry in the Science Classroom

    Credits: 3

    This is a special section restricted to students pre-approved in the MSP grant project.

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    EDCI 591: Environmental Science Education: Fall Ecological Field Studies

    Credits: 3

    This course is designed for formal and informal educators who are interested in integrating inquiry oriented, experienced-based, environmental studies into their educational program. Participants will learn basic ecological field study techniques and conduct studies in their local environment. A wide variety of field studies will be presented and the participants will share their ecological data and field study results on-line. Basic ecological concepts will be presented in the context of the field studies. The course will address science and environmental education standards especially as they relate to inquiry oriented teaching and learning and local place-based studies. Educators will have many opportunities to share their views on a variety of topics related to the environment and education. The course will allow the participants to learn more about the ecology, teaching and learning.

    This is a practical course in teaching about the environment and working with children. We are looking for educators with a variety of backgrounds and would like representation from as many regions of the U.S. and other countries as possible. This will help insure a wide variety of ecological results and good opportunities to compare ecosystems and bioregions of the world. Although it is not required, we suggest conducting as many of these field studies with family, friends, students and other interested people as possible. If you are not currently teaching children, conducting studies with family and/or friends is acceptable. We will encourage you to share how you will adapt or adopt these techniques to your own educational and ecological situation. Everyone's context is different and in this class we do learn much from each other's experiences.

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    EDCI 591: Project Archaeology - Investigating a Plains Tipi

    Credits: 2

    An in-depth study of risk management concepts, tools, and strategies for individuals and families, including: life insurance; property and casualty insurance; liability insurance; accident, disability, health, and long-term care insurance; and government-subsidized programs. Current and emerging issues, as well as ethical consideration, relative to risk management will be discussed. Case studies will provide experience in selecting insurance products suitable for individuals and families.

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    EDCI 591: Symbiosis - Eat, Prey, and Love

    Credits: 3

    This course is all about the relationships between organisms. These relationships are all around us from organisms such as lichens that are composed of two separate species that can’t live on their own to the complex relationships that exist between clownfish and anemones. The relationship can also be harmful such as with heartworms in dogs. The complexity of the relationships in the world around us gives numerous opportunities to connect with your school curriculum.

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    EDCI 591: Environmental Science Education: Winter Ecological Field Studies

    Credits: 3

    This course is designed for educators to learn and practice basic ecological field study techniques and integrate them into their environmental, science or ecology instruction. From late January to April, this course focuses on winter field studies including aquatic, snow, forest, mammal and bird studies. A number of indoor lab-based studies are also included for those times when it is impossible to get outside. A wide variety of field study techniques will be presented and the participants will share the results of the environmental studies on-line. Basic ecological concepts will be presented in the context of the field studies. Educators will have opportunities to share their views on a variety of topics related to the environment and education. The course will allow the participants to learn more about various ecological regions and approaches to teaching in nature.

    Although we would like to have participants teach these lessons to their students, it is not required that you be a practicing teacher. It is possible to do the field studies on your own or with cooperating family, friends and neighbors.

    Winter ecological field study activities will include:
    • Campfire Preparation in Snow
    • Simple Mapping of Local Study Area
    • Growth Dynamics of Trees Based on Analysis of Annual Rings
    • Geobotanical Forest Mapping
    • Green Grass Ecology Beneath Snow Cover
    • Chickadee Flock Territorial Behavior
    • Mammals Winter Population Survey
    • Mammals Behavior Studies Based on Snow Tracks
    • Physics and Chemical Characteristics of Streams and Rivers
    • Snow Cover Strata on the River Valley Profile


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    EDCI 591: Project Archaeology - Investigating a Plains Tipi

    Credits: 2

    MT Join Project Archaeology at the Museum of the Rockies to learn how to bring archaeology and history into your classroom! You will receive the research-based curriculum guide, "Project Archaeology: Investigating Shelter" which addresses the goals of the Montana Common Core. This guide will help you take learning to a deeper level by incorporating English Language Arts, Social Studies and Science. The guide is inquiry-based, cross-curricular, includes performance-based assessments, incorporates the indigenous voice and promotes cultural understanding. Students learn to analyze artifacts, primary documents, and oral histories related to authentic archaeological sites using the basics of scientific inquiry (observation, inference, evidence and classification) providing students with college and career readiness skills. Hope you can join us as we travel back in time to learn about Montana's historic past!


    On campus housing is available. Room rates start at $21 per person per night sharing a room, or $26 per night for single rooms. All rooms are subject to a 7% per night occupancy tax. Rooms include linens (two sheets, mattress pad, pillow case, and blanket), towels, and bath soap. Please contact Sara Jay in Conference Services to register for on campus accommodations. She can be reached at (406) 994-6583 or sara.jay@montana.edu

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    EDCI 591: Teaching Inquiry in the Science Classroom

    Credits: 2

    This course takes a practitioner's look at the "art" of inquiry instruction in the middle and high school science classroom. Using many of the current pedagogical approaches of instruction including constructivism, misconceptions, models of inquiry instruction, the learning cycle, reflective practice, conceptual change theory and others, students in this course will critically examine their current instructional practice and together craft new approaches to teaching inquiry in the science classroom. Course assignments include readings, reflections on classroom discussions and content, evaluation of inquiry research by MSSE graduate candidates and the presentation of an inquiry-based mini-lesson. Students in the course can expect a highly active, fully engaging, professionally stimulating class session each week.

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    EDCI 591: Across the Sciences

    Credits: 3

    Across the Sciences is designed for high school and middle school science teachers who are looking for a broad field science course. Teachers will enhance their content knowledge across scientific disciplines, identify and address patterns of students thinking within different disciplines, develop an understanding of scientific inquiry and ways to teach using an inquiry approach. Each unit of study in the Across the Sciences course is based on the BSCS 5 E learning model of Engage, Explore, Explain, Elaborate and Evaluate. All materials were developed by BSCS and the Oregon Public Broadcasting Corporation.
    This course has a great blend of science content and pedagogy.

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    EDCI 591: Environmental Science Education: Summer Ecological Field Studies

    Credits: 3

    This course is designed for educators of children in grades 6-12 to learn and practice basic ecological field techniques and integrate them into their instruction. This course focuses on summer field ecological studies including stream, forest, plant and bird studies. All studies will be completed outdoors in your local environment. A wide variety of field study techniques will be presented and the participants will share the results of the studies. Basic ecological concepts will be presented in the context of the field studies. Participants will have many opportunities to share their views on a variety of topics related to the environment and education. This course is a great opportunity to meet and interact with educators throughout the USA whose work focuses on ecology and young people.

    Summer ecological field study activities will include:
    • Herbarium Compilation
    • Local Flora Description; Plants Species List
    • Vertical Structure of a Forest
    • Grass, Canopy and Flying Invertebrates Population
    • Birds Nesting Behavior
    • Complex Comparative Description of Small Rivers and Streams
    • Study of Aquatic Invertebrates and Assessment of Environmental Status
    • Plankton Investigation in the Near Shore Part of Lake or Pond
    • The Estimation of Ecological Situation of Grasslands and Meadows using Ecological Ordination Techniques
    • The Estimation of Ecological Health of the Forest Based on Leaf Symmetry Observations
    This is a practical course in teaching about the environment and working with children. We are looking for a good distribution of 6-12 grade educators and would like representation from as many regions of the U.S. as possible. This will help insure a wide variety of results and good opportunities to compare ecosystems and regions of the country. We also want individuals who are planning to implement the field study techniques in their classroom or with groups of students in informal settings. We will encourage you to share how you will adapt or adopt these techniques to your own teaching and ecological situation. Everyone's situation is different and we can learn much from each other. It is not required that you actually teach these field studies to children as part of the course but we do encourage you to do the studies with other people who can share their impressions of the activity with you.

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    EDCI 591: History of Spaceflight and Space Technology

    Credits: 3

    The purpose of this course is to introduce space science concepts associated with exploration and technology to build core knowledge that can be incorporated into the classroom. Upon successful completion of this course, students will be able to do the following:
    • Timeline robotic exploration and development from 1958 to 2012
    • Timeline Human exploration from 1961 to 2012
    • Understand many of the technological and human challenges of spaceflight, as well as the political forces that have shaped the space program's history
    • Understand scientific breakthroughs accredited to the space program
    • Understand the historical significance of space flight and the impact it has had on national identity
    • Evaluate the potential for future exploration and utilization of solar system resources.


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    EDCI 591: Teaching Technology in the Science Classroom

    Credits: 2

    This course provides instructional technology professional development for practicing 7-12 science educators, promoting the use of appropriate instructional technology in the classroom. Teachers will study instructional technology practices through classroom exercises that demonstrate the use of technology to enhance instruction. "Hands-on" experience with technologies in a classroom setting will include both instruction and practice/application time for teachers. Integrating strategies to use instructional technology in current teaching practices will be explored. Technologies include, but are not limited to, the following: Moodle, screencasting software, iPads, Livescribe pens, graphics tablets, Google docs, Smartboards, data probes, and video.

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    EDCI 591: Energy: A Multidisciplinary Approach for Teachers

    Credits: 3

    You must be accepted into the EMAT study to take this course
    The EMAT (Energy: A Multidisciplinary Approach for Teachers) course is a 10-week facilitated, multimedia, online graduate course for high school science teachers. The purpose of the course is to enhance teachers’ content knowledge and pedagogy associated with key energy concepts. These concepts will be addressed in alternative energy contexts. The project is funded by a grant from the National Science Foundation.

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    EDCI 598: NPTT Internship: Student Teaching

    Credits: 6

    STUDENT TEACHING: An individualized assignment arranged with the Northern Plains Transition to Teaching program to provide guided experience in the field.

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    EDCI 598: NPTT Internship: Paid Internship

    Credits: 1

    PAID INTERNSHIP: An individualized assignment arranged with the Northern Plains Transition to Teaching program to provide guided experience in the field.

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    EDCI 598: NPTT Internship: Master of Education

    Credits: 1

    MASTER OF EDUCATION: An individualized assignment arranged with the Northern Plains Transition to Teaching program to provide guided experience in the field.

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    EDLD 507: Foundations of Educational Leadership

    Credits: 3

    This is the entry course for the K-12 Educational Leadership program. Topics included are leadership theory and practice; instructional leadership; basic organization theory; working with students, staff, parents, and community; creating a vision and a strategic plan for realizing the vision; and the identification and initial development of leadership skills, including a personal and professional code of ethics.
    Low cost dorm rooms are available. Please call Sara Jay at 994-6583 to make arrangements. You will have to tell her the course you are taking.

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    EDLD 508: Supervision of Instruction

    Credits: 3

    This course emphasizes the improvement of teaching and learning. There is emphasis on supervision of instruction, professional development, creating a learning community, and leading schools to meet high academic standards. School and staff accountability is also included.

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    EDLD 515: Planned Change

    Credits: 3

    A study of the change process as applied to schools. Includes the theory and process of change, research about change, roles and practice, change models and systems, and leadership in school improvement planning and implementation, and evaluation of changed systems.
    Low cost dorm rooms are available. Please call Sara Jay at 994-6583 to make arrangements. You will have to tell her the course you are taking.

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    EDLD 520: School and Diverse Communities

    Credits: 3

    This course reviews the techniques for connecting the school with all parents in a diverse community. Students will learn various models that promote community involvement in teaching, community use of school facilities, responding to community interests, and using the news media. Developing effective communication with various cultural, ethnic, racial, and special interest groups in the community will be stressed along with issues of social justice.

    This course will provide the student with the knowledge, skills and abilities to:
    • promote community involvement in school vision (ELCC Standard 1.5)
    • collaborate with families and other community members (ELCC Standard 4.1)
    • respond to community interests and needs (ELCC Standard 4.2)
    • mobilize community resources (ELCC Standard 4.3)
    • synthesize current best practices, principles and models of school and community, and apply this knowledge to facilitate parent engagement and social justice within Montana schools
    • analyze the social systems within a particular public school community and develop strategies to sustain school-community communication and family involvement.

    Low cost dorm rooms are available. Please call Sara Jay at 994-6583 to make arrangements. You will have to tell her the course you are taking.

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    EDLD 524: Instructional Leadership in Elementary School

    Credits: 3

    A study of principal leadership responsibilities in improving elementary school student achievement focusing on how principals impact schools by shaping school goals; providing direction, structure, and organizational and social networks by guiding school policies, procedures, curriculum and learning.

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    EDLD 525: Instructional Leadership in Secondary School

    Credits: 3

    A study of principal leadership responsibilities in improving student achievement at the secondary level, focusing on improving secondary schools through collaborative leadership, effective learning communities, personalization, and curriculum and instruction which contributes directly to student learning.

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    EDLD 526: Evaluation of School Programs

    Credits: 3

    This course will examine evaluation and reporting techniques for school programs. Students will be required to use data to evaluate and report on an existing school program.

    This course is designed to develop skills, insights, and understanding of how educational leaders and other school personnel can use research to improve schools, with emphasis on the use of assessment and research data to identify school improvement needs and to design school improvement projects.

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    EDLD 526: Evaluation of School Programs - Rural Ed Cohort

    Credits: 3

    This course restricted to the 2011 Principal Prep Cohort
    This course will examine evaluation and reporting techniques for school programs. Students will be required to use data to evaluate and report on an existing school program.

    This course is designed to develop skills, insights, and understanding of how educational leaders and other school personnel can use research to improve schools, with emphasis on the use of assessment and research data to identify school improvement needs and to design school improvement projects.

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    EDLD 532: Montana School Law

    Credits: 3

    A general examination of law and court decisions relative to the administration of K-12 schools. Specific attention is given to Montana school law.

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    EDLD 534: Data Driven Decisions

    Credits: 3

    The course focuses on acquiring, synthesizing, assessing, and using a variety of data to facilitate sound decision making as regards to student achievement and program improvement. Special attention will be paid to systems for collecting, analyzing and using data to continuously improve school districts.

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    EDLD 555: Montana School Finance

    Credits: 3

    This course prepares school leaders to identify and analyze sources of fiscal and non-fiscal revenue and resources for schools and school districts, to manage financial and material assets, to develop an efficient budget planning process, and to perform a variety of budget management functions. Course emphasis is on Montana school finance.

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    EDLD 564: Comprehensive Portfolio

    Credits: 3

    Students create a professional portfolio to evidence their vision of learning, the culture of teaching and learning, community/school relationships, and the social, cultural, ethical, legal, political, and economic context of schooling.

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    EDLD 565: K-12 Instructional Leadership

    Credits: 3

    You must be in the ILEAD program to take this section of the course. If you are not in ILEAD please register for the campus section. Students will examine issues, challenges, and processes of leading quality curriculum and instruction in K-12 schools. The course is designed to prepare school leaders, both teachers in leadership positions and principals, with an understanding of curriculum development and instructional design in K-12 schools that ensures the success of all students.

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    EDLD 574: Field Experience

    Credits: 3

    This course is restricted to the Billings Cohort
    This course requires instructor consent. e-mail Gerald Pease at Gerald.Pease@montana.edu to get consent to take the course

    This is a course that offers students the opportunity for guided field experience as a superintendent in K-12 schools.

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    EDLD 574: Field Experience

    Credits: 3

    This is a blended course. This course will meet face-to-face at a date and time to be determined. Please contact Dr. Pease for more information at gerald.pease@montana.edu.
    This is a course that offers students the opportunity for guided field experience as a superintendent or principal in K-12 schools.

    Instructor Permission Required

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    EDLD 591: Administration of Special Programs

    Credits: 3

    **This course is restricted to students in the Doctoral programs in Educational Leadership or Curriculum and Instruction** This course is designed to prepare educational leaders to integrate special education and Section 504 policies and practices into the organizational routines of public school systems. Special emphasis will be given to: the tensions inherent least restrictive environment and inclusion; Individual Education Plans and disaggregated accountability; due process hearings, mediation and resolution of complaints; and achieving an integrated educational system with stove-piped funding.

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    EDLD 591: Principles of Ethical Leadership

    Credits: 3

    This special topics course examines the ethical quandaries faced by leaders responsible for educating children in public schools. Different ethical frameworks are compared and evaluated. Students will analyze and apply the contributions of seminal ethical theorists to organizational decision-making.

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    EDLD 591: Indian Education, Heritage & Identity

    Credits: 3

    This course will explore the cultural complexities that exist between the culture and expectations of the school system and Native American identity. Course objectives focus on effectively bridging the cultural gaps and adapting schooling to meet the needs of a Native American community.

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    EDLD 594: Seminar

    Credits: 1

    Seminar for new ILEAD course participants.

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    EDLD 610: Leadership and Organizational Theory

    Credits: 3

    The course will provide existing school leaders with theories, concepts, and behaviors of effective leadership that addresses the challenges of schools today. The course encourages a deeper understanding of personal beliefs, style, values, and ethics required of school leaders. The development of a shared vision and strategic plan will be emphasized.

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    EDLD 620: The School Superintendent

    Credits: 3

    This course focuses on the leadership skills necessary for the school district superintendent. There is emphasis on superintendent relations with the school board and the community, and working with stakeholders to identify priorities. The development of effective and appropriate communication strategies and interpersonal skills that promote public confidence is stressed.
    Low cost dorm rooms are available. Please call Sara Jay at 994-6583 to make arrangements. You will have to tell her the course you are taking.

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    EDLD 645: School Personnel Management

    Credits: 3

    This course is designed to prepare educational leaders to apply effective job analysis procedures, to understand performance appraisal for instructional and non-instructional staff, formulate professional growth plans, negotiate union agreements, and apply appropriate policies, criteria, processes for recruitment, selection, induction, and compensation of personnel with an emphasis on equity and diversity.
    Low cost dorm rooms are available. Please call Sara Jay at 994-6583 to make arrangements. You will have to tell her the course you are taking.

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    EDLD 650: Montana Finance and Facilities

    Credits: 3

    This course is designed to facilitate a more in depth understanding of the efficient and effective use of finances, facilities, and other tangible and intangible resources at the school district level. An emphasis will be placed on equitable distribution of resources and the alignment of resources to strategic plans and district vision.

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    EDLD 655: Montana Legal and Policy Studies

    Credits: 3

    This course is designed to facilitate a more in-depth understanding of legal issues relative to education and their policy implications. Students will increase their understanding of how legal decisions impact their school. They will explore policy analysis and implementation, and develop an understanding of how laws, policies, and systemic organizational life are intertwined.

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    EELE 591: Solar Cell Basics for Science Teachers

    Credits: 2

    Solar Cell Basics is a course for science educators, grades 6 – 12, to promote understanding of the operating principles and the fabrication processes of solar cells that convert light energy into electrical energy. The course involves a laboratory in which participants will fabricate solar cells in the Montana Microfabrication Facility (MMF). Each student will enter the cleanroom and process 4-inch silicon wafers through the various steps necessary to make solar cells.

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    ENTO 510: Insect Ecology

    Credits: 3

    The course covers the physiological, population, and community ecology of insects and related invertebrates. Specific topics include insect size, scaling, and ecological consequences, the Influence of biotic and abiotic factors on insect population and community dynamics, seasonal adaptations, dispersion, life table analysis, r- and k-selection, ecological methods, and insect-plant interactions. Case studies include examples based on the professional and research interests of students. Course activities include discussions, textbook and literature readings, written assignments, and exams.

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    GPHY 580: Global Warming, Climate Change and Our Environment

    Credits: 3

    Study the "hot topic" of global warming by exploring the geography of climate change and resultant wildlife changes in the mountains and plains of the US and worldwide. A primary objective of this course is to become skilled at using interactive methods for teaching future generations about global change issues.

    We will use "hands-on" materials for teaching global warming concepts included in the award-winning Toolkit for Formal and Informal Educators: Climate Change, Wildlife and Wildlands. Some ideas presented in this course are based on projects from the "Globe: Network for Science Teachers" program and other respectable online sources.

    We begin by studying the basic concepts and projections of climate change and impacts of global warming, and what we can do about it. Other course activities include:

    • in-class experiments on the greenhouse effect
    • calculating greenhouse gas emissions of your own household
    • observing weather patterns and rising sea levels using the simplest of instruments
    • studying cloud types by playing "Cloud Cards", an online card game
    • assessing potential effects of climate change on individual wildlife species and ecosystems

    We will also analyze the environmental changes that are occurring in Glacier National Park, evaluate how climate changes are impacting the ecosystem where you live, and compare the geographical differences in Global Warming worldwide. We will discuss various approaches of integrating global change issues into middle and high school instruction.

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    GEO 521: Dinosaur Paleontology of Hell Creek Formation

    Credits: 2

    This course is designed as an introduction to the geology and dinosaur paleontology of the Hell Creek Formation of eastern Montana. The Hell Creek Formation has long been known for its diverse dinosaur taxa, including Tyrannosaurus rex and Triceratops, as well as exposures of the iridium layer associated with dinosaur extinction 65 million years ago. The combination of slide presentations, labs, and daily hiking in Makoshika State Park will provide both background information and “hands-on” learning experience. Techniques covered during the class include interpretation of sedimentary environments, taphonomy, and fossil collection. This course will integrate many aspects of biology, physical geology, paleogeography, and tectonics. Please note that we cannot guarantee excavation experience; this depends on discoveries during class.
      Two transportation options are available:
    • 1. Vans will leave from the south entrance of the Strand Union Building on the MSU campus at 8:00 am Monday morning and drive to Makoshika State Park near Glendive, MT. Approximate driving time is seven hours. Lunch will be provided on travel days for those utilizing this option.
    • 2. Participants may drive their own vehicles, at their own expense, and meet Monday evening at the Lion’s Club facility, Sleepy Hollow Lodge within Makoshika State Park.
    The facilities include individual cabins that are rustic but completely furnished and accommodate 4 to 6 students, a lodge where meals will be provided, and a separate shower house with toilet facilities. Students should furnish their own sleeping bag or other bedding and personal items such as towels, shower shoes, etc. Space for tent camping is also available. Special dietary requirements should be noted on the registration form. Students should have appropriate hiking boots and be prepared for rain and cool weather. Additional required items include backpack, field notebook, pencils, and water containers (3-4 liters total capacity).

    Physical fitness requirements:
    The course requires moderate to strenuous outdoor physical activity. Students are expected to walk several miles at a reasonable pace in order to keep up with the group, often in relatively steep terrain without established hiking trails. Temperatures are typically in the 90 degree range. Please contact the instructors (Frankie Jackson at frankiej@montana.edu and Dan Lawver at danlawver@gmail.com) before signing up for this class if you have concerns about the required physical fitness level and your ability to meet these requirements.

    Time Commitment: 10-12 hrs/day

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    GEO 522: Dinosaur Paleontology II

    Credits: 2

    The goal and purpose of this course is to provide an in-depth course for grade 7-12 teachers in geology and paleontology that builds on previous experience and field techniques acquired from GEO 521 Dinosaur Paleontology of the Hell Creek Formation. In addition to providing basic information on geology and paleontology, this field course includes information on how paleontologist use rocks, fossils and extant animals and modern environments to formulate interpretations about the past. By the end of this course, students will be able to identify sedimentary rocks in which fossils are found, use sedimentary structures for interpretation of depositional environments, and have a better understanding of Montana’s geologic past.
      Two transportation options are available:
    • 1. Vans will leave from the south entrance of the Strand Union Building on the MSU campus at 8:00 am Monday morning and drive to Museum of the Rockies field station, west of Choteau, MT. Approximate driving time is three hours.
    • 2. Participants may drive their own vehicles and meet Monday at noon at the field station.

      Lunch will be provided in camp.
    Facilities: Students will be camping with the regular paleontology field crew under rustic conditions. Please provide your own tent, sleeping bag, thermorest, or these may be rented through MSU Outdoor Recreation Center. Cooking equipment and dishes are provided, and a travel trailer is used for meal preparation. Special dietary requirements should be noted on the registration form. Students should have appropriate hiking boots and be prepared for rain and cool weather. Additional required items include backpack, field notebook, pencils, and water containers (3-4 liters total capacity).

    Physical fitness requirements: The course requires moderate outdoor physical activity. Students are expected to walk a couple of miles at a reasonable pace in order to keep with the group, often in relatively steep terrain without established hiking trails. Temperatures are typically in the 90 degree range. Please contact the instructor before signing up for this class if you have concerns about the required physical fitness level and your ability to meet these requirements.

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    GEO 560: Geology of the Yellowstone Volcanic Center

    Credits: 2

    The purpose of this course is to provide an understanding of the geology of the Yellowstone Volcanic Center, the largest active explosive continental volcanic center on Earth. To provide the necessary geologic background for understanding the geologic significance of the Yellowstone region, students will first gain insight into volcanism, seismology, geothermal activity, glaciation, and mountain building within the context of the plate tectonics paradigm. Special emphasis will be placed on understanding the controls on and types of volcanic processes characterizing active volcanic regions of differing eruptive styles (explosive and effusive). Differing tectonic models for development of Yellowstone volcanism, the history of caldera formation and related volcanic activity, landscape evolution of the Yellowstone Plateau and surroundings, earthquake hazards, the record of Pleistocene glaciation, geothermal processes and the geomicrobiology of thermal features, and implications of all of these for humanity will be investigated in detail.

    Application of new technologies aimed at providing a better understanding of the volcanic and earthquake hazards of the Yellowstone Volcanic Center including use of satellite imagery, the Global Positioning System (GPS), Geographic Information Systems (GIS), and earthquake seismology will also be explored. In addition, the use of Yellowstone thermal features and their microbial life as comparative analogs for understanding the origin of life on the early earth as well as for the exploration for extinct and extant life in the solar system will also be discussed.

    Students will also have the opportunity to explore how integration of various aspects of Yellowstone geology may be usable as focal points for student exploration and investigation in their own classrooms employing varying instructional methods and pedagogies.

    This course will consist of 3 days of in-class instruction on campus employing lectures, directed learning experiences, and extensive use of web-based resources, and 2 subsequent days of field trips designed to explore the geology of the Yellowstone Volcanic Center. Trips will be designed to specifically examine evidence of caldera formation, differing styles of volcanic eruptions, minerals and microbe interactions at thermal features, consequences of seismic activity, and controls of volcanic activity on such landscape components as topography, soils, plant distribution, and water resources.

    Physical Requirements:
    Students will be expected to be able to participate in moderate intensity hikes of up to two miles across moderate to steep terrain.

    Time Commitment: 10-12 hrs/day

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    LRES 545: Watershed Hydrology

    Credits: 3

    This course focuses on conceptual and quantitative analysis of watershed processes with an emphasis on modeling surface water hydrology and water resources management. Watershed modeling concepts including analysis of time series, spatially variable data, model calibration, and uncertainty analysis will be studied and demonstrated. The course will emphasize critical analysis of current hydrologic computational methods and hands-on use of watershed models.

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    LRES 557: Thermal Biology in Yellowstone National Park

    Credits: 2

    Co-listed as MB 547, so teachers can choose from which department they want the credit awarded. Indicate your preference on the registration form.

    This course will provide a survey of the ecology of important organisms common in thermal habitats of Yellowstone National Park, including a review of different life forms and the physical and chemical habitats that define their environment. The course is structured to provide (1) a basic understanding of the ecology of a variety of life forms in thermal habitats, (2) a survey of observational techniques and hands-on activities appropriate for science educators, and (3) field trips to visit and characterize several geothermal habitats environments. Fundamental principles of thermal biology will be emphasized during lectures on Monday, Tuesday and Friday. This class will have a two day field trip on Wednesday and Thursday to Yellowstone National Park, with an overnight TENT camp experience at Madison Campground. Two days in the field will be used to visit, discuss, sample and characterize diverse geothermal habitats in Yellowstone National Park.

    Physical Fitness Requirement: Field trips will require walking distances of up to 4 miles with moderate slopes and will involve being in the field for the majority of the day. Weather may vary!

    Transportation will be provided by MSU (vans) - no personal vehicles permitted (no exceptions).

    Students are expected to provide the following minimum equipment for their camping needs:
    • Sleeping bag and pad (no bulky air mattresses), (We can provide these if needed).
    • Personal toiletries, sunglasses, hat, daypack, water bottle, sunscreen, camera, field notebook and pen, etc.
    • Clothing for hot and cold weather (warm hat and coat, shorts and sun hat).
    • Good hiking shoes (no open toed shoes).
    • Food for lunches (we will restock food supply while in Yellowstone).
    • Large coolers will be provided for perishable food.
    Time Commitment: 10-12 hrs/day

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    LRES 565: Environmental Biophysics

    Credits: 3

    This course focuses on the study of physical relationships between organisms, ecosystems, and their environment. Topics include basic principles of micrometeorology, biometeorology, ecological climatology, and biophysical ecology as applied to contemporary ecological challenges. Laboratory sessions will focus on computer exercises using ecosystem models and field observations.

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    LRES 569: Ecology of Invasive Plants in the Greater Yellowstone Ecosystem

    Credits: 2

    This five day course includes 4 days in the field making measurements on exotic invasive plants at a range of sites from the Gallatin Valley to the Gallatin National Forest and 1 day analyzing the data and using simulation models to explore plant invasiveness. The focus of this course is to directly involve students with testing methodology for monitoring the invasive potential of several exotic species in otherwise pristine mountain environments.

    The questions that we will examine are:
    • Can we detect change in non-indigenous plant populations that will allow us to judge them as invasive?
    • What should be the criteria for determining if a non-indigenous plant species can have a significant impact on the ecosystem?
    • What should be the criteria for determining if a non-indigenous plant species can have a significant impact on the ecosystem?
    Students will read the most current theories on what makes species invasive and what conditions invite or detour non-indigenous plant species. At least 1/3 of the field time will be used to discuss how these theories apply to our system.

    Data analysis will place each student with a computer and include the use of Excel software. Small groups will be created and each group will analyze a different portion of the field data. Integration of field ecology into K-12 classes will be discussed throughout the course.

    Physical Fitness Requirement:
    Field trips can require walking up to 2 miles on moderate to steep slopes off established trails.

    Required Equipment:
    Hands lens; compass with mirror for shooting an azimuth; clipboard; good pair of hiking shoes; and a small backpack to carry rain gear, lunch, and water.

    Time Commitment: 10-12 hrs/day

    Please Note:
    Drs. Rotella, Maxwell, and Johnson have coordinated their curricula for the three (3) mini-session classes listed below so that the 3 courses each stand alone; but also, if taken together, form a coherent package. If possible, you are encouraged to register for the courses together as a "package" in one summer or over a couple of summers to maximize the content benefit gained for each class. Although you are certainly welcome to take any combination of the courses in any order that suits you, we urge you to consider taking the entire 3-week package:
    • June 16-20, 2014
      BIOE 520 Understanding and Managing Animal Biodiversity in the Greater Yellowstone Ecosystem (Dr. Jay Rotella)
    • July 7-11, 2014
      LRES 569 Ecology of Invasive Plants in the Greater Yellowstone Ecosystem (Dr. Bruce Maxwell)
    • June 30-July 3, 2013
      BIOL 591 Land Use Issues in the Greater Yellowstone Ecosystem (Dr. Jerry Johnson)


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    LRES 591: Streamside Science: Hands-On Approaches to Water Quality Education

    Credits: 3

    The primary goal of this course is to increase the water resource knowledge of students through hands-on, field-based curriculum. To accomplish this, students will be asked to adopt a local stream and perform lab assignments "in the field" to better understand hands-on water quality monitoring techniques. The course will improve the teaching skills of secondary science teachers utilizing distant delivery technologies. By completing this course, secondary science teachers will have a better understanding and hands-on working knowledge of the characterization and quantification of water quality as it relates to secondary school science curriculum and environmental issues on a global scale. Curriculum standards will be linked to each lesson plan so that teachers can easily incorporate the content into their core curriculum.

    See Course Overview and Syllabus (PDF). Please read this document for course expectations and details.

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    LRES 591: The Twelve Principles of Soil Science

    Credits: 3

    Playing with DIRT! At your age? Believe it or not, soil (to some known as "dirt") is part of all of our lives on a daily basis. And, as environmental issues such as water quality, waste management, ecological biodiversity, land resource carrying capacity, and alternative land uses continue to gain more attention from the public, increasing demands will be placed on earth science, physical science, geology, geography, and general science teachers for curriculum to support our understanding of these issues. Soil science is not a new science, but one that has gained much attention and interest in the past decade. And, the study of soil science has taken on new, "real-life" meaning and significance in the last decade. Today scientists spend a great deal of time studying the soil-like materials of distant planets, the remote reaches of the earth, and even under the ocean floors.

    The goal of this course is to introduce teachers to the basic principles of soil science as an integral part of the curriculum for environmental sciences, ecology, earth science, geology, water quality, and geography. The course is structured around twelve basic soil concepts, beginning with the significance of soil in our everyday lives and progressing through soil formation, the physical and chemical properties of soils, and the role soil and the earth play in environmental management today and in the future. This course is filled with "how to" classroom teaching opportunities and resources. A good share of the course addresses contemporary issues and readings. We'll integrate teaching DIRT with math, language arts, geography, social studies, artistic expression, chemistry, physics, and biology.

    You'll learn about the soil in your own school yard or back yard, who to contact to get local "experts" and how to get your students more interested in environmental studies. This course is "hands on", participation oriented.

    What goes on in the DIRTY DOZEN?

    • Study the significance of soil and the processes involved in soil formation and differentiation (did you know that all soils have names and identities and more than 14,000 different "soils" are recognized in the United States alone?).
    • Learn how to use such readily available resources as National Geographic, Science, and other popular magazines to introduce students to soil science and develop lessons that are fun in the classroom.
    • Develop better understanding of the relationship between soil and water quality, crop and vegetation management, and environmental science.


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    LRES 591: Water Quality in the Classroom: A Characterization of the Science and Issues

    Credits: 3

    Today's science teacher faces challenges and issues which were just beginning to gain attention 10, 15, or 20 years ago. And, teaching today's science requires both an integrated background and approach in the classroom. Water Quality in the Classroom - A Characterization of the Science and Issues - is a 'must' course for teachers involved in any aspect of biological sciences. Water quality can be called an "integrating" science, serving as a platform for expanded applications of chemistry, physics, biology, mathematics, geology, earth science, political and social sciences, and creative arts.

    The Water Quality in the Classroom course has three central foci:
    • To increase teacher knowledge and assessment skills about the physical, chemical, and biological aspects of water quality investigations,
    • To help teachers develop and implement new pedagogies for teaching water quality concepts in the secondary school science classroom, and
    • Increase teacher awareness and understanding of some of the more significant global water quality issues that will face science teachers and their students in the 21st century.
    This 13-week course teaches water quality concepts and how to demonstrate, explain, and teach them in the science classroom. Course format includes weekly "kitchen counter" experimentation, library and independent research, written homework, discussion.

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    LRES 591: The Dirt on Soil Science

    Credits: 1

    This is an exciting 6-week online course, directed toward K-6 elementary school teachers who want to understand the science of "dirt." This includes conversing with your instructor and classmates in weekly online discussions. The focus will be on basic soil physical properties and processes.

    The specific goals of this course are:

    • Expand your understanding of the concepts of soil science and use soil as a platform to teach other science disciplines.
    • Gain understanding of how soil is formed.
    • Begin to understand your local soil/ landscape interactions.
    • Getting dirty while discovering different soil textures.
    • Gain understanding of soil and water relationships.
    • Gain understanding of the biology of soil.
    • Study how children's concepts of soil and land resources are developed in the classroom setting.
    • Strengthen skills in teaching basic soil science concepts, engaging students, and responding to student needs in the classroom
    • Incorporate a Native American perspective on teaching activities and lessons in soil science and land resources.
    • Develop our own professional community of course participants, sharing teaching ideas, expertise and experience.


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    LRES 591: Yellowstone Lake Ecology

    Credits: 2

    • 1. Learn about the factors that influence lake dynamics; we will specifically address the unique ecosystem of Yellowstone Lake in Yellowstone National Park.
    • 2. Understand and perform field sampling and taxonomic and genetic identification techniques in the laboratory.
    • 3. Apply learned skills and knowledge in the classroom grades 5-12.
    Students will be responsible for reading materials contained in a course packet and additional materials handed out throughout the course. Students should be prepared for any type of weather in the field.
      Grading is as follows:
    • 50% Participation. Students are expected to be present at all times and effectively participate in activities and discussion. Participation will be assessed on a daily basis.
    • 20% Group Presentation/Discussion. Student groups will led class discussion of assigned scientific journal articles.
    • 20% Lesson Plan. Each student will draft a 2-3 page lesson plan that incorporates aspects of this class. Lesson plans must be submitted to me no later than August 4th.
    • 10% GenBank Assignment. You will complete an assignment using a current scientific tool, GenBank. Lesson plans must be submitted to me no later than August 4th.
    MSU educators, National Park Service resource managers, and other agency professionals will be joining the class to provide a multi-disciplinary perspective. The course will spend 2 days in Yellowstone (July 23-24), and three days on the MSU campus (July 21-22, 25). Participants will camp in the National Park campground at Grant Village. Camping equipment can be rented inexpensively thorough REI in Bozeman. Breakfast and lunch will be provided; dinner in Yellowstone is the responsibility of each participant.

    A class schedule and an equipment list will be posted. A course packet will be available prior to the course.

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    MSSE 501: Inquiry through Science & Engineering Practices

    Credits: 2

    This course provides a focus on inquiry instruction through the use of Science and Engineering Practices for grade K to 16 teachers in science education. Students will identify the components of inquiry in the context of Science and Engineering Practices as described in the NRC Framework for K-12 Science Education. Course goals include development and implementation of inquiry-based science lessons using Science and Engineering Practices; exploration of current issues regarding inquiry-based instruction and classroom research; and increased understanding of the role of assessment in an inquiry-based science classroom.

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    MSSE 591: Integrating Literature into the Science Classroom

    Credits: 3

    Integrating Literature into the Science Classroom is a fourteen-week, three-credit course. Cross-level instruction will be utilized for elementary, middle, and high school instructors. It provides an effective way to integrate master teaching strategies with current practices of teachers. The goal of this course is to engage and equip teachers in the area of science and literacy by integrating science-related literature into science classrooms. This course is intended for teachers enrolled in the Master of Science in Science Education degree program and other teachers with a minimum of two years teaching experience. The course supports the integrated approach to providing reading and science instruction.

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    MSSE 591: Science across Cultures: An Inquiry Approach

    Credits: 3

    The goal of the course is to present science content knowledge across cultures embedded in inquiry-based instruction. This approach will facilitate the integration of science teaching to other curricular areas and will engage students of diverse cultural backgrounds. The science content will address the ideas presented in the Framework for K-12 Science (2011) and in the New Generation Science Standards (2012) including units in Life Science, Astronomy, and Physics. The online course will require science content readings; and research and practice-based readings on science education, and diversity and equity; and the use of interactive multi-media tools. Students are expected to participate in online discussions about science teaching and learning from a multicultural perspective.

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    MSSE 591: Web Tools for Teaching Science

    Credits: 3

    This class will provide educational technology professional development to practicing science teachers. The purpose of the course is twofold. First, the course will assist educators in effectively using the web to enhance their professional learning. Second, the course will assist educators in using web tools, many of which students are already comfortable with using in social settings, to enhance student learning and ownership. The specific goals of this course include the following:
    • Articulate a rationale for using Internet-based technology during instruction.
    • Use a web aggregator and social bookmarking to increase efficiency in information gathering.
    • Develop an initial personal learning network.
    • Explore a variety of Web 2.0 tools and example projects, including blogs, wikis, Google Docs, Google Earth, podcasting, screen capture, and photo sharing services, for professional growth and enhancing instruction.
    • Create a plan for integrating at least three Web 2.0 tools into current instructional efforts.


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    MSSE 591: Capstone Data Analysis

    Credits: 2

    This course is designed to provide graduate students in science education with a background in basic descriptive and inferential statistics. By the end of the course, students will be able to choose the most appropriate method to both describe their data and display that data in a clear and concise manner. Students will be able to perform hypothesis tests using a variety of parametric and non-parametric methods with an understanding of the assumptions and limitations of each method as applied to the analysis of capstone data. Students will be able to perform one-way analysis of variance tests in addition to chi-square tests for categorical data. Through the examination of the appropriate use of each of these statistical tools, students will be able to better design their capstone projects so as to maximize the likelihood of addressing their research topics.

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    MSSE 591: STEM Framework for Science Education

    Credits: 2

    The goal and purpose of this class is to provide teachers of science with a foundational understanding of the Framework for K-12 Science Education, the document that has driven the writing of the Next Generation Science Standards.

    The course emphasizes a constructivist philosophy from both the epistemological and psychological perspectives. The teacher is viewed as a responsible, reflective practitioner engaged in the process of science reform at the classroom and local level. The emphasis is on the three Dimensions of the Framework: scientific and engineering practices, crosscutting concepts and disciplinary course ideas.

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    M 424: Algebraic Thinking and Number Sense in the Middle Grades

    Credits: 3

    This course explores the foundations of algebraic thinking needed to teach standards-based middle school mathematics and to prepare students for high school algebra. Teachers will investigate fundamental concepts and practices in algebra and number such as recognizing patterns, generalizing, moving between representations, and using symbols to create structure.. Through a problem-based approach teachers will learn mathematics, examine standards, explore a variety of strategies and resources, and discuss pedagogical and mathematical issues that arise in the middle school setting.

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    M 518: Statistics for Teachers

    Credits: 3

    Stochastic concepts including probabilistic underpinnings of statistics, measures of central tendency, variability, correlation, distributions, sampling, and simulation. Exploratory data analysis including experiments, surveys, measures of association and inferential statistics. Discussion of methods for teaching statistics in secondary mathematics and science.

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    M 577: Improving Mathematics Education: Capstone Project

    Credits: 3

    With guidance from faculty, students conduct action research addressing a problem in the context of their classroom, school or district which impinges on student achievement in mathematics. Students work with a faculty advisor to implement an intervention, collect and analyze data resulting from the intervention, and summarize results.

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    M 594: The Portfolio Seminar I

    Credits: 1

    The Portfolio Seminar I provides guidelines for teachers to begin developing their MSMME Program Portfolio, which serves as a summative component of the MSMME program. In this seminar, teachers will create initial components of the portfolio. Based on their program experience, they will write reflections on course themes, critique exemplary work in content courses, and summarize classroom research in pedagogy courses. A focus will be on aligning content knowledge to Common Core State Standards for mathematics. Please contact Jennifer Luebeck at luebeck@math.montana.edu for permission to register.

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    M 594: MSMME Capstone Symposium

    Credits: 1

    During this seminar, all graduating MSMME teachers will meet to revisit the standards-based mission of the program, reflect on their program coursework, discuss current issues in mathematics education, and present their portfolios and “living laboratory” research projects.

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    M 594: The Portfolio Seminar II

    Credits: 1

    The Portfolio Seminar II continues development of the MSMME Program Portfolio and prepares teachers for participation in the final Capstone Symposium Seminar. Teachers will add to their portfolios with new materials including reflections on course themes, critiques of exemplary work in content courses, and summaries of classroom research in pedagogy courses. A focus will be on professional practice and teacher leadership. Please contact Jennifer Luebeck at luebeck@math.montana.edu for permission to register.

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    MB 536: Exploring Microbiology

    Credits: 3

    The goal of this course is to provide science educators and others with the fundamentals of microbiology. This information will allow them to expand their knowledge base and enhance their teaching activities in this subject. Teachers will gain an appreciation of microbiology through readings, web searches, discussions, assignments, and an experiment on microorganisms in their environment. They will also learn that microbiology can be applied in daily life, in biotechnology, and in studying complex issues such as microbial diversity. The course will provide a foundation in microbiology for those who intend to take future courses such as microbial ecology, environmental microbiology, infectious diseases, immunology, and microbial genetics.

    The following topics will be covered: evolution, cell structure and function, viruses and other acellular agents, microbial growth, antimicrobial compounds, genetic variation, and fungi.

    Each participant will set up an experiment that will run for the entire semester, by using Winogradsky columns to study the growth of microbes in sediment or soil. This activity will involve research on this subject, an experiment proposal, weekly observations summarized through updates, and a final report. The final assignment will be a PowerPoint presentation on the experiment.

    This course requires consistent participation in weekly discussions, online quizzes, written assignments, and culminates in a final presentation. Participants will have proxy online access to the Montana State University library.

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    MB 538: Cell and Molecular Biology Laboratory

    Credits: 2

    An inquiry-based laboratory in prokaryotic and eukaryotic cell and molecular biology, this course provides training in microbiological techniques such as:
    • recombinant DNA
    • phylogenetic analyses
    • growth & cell cycle regulation
    • gene expression
    • protein purification
    • immunoassays
    Current literature and laboratory discussions cover molecular approaches for investigating complex cellular mechanisms.

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    MB 539: Infection and Immunity

    Credits: 3

    The fields of infectious disease and immunology have developed side-by-side, are closely intertwined, and are very active fields of research and practical medical application. Remarkable achievements in these fields have changed our lives. Some examples are the eradication of naturally acquired smallpox, the discovery and development of antimicrobial agents, and the development of vaccines that dramatically decrease the incidence of specific infectious diseases. But new challenges appear each year. We again worry about smallpox - now about the intentional release of this and other potential agents of bioterrorism. The emergence of drug-resistant microbes is an increasing problem. Previously undiscovered infectious agents are being described and associated with disease. The population of immune deficient humans is getting larger and the associated opportunistic infections are an increasingly important and difficult problem.

    In this course, we will first address some basic aspects of microbiology as they relate to infectious disease. How are microbes different from each other and from humans, and why do these differences matter? How do antimicrobial agents kill or inhibit microbes without seriously harming humans? How do microbes aquire resistance to antimicrobial agents? Attention will then turn to the immune system, with emphasis on the roles of the immune system in infectious disease. Finally, and for about two-thirds of the course, we will examine important infectious diseases of humans: their causes, pathogenesis, epidemiology, diagnosis, treatment and prevention. In addition to assigned textbook and syllabus readings and online discussion, participants in the course will analyze scientific journal articles and solve case histories involving infectious disease and immunology.

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    MB 540: Environmental-Applied Microbiology

    Credits: 3

    Appreciating the complexity of the biosphere involves consideration of its microbial constituents. Environmental impacts and global climate change often show early evidence in its smallest inhabitants.

    This course is designed for science educators, but will provide all interested participants with the fundamentals of environmental and applied microbiology. Information presented will enable individuals to expand their knowledge in these topics and challenge them to utilize microbes as indicators of environmental change.

    This experience will be provided through:
    • discussions;
    • readings;
    • web resources;
    • quizzes;
    • assignments;
    • and in designing and implementing an ongoing hands-on research experiment.
    Participants will gain an appreciation of how microorganisms are involved in supporting the biosphere. They will also learn how knowledge of environmental microbiology can be applied in biotechnology and complex issues, such as microbial diversity in natural environments, pathogenesis, bioremediation, biological control, water purification and wastewater treatment. This course complements others such as general microbiology, infectious diseases, microbial genetics, and studies on biofilms.

    Participants will have proxy access to the Montana State University library online. A time commitment of 10-14 hours per week is typical, but those who are less familiar with the course material or online course delivery may need to put in extra time, especially early in the semester.

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    MB 541: Microbial Genetics

    Credits: 3

    This course is designed to provide an understanding of the fundamentals of genetic processes in bacteria (prokaryotes). The study of bacterial genetics has provided much of the understanding of fundamental genetic processes for all organisms, especially through the use of in vivo and in vitro genetic tools. Prokaryotic genetics is somewhat simpler than eukaryotic genetics due to the organization of the cell, its genome and transfer of genetic information. However, the basic concepts such as transcription, translation, mutation and recombination are similar if not identical in all organisms. The short generation time of bacteria lends themselves to genetic studies. Bacterial genetics labs are becoming easier to use, are relatively inexpensive and provide an ideal platform for genetic studies in the secondary school setting. This course will provide science teachers with the information necessary to understand the fundamental processes of genetics particularly as they apply to microorganisms. Emphasis will be placed on the advances in microbial genetics and effects on technological and medical advances.

    Major topics to be covered:

    1.) Why study Prokaryotic genetics

    2.) DNA and RNA
    • Bacterial chromosomes
    • Plasmids
    • Protection of DNA
    3.) Mutations
    • DNA Repair
    4.) Genetic recombination
    • Genetic transfer
    • Transformation
    • Conjugation
    • Bacteriophage
    • Transposable elements
    5.) Gene Maps
    • Operons
    • Gene expression
    6.) Current Research
    • Tools and protocols
    • World Wide Web Databases
    7.) Issues
    • Genetically modified organisms (GMOs)
    • Technological advances
    • Controls and cautions


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    MB 542: Microbial Ecology

    Credits: 3

    This course will provide students with fundamental knowledge of microbial ecology and its methods. The ecology of microorganisms in relation to nutrition, growth, control, metabolism, biogeochemical cycling, natural environments and microbial interactions will be covered. Readings from the text and other sources, discussions, and assignments will be included to facilitate learning and for evaluation.

    This course is intended for educators, as well as others with interest in this subject matter.

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    MB 547: Thermal Biology in Yellowstone National Park

    Credits: 2

    Co-listed as LRES 557, so teachers can choose from which department they want the credit awarded. Indicate your preference on the registration form.

    This course will provide a survey of the ecology of important organisms common in thermal habitats of Yellowstone National Park, including a review of different life forms and the physical and chemical habitats that define their environment. The course is structured to provide (1) a basic understanding of the ecology of a variety of life forms in thermal habitats, (2) a survey of observational techniques and hands-on activities appropriate for science educators, and (3) field trips to visit and characterize several geothermal habitats environments. Fundamental principles of thermal biology will be emphasized during lectures on Monday, Tuesday and Friday. This class will have a two day field trip on Wednesday and Thursday to Yellowstone National Park, with an overnight TENT camp experience at Madison Campground. Two days in the field will be used to visit, discuss, sample and characterize diverse geothermal habitats in Yellowstone National Park.

    Physical Fitness Requirement: Field trips will require walking distances of up to 4 miles with moderate slopes and will involve being in the field for the majority of the day. Weather may vary!

    Transportation will be provided by MSU (vans) - no personal vehicles permitted (no exceptions).

    Students are expected to provide the following minimum equipment for their camping needs:
    • Sleeping bag and pad (no bulky air mattresses), (We can provide these if needed).
    • Personal toiletries, sunglasses, hat, daypack, water bottle, sunscreen, camera, field notebook and pen, etc.
    • Clothing for hot and cold weather (warm hat and coat, shorts and sun hat).
    • Good hiking shoes (no open toed shoes).
    • Food for lunches (we will restock food supply while in Yellowstone).
    • Large coolers will be provided for perishable food.
    Time Commitment: 10-12 hrs/day

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    MB 591: Biofilms: The Biodiversity of Slime

    Credits: 3

    This course will explore the biodiversity of microbial communities present in environmental and medical biofilms using an inquiry based approach. Biofilms have been found to have tremendous impact in industry and in medicine. The biofilm lifestyle is now regarded to be the predominant life form for the majority of microorganisms in the environment. More recently, the impact of bacterial biofilms in medicine has been recognized in such areas as antibiotic resistance and chronic infection. In this course, emphasis will be placed on the ramifications of bacterial biofilms in both environmental and medical settings as well as advances in the techniques to study biofilms. A review of current literature will examine topics relevant to the study of biofilms including cell-cell communication, extracellular polymer production, and antimicrobial resistance.

    Major topics to be covered:
      1. Introduction to Biofilms
    • Definition of biofilm
    • Characteristics of biofilm bacteria and how they differ from planktonic bacteria
    • Extracellular polymer production Cell-cell communication
      2. Biofilms in the environment
    • From microbial mats to slimy rocks
      3. Biofilms in industry
    • Drinking water biofilms
    • Economic impact of biofilms
    • The use of biofilms as biobarriers
      4. Medical Biofilms
    • Paradigm shift regarding Koch’s postulates
    • Unresolved infection
    • Chronic wounds
      5. Antibiotic and biocide resistance
      6. Techniques to study biofilms
    • Reactors and models
    • Confocal microscopy
      7. Current issues
    • Biofilm control
    • Sequestration of pathogens in biofilms
    • Polymicrobial biofilms


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    MB 591: Special Topics in Microbiology

    Credits: 3

    This course will provide an inquiry based examination of current microbiology related topics. Topics will be selected by what is considered “newsworthy” and will include hospital acquired and community acquired infections, antibiotic resistance, immunizations, food safety and drinking water. Emphasis will be placed on the ramifications of issues with respect to industry, medicine, and personal health. A review of literature will provide background information for the topics in order to provide teachers sufficient and correct information to hold discussions regarding these topics in their classrooms.

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    SPNS 588: Spanish for Education Professionals

    Credits: 3

    Please note that 588 courses are intended as professional development for practicing teachers and cannot be applied toward credit requirements for graduate degree programs.

    This is an intensive introductory level Spanish course designed to give public school educators the basic skills needed to communicate both orally and in writing with their Spanish speaking students and the parents/caretakers of their students. The course will teach basic grammar structures with emphasis on vocabulary and expressions essential in the classroom setting. Discussion forums will also be incorporated into the course to allow students to increase their awareness of Hispanic cultures which will allow for better understanding and communication with Spanish speaking students and their families.

    There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.
    For complete information on administrative policies http://eu.montana.edu/credit/policy.htm

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    NASX 491: Indigenous Northern Plains Hide Technologies: Making Buckskin and Parfleche

    Credits: 3

    Starting with fresh, frozen, or dried hides of pronghorn, deer, elk, moose, or bison, the class will process the skins using the traditional indigenous Northern Plains method of brain-tanning to produce buckskin leather and an object including buckskin. The class will also, starting from unprocessed hides, produce traditional decorated/painted raw-hide Parfleche containers. The course will also survey historical examples of indigenous-produced buckskin, raw-hide, and parfleche, and their role in Plains culture, both past and present.

    There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.
    For complete information on administrative policies http://eu.montana.edu/credit/policy.htm

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    NASX 530: Federal Indian Law and Policy

    Credits: 3

    Earn an on-line NAS Graduate Certificate http://eu.montana.edu/online/degrees/NatAm.htm

    Indian law comprises of a collection of Supreme Court decisions, federal laws and policies which are completely separate and distinguishable from non-Indian Federal/ state laws and policies. Indian laws and policies evolved out of legal fictions, reactions to historical events, fear, discrimination, the impact of Manifest Destiny, greed and power politics. Treaties, termination, assimilation, self determination, criminal prosecution, water rights, health services, development of natural resources and tribal businesses continue to be hot topics for contemporary Indians, tribes and non-Indian supporters and competitors. This course traces the history of Indian law from the Constitution to present day. What are the legal rights of the modern day Indian? What are the legal rights of “domestic dependent nations (tribes)”? This is a course with answers to those questions and more.

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    NASX 550: Native America: Dispelling the Myths

    Credits: 3

    Earn an on-line NAS Graduate Certificate http://eu.montana.edu/online/degrees/NatAm.htm

    This course is designed around a series of assumptions—“myths”—commonly held by non-Indians and sometimes Indians alike. When unexamined, these assumptions undermine our ability to communicate across cultures, and ultimately form the basis for some of the worst forms of racism and stereotyping, even between neighbors. Students enrolled in this course will be asked to explore a different myth and its corresponding truths each week. Through assigned readings and videos, online conversations with fellow students, and creative projects, we will wrestle with these preconceptions while learning the most basic elements of American Indian—which is to say American—history. Teachers who need training to fulfill Montana's Indian Education for All mandate will especially benefit from taking this course.

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    NASX 551: American Indian Art Survey

    Credits: 3

    Earn an on-line NAS Graduate Certificate http://eu.montana.edu/online/degrees/NatAm.htm

    Explore the functions and purposes of the unique arts of North American indigenous peoples by culture area, in both the past and the present, within the overlapping contexts of culture area, politics, cosmology, religion and spirituality, and gender.

    Students will learn to recognize art objects by region and culture group, as well as understand the purposes and functions of these artifacts in indigenous culture and life. Students will also learn to appreciate Native American artwork for its aesthetic value as well as for its functional value, and will learn and apply the process of art criticism to a careful examination of the artwork. Artworks will be examined in the further context of their political, cosmological, religious and spiritual value from the point of view of the culture group by which they were created. Students will become familiar with indigenous artworks as collectible items, and learn about the unique legal issues that apply to the collection and sale of Native American art objects because of the Indian Arts and Crafts Act of 1990 and the Native American Graves Protection and Repatriation Act of 1990.

    During the course of the semester, you will be graded on the following items:

    Weekly Online Discussions = 30%
    Midterm Paper = 30%
    Final Paper/Project = 30%
    Online Presentation = 10%
    Total = 100%

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    Project Archaeology Educator Field School

    Project Archaeology Educator Field School August 4-8, 2014 Virginia City, MT Join Project Archaeology in historic Virginia City, Montana this summer and learn how to bring archaeology and history into your classroom! You will receive the research-based curriculum guide, "Project Archaeology: Investigating Shelter" which addresses the goals of the Montana Common Core. This guide will help you take learning to a deeper level by incorporating English Language Arts, Social Studies and Science. The guide is inquiry-based, cross-curricular, includes performance-based assessments, incorporates the indigenous voice and promotes cultural understanding. Students learn to analyze artifacts, primary documents, and oral histories related to authentic archaeological sites using the basics of scientific inquiry (observation, inference, evidence and classification) providing students with college and career readiness skills. While in Virginia City, you will be immersed in the history of this significant gold rush town, learning from local historians, archaeologists, and members of the Shoshone-Bannock Tribe. Hope you can join us as we travel back in time to learn about Montana's historic past!

    This course may also be taken for credit.



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    NUTR 524: Teaching Adolescent Nutrition

    Credits: 2

    Nutrition habits of children and teens are known to have an impact on their present and future health, their ability to learn and their physical performance (athletics). However, many of these young people are not making the grade nutritionally. For example:
    • The rate of obesity has doubled in the past decade.
    • Symptoms of adult diseases (diabetes, hypertension, heart disease) are showing up in younger children and teens.
    • During the important growth period of adolescence many teen diets lack the recommended amounts of key nutrients essential for optimal growth.
    • According to a recent study done by the US Department of Agriculture, only 1% of children met all of the nutrition recommendations in the 2010 Dietary Guidelines for Americans.
    • Eating disorders are on the rise, particularly in young men.
    Throughout this course teachers will investigate various content areas applicable to adolescent nutrition and discuss if and how a School Wellness Policy can influence these nutrition topics. Teachers will want to obtain a copy of their school’s or school district’s wellness policy if it has one. These content areas include:
    • Current concerns and health statistics relative to adolescent nutrition
    • The Learning Connection, breakfast, physical activity and academic success
    • Key nutrients of concern in adolescent diets
    • Sports nutrition
    • Dietary supplements
    • Eating disorders and body image
    • Using the MyPlate tool to create a daily meal plan
    • Converting MyPlate to MyTray
    • The 2010 Dietary Guidelines for Americans
    • Food safety
    • The important role of the school environment in supporting sound nutrition.
    Students will receive materials for 6 ready-to-teach lessons: The Let’s Move 5210 initiative; Handwashing/BacT multiplication; Calcium content of bones; Sugar Metabolism; Sugar in Drinks and Snacks; the new Smart Snacks in Schools Regulations- what to sell for in-school fund raisers.

    Selected classroom resources, which engage the student and provide for experiential learning, will be highlighted for all content areas. Course participants will be required to complete weekly reading assignments, take part in online discussions (asynchronous), submit 2 short assignments, and complete an independent course project; either develop two nutrition lessons which make use of resources reviewed in class ~OR~ develop a plan for implementing a major objective of the school wellness policy. The class project is due one week after completion of the course lectures (August 15, 2014).

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    NUTR 526: Nutrition for Fitness and Performance

    Credits: 3

    Nutrition is a key element in managing body weight and fueling physical fitness and athletic performance. Food provides fluids, energy, nutrients, fiber, and phytochemicals. But what nutritional strategies are optimal? Which dietary supplements work? Using nutrition to meet the demands of physical activity is a dynamic process that integrates scientific research, nutrition guidelines, and the practical aspects of fueling active people in specific situations.

    This nutrition science course examines the latest developments that link nutrition with physical fitness, sport performance, and health promotion. Resources include a text, course supplement, nutrition analysis software, peer-reviewed scientific literature, current news, and Internet resources. Participants contribute to asynchronous online discussions throughout each week. Expect to relate each week's topic to your areas of interest and expertise. A diverse group of participants (practicing teachers in various specialties, coaches, athletic trainers, nutrition educators, and other health professionals) ensures that discussions are interesting, lively, and challenging. Topics include energy, fluid, and nutrient needs for physical activity; nutrition around exercise (before, during, recovery); free radicals and antioxidants; dietary supplements; body composition; weight management; disordered eating; and the female athlete triad. Sport-specific nutrition strategies for endurance, team sports, strength training, and muscle mass gain are addressed. Controversial issues such as popular diets, nutrient timing, and sports supplements are addressed. Internet resources are used extensively.

    Assignments challenge participants to apply evidence-based nutrition strategies to practical situations. Participants demonstrate competency in the following areas: locating credible nutrition resources on the Internet; accessing, analyzing, and evaluating nutrition information; and using nutrition analysis software to plan meals, snacks, and a personalized fitness menu. The course project is a written evaluation of a dietary supplement, a popular diet, or a dietary regimen. Reference material is obtained from medical, health, and scientific sources such as published, peer-reviewed scientific literature accessed via the National Library of Medicine databases. Participants demonstrate competency in a written project that involves assessment, analysis, comparison, evaluation, and synthesis of information.

    Note: This course was formerly HDFN 526: Nutrition for Fitness and Performance

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    NUTR 591: Food and Nutrition Across the Elementary Curriculum

    Credits: 1

    Enroll in this 6-week, 1 credit (graduate) course and enhance…
    • your personal understanding of food and nutrition concepts and issues.
    • your exposure to hands-on activities and lesson-plans appropriate across disciplines in the elementary classroom.
    • your ability to be a knowledgeable resource/team member for your school’s/district’s School Wellness Committee
    • your understanding of “Farm to School” and the role of school gardens in the elementary curriculum.


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    PHSX 401: Physics by Inquiry I

    Credits: 3

    Physics 401 is entirely laboratory based. Instead of absorbing facts from a lecture, the students make observations and build scientific models to account for their observations. The course emphasizes the development of basic concepts and reasoning skills, and efforts are made to actively engage students in the learning process. Staff-to-student ratio is high (two instructors for approximately 20 students), and interactions with staff are through Socratic dialog: the instructors do not give answers, but help the students find their own. Available computer technology is utilized as appropriate.

    Physics 401 will begin with a series of activities/observations that will lead to the development of a scientific model for DC electric circuits. The students will be able to solve both qualitative and quantitative problems involving very complicated circuits containing batteries and bulbs.

    The in-service teachers will also use shadow plots to develop a model for the relative motion of the earth and sun during the course of the semester. They will also make careful observations of the moon, and from their observations piece together a model to explain the phases of the moon.

    The curriculum used will be the Physics by Inquiry modules developed by the Physics Education Group at University of Washington. This curriculum is based on two decades of research on student misconceptions. Each activity is designed to elicit those misconceptions known to block learning, and to allow the student to confront and resolve the difficulties. Students are often presented with several opportunities to confront the same misconception in increasingly rich contexts to insure that they are completely free of the misconception. This teaching approach has a three-fold advantage when used with future teachers:
    • They come away from the class with a clear understanding of the physics based on their own experience.
    • They acquire an awareness of those difficulties with which their future students are likely to be struggling.
    • Most importantly, they acquire a self-confidence in their ability to do science, to face unknown situations and to find their own answers.
    Their teaching will be free of references to higher authority. They will be able to predict the time of the high tide (a skill more useful in other states) by looking at the phase of the moon and using their model. And it will be their model because they will build it for themselves, from the ground up.

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    PHSX 402: Physics by Inquiry II

    Credits: 3

    Physics 402 is a continuation of the Physics 401 experience. Physics 402 is entirely laboratory based. Instead of absorbing facts from a lecture, the students make observations and build scientific models to account for their observations. The course emphasizes the development of basic concepts and reasoning skills, and efforts are made to actively engage students in the learning process. Staff-to-student ratio is of necessity high (two instructors for approximately 20 students), and interactions with staff are through Socratic dialog: the instructors do not give answers, but help the students to find their own. Available computer technology is utilized as appropriate.

    The course will begin with a careful investigation of light, color, and geometrical optics. The study of optics will lead to an understanding of pinhole cameras, lenses, and prisms. We will then explore the differences between the concepts of heat and temperature. This will include a study of heat capacity, specific heat, phase change, and heat transfer. The in-service teachers will also use shadow plots to develop a model for the relative motion of the earth and sun during the course of the term.

    The curriculum used will be the Physics by Inquiry modules developed by the Physics Education Group at University of Washington. This curriculum is based on two decades of research on student misconceptions. Each activity is designed to elicit those misconceptions known to block learning, and to allow the student to confront and resolve the difficulties. Students are often presented with several opportunities to confront the same misconception in increasingly rich contexts to insure that they are completely free of the misconception. This teaching approach has a three-fold advantage when used with future teachers:
    • They come away from the class with a clear understanding of the physics based on their own experience.
    • They acquire an awareness of those difficulties with which their future students are likely to be struggling
    • Most importantly, they acquire a self-confidence in their ability to do science, to face unknown situations and find their own answers.
    Their teaching will be free of references to higher authority. They will be able to say “I know that the acceleration is constant on a sloped incline because I measured it.” They will be able to predict the time of the high tide (a skill more useful in other states) by looking at the phase of the moon and using their model. And it will be their model because they will build it for themselves, from the ground up.

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    PHSX 403: Physics by Inquiry III

    Credits: 3

    Physics 403 is a continuation of the Physics 401 experience, but it may also be taken concurrently with Physics 401. The course will begin with a careful investigation of geometrical optics, leading to an understanding of pinhole cameras, lenses, and prisms. This will be followed by an exploration of magnetic interactions and magnetic materials.

    The curriculum used will be the Physics by Inquiry modules developed by the Physics Education Group at University of Washington. This curriculum is based on two decades of research on student misconceptions. Each activity is designed to elicit those misconceptions known to block learning, and to allow the student to confront and resolve the difficulties.

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    PHSX 405: Special Relativity

    Credits: 3

    This course approaches Einstein's theory of Special Relativity with a geometric perspective instead of through the Lorentz Transformation used in most introductory texts. There are two advantages. First, since geometry is the foundation for General Relativity (GR), this approach affords a seamless transition for students taking GR in the spring. Secondly, it leads to a more useful method for problem-solving in SR (Special Relativity) and with a modified Pythagorean Theorem and spacetime diagrams we can answer any question with confidence. The first part of the course builds these problem-solving techniques; then we demystify the various “paradoxes” in SR, which are really just naive questions rather than true paradoxes. Toward the end we explore the implications for energy and momentum conservation necessary for analyzing particle collisions at relativistic speeds.

    Note: This course is a prerequisite for General Relativity, which is scheduled for spring semester 2015.

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    PHSX 491: Conceptual Physics

    Credits: 3

    This course describes the workings of the world around us. The everyday: how a ball moves when it is thrown, the forces you feel on a roller-coaster, what happens when you turn on a light switch; and the esoteric: time and space from the perspective of Einstein's relativity, the basic structure of atoms and nuclei. The course is mostly at the conceptual level, with some simple algebraic problem solving. A unique feature of the class is a series of at-home experiments using simple materials to illustrate some basic ideas of physics.

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    PHSX 511: Astronomy for Teachers

    Credits: 3

    Astronomy has long been a subject that captures the imagination of young students and provides a framework for teaching many kinds of science. This course, specially designed for practicing science teachers at the middle and high school levels, serves as a survey of topics in astronomy, with special emphasis on the latest advances. The topics are closely aligned with the concepts emphasized in the NRC National Science Education Standards. Our textbook is a very complete, very up-to-date, very readable source that teachers will want to keep as a reference. Our instructional strategy focuses on readings from the textbook, exercises that clarify the concepts and collaborative internet group discussions that correct misunderstandings and deepen insights.

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    PHSX 511: Astronomy for SOFIA Airborne Astronomy Ambassadors

    Credits: 3

    Astronomy has long been a subject that captures the imagination of young students and provides a framework for teaching many kinds of science. This course, specially designed for NASA’s SOFIA Airborne Astronomy Ambassadors, serves as a survey of topics in astronomy, with special emphasis on the latest advances. The topics are closely aligned with the concepts emphasized in the NRC National Science Education Standards. Our textbook is a very complete, very up-to-date, and a very readable source that teachers will want to keep as a reference. Our instructional strategy focuses on readings from the textbook, exercises that clarify the concepts and collaborative internet group discussions that correct misunderstandings and deepen insights.

    Our primary objective will be to prepare Airborne Astronomy Ambassadors for their SOFIA flights!

    There is an option to take the course Pass/Fail. If you would like to pursue this option, download the Request for Pass/Fail Grade form and email or fax the completed form to Kelly Boyce at kboyce@montana.edu or fax it to his attention at (406) 994-6546. If you would prefer to use snail mail, send it to:
    Attn: Kelly Boyce
    Extended University
    Montana State University
    204 Culbertson Hall
    Bozeman, MT 59717

    If you plan to request to take the course Pass/Fail, you will need to complete the request form and submit it before the 10th day of class, or Jan. 17th.

    Important: In order to pass the course using the Pass/Fail option, you will need to earn a grade of "C" or better. Anything below a "C" will be considered failing. In order to earn a "C" grade, you will need to participate fully and complete all requirements of the course. A course taken Pass/Fail will usually never count toward a degree program or a teaching endorsement, so this is something to consider in case you are thinking about using the course for one of these purposes.

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    PHSX 512: General Relativity

    Credits: 3

    What do we mean by "curved spacetime"? As you freely fall toward a black hole, how long does it take to reach the event horizon according to your watch? Can your friend at a safe distance actually see you cross the horizon? What happens at the horizon? Can you receive messages and packages from your friend on the outside? Can you send messages to your friend on the outside? How quickly will it be over at the central crunch point?

    You can answer these questions for yourself with some math, starting from a simple formula, the "metric," for the black hole. You can also answer every possible question about trajectories of light and satellites around the black hole as well as around familiar centers of gravitational attraction such as the Earth and Sun. Also, there is the metric describing the entire universe. The metric tells us how the universe expands and ends.

    SYLLABUS: The course begins by examining the idea of spacetime curvature and the Schwarzschild metric for a non-rotating black hole. With the metric we calculate the circumferences of circles in space around a large mass and find they do not match up with their radii in the usual way. As in special relativity, we find that observers disagree in startling ways, but general relativity even puts limits on our ability to construct reference frames in which to study these effects. We will calculate the consequence of spacetime curvature outside and inside a Schwarzschild black hole, Hawking radiation, and rotating black holes. We will learn the Big Bang, forms of energy driving the expansion of the universe, and cosmological models. Depending on time (and interest) we may cover gravitational waves.

    NOTE: Participants should have good math skills, especially in calculus. They should know how to find a maximum and a minimum of a function and should be able to integrate polynomial functions. Also, participants need to be familiar with quantization of light energy (Planck relation), Heisenberg uncertainty principle, time dilation, length contraction, relativistic energy, and other basic principles in modern physics. Some knowledge of astronomy would be helpful.

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    PHSX 513: Quantum Mechanics

    Credits: 3

    Can quantum mechanics be made SIMPLE? What lies behind wave functions and Schrödinger’s wave equation? How is the microscopic world really put together? Can one explore the peculiar quantum world without resorting to complicated mathematical treatment?

    In his popular little book, QED, The Strange Theory of Light and Matter, Richard Feynman reduces the rules of quantum mechanics to a simple command for the electron and the photon: Explore all paths. In 1948 Feynman proved that this command leads to all the same results as the usual quantum wave mechanics.

    Our course studies the command "Explore all paths" and its consequences. Using hands-on software, you experiment with the quantum world illustrated in Feynman's book. You excise the rules of the quantum mechanics to explain real world observations. On the on-line forum, you discuss with other participants the deep paradoxes of quantum mechanics. But deep does not mean mathematical: NO EQUATIONS until one-third of the way through the course. Without needing equations, you watch the quantum wave function emerging as a natural consequence of the command "Explore all paths.

    Some comments from teachers during previous semesters: "The reading was incredible...I really get a kick out of Feynman's totally off-wall way of describing this stuff...Truly a ground-breaker!...He brings up some REALLY interesting ideas that I am excited to discuss with the rest of the class...Feynman does a great job of explaining a post graduate physics topic in nearly everyday language...I enjoy reading him because he seems so honest about what he (and everyone else) does not know...Man, it made me feel good to read that Feynman couldn't understand this stuff either...I was very pleased to have Feynman tell us that what we will learn is absurd."

    "This course is pretty addictive! I find myself constantly thinking of the concepts presented in the reading as well as the items brought up (in the on-line discussion)...I find it similar to a good novel. Hard to put down or out of my mind...I am learning SO MUCH from all of you. That's one of this course format's strongest features...I'm learning twice as much as I ever hoped to, and we have just scratched the surface...I got an A in my intro qm class without having even a fraction of the understanding I have now...I find the power of this weekly conferencing unmatched by any course or book I have read. This medium allows us all to resonate and reflect our views of Physics."

    "As I breeze through Feynman, it occurs to me that the reading is easy because of the software simulations we have run...It is very nice to have these computer programs to "experiment" with...This all makes so much more sense now, and I owe a large part of that to the software."

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    PHSX 514: Comparative Planetology: Establishing a Virtual Presence in the Solar System

    Credits: 3

    Is there ice on Mercury? Why isn't Pluto a planet? As viewed by the modern astronomer, the Solar System includes more than 100 diverse worlds interacting as a dynamic system. This online course for K-12 in-service teachers focuses on fundamental questions driving NASA's exploration of the Solar System: How did it form? What's in it? How is it arranged? What does the study of other worlds (planets, moons, asteroids, and comets) teach us about our own? How do we learn about other worlds? How are these worlds similar and different? How do they interact, forming mini-systems within the Solar System? What are their surfaces, atmospheres, and interiors like, and how do we know? By taking advantage of NASA's virtual presence in the Solar System, course participants will learn about the "new" Solar System and how to engage their students in the wonder of exploration.

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    PHSX 582: Astrobiology for Teachers

    Credits: 3

    Astrobiology is the study of the origin, evolution, distribution, and destiny of life in the universe. It defines itself as an interdisciplinary science at the intersection of physics, astronomy, biology, geology, and mathematics, to discover where and under what conditions life can arise and exist in the Universe. The course topics will cover the discovery of planetary systems around other stars, the nature of habitable zones around distant stars, the existence of life in extreme environments. These concepts will serve as a foundation to study possible extraterrestrial ecosystems on places in the solar system like Mars and Europa. Students will also investigate the methods used in the ongoing search for extra-terrestrial intelligence (SETI) and search for Earth-like planets. The overarching theme of the course will be to help participants gain a fundamental conceptual understanding of the central topics of astrobiology and to empower teachers to bring these topics into their classroom by proving experiences using the instructional activities we have created that are aligned with the Next Generation Science Standards, Framework for K-12 Education, and the NASA Roadmap for Astrobiology Research.

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    PHSX 583: The Invisible Universe Online: The Search for Astronomical Origins

    Credits: 3

    The Invisible Universe Online: The Search for Astronomical Origins for Teachers covers the long chain of events from the birth of the universe in the Big Bang, through the formation of galaxies, stars, and planets by focusing on the scientific questions, technological challenges, and space missions pursing the search for origins in alignment with the goals and emphasis of the National Science Education Standards.

    This course builds upon your existing astronomy knowledge and adds layers of understanding so that you have a deeper appreciation for the multiwavelength universe. In addition, many of our homework activities and discussions focus on teaching course concepts as a method to enhance your deeper understandings of the content. It is not necessary that you teach astronomy at this point in your career, only that you are open to critically thinking about how this content can be best taught to deal with learner misconceptions.

    Only selected participants will be accepted into this course.

    We run on a Thu-Wed schedule.

    Our past teachers/students report devoting 10-15 hours per week to this course. Really, we mean a 10-15 hour commitment! The first few weeks of the course are intense. Basic astronomy/physics principles and content about "light" are covered in depth. During this time, you are also getting used to the schedule, technology, interface of the online course, and building a learning community in your discussion group. Final course grades are calculated based upon on performance in discussion, weekly homework activities, mid-term exam/activity, final exam/activity, feedback loop participation, and course project(s).

    Included in the time commitment above is the amount of time you will spend online. Expect to be online 10-15 hours per week. If you have a slower modem or slow computer, this time may increase slightly due to increased download times for the highly graphical course content. The majority of your work will entail online reading, interactive web activities, online lab activities, and asynchronous class discussions. All of the static reading (non-animation material) and WebCT content pages are easily printed for those who like to read from paper. This course does use a textbook. However, most of the reading/activities are online. The discussion portion of the course requires you to be present on at least two separate occasions per week. Be aware, discussions can move swiftly and we encourage students to skim for new posts, on average, every other day.

    If you are unfamiliar with telecommunications or have a relatively slow internet connection, this course may require more of your time.

    ***BEFORE registering for PHYS583, please visit The Invisible Universe Online public website and review:

    • The expanded Course Description
    • Course Goals
    • Course Structure
    • Student Pre-requisites
    • Participation Expectations
    • The Course Schedule & Topics

    Special Thanks: This course is offered through a partnership between the Montana State University and NASA Spitzer Space Telescope Education and Public Outreach Program. Accordingly, the course materials, feedback surveys, and submitted projects may be shared with the Spitzer Outreach program. Additionally, experiences from this course may be presented at national astronomy and/or education conferences.

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    PHSX 591: The Night and Day Sky for Teachers

    Credits: 2



    Hybrid: Meets face to face and online

    The course is designed to provide graduate students in science education with a background in basic observational astronomy. Specifically, by completion of the course, students will be able to perform naked-eye and telescopic observations of the Sun, Moon, stars, and planets. Students will demonstrate an understanding in the conceptual background and theory that underlies the motions and appearances of objects in the day and nighttime sky. Students will demonstrate proficiency with standard telescopes, software and demonstration equipment used in the teaching of observational astronomy. Additionally, students will demonstrate familiarity with common misconceptions and naive conceptions encountered by K-16 students within the topics covered in the course.

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    PHSX 591: Space Based Observatories

    Credits: 3

    During this online course, participants will complete a series of online units centered on astronomy to build core knowledge that can be incorporated into the classroom. Students will develop an understanding of how scientists develop theories of the universe by making sense of observational evidence. Specific attention will be given to the use of space-based observatories, including NASA’s “Great Observatories” project and the Kepler Telescope. Students will learn about the nature of science inquiry as they explore topics in cosmology and extra-solar planets and systems. As this course is intended for classroom teachers, instruction will place an emphasis on creating classroom materials appropriate for secondary science classrooms and consistent with the National Science Education Standards.

    Objectives - Students who successfully complete this course will be able to do the following:
    • Describe the necessity of space-based observatories.
    • Discuss historically significant discoveries made possible by space-based observatories.
    • Provide an overview of the Big Bang theory and key supporting evidence.
    • Explain the various processes used in planet hunting.
    • Evaluate the potential of finding terrestrial planets in the future.
    • Describe future technologies and their possible impact on space based astronomy.


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    PHSX 591: Teaching Mechanics Using Research-Based Curriculum

    Credits: 2

    The goal of this five-day course is to prepare participants to teach an integrated mechanics course built around Tutorials in Introductory Physics (McDermott, et al.). This research-based curriculum was designed to be used in recitations to augment traditional lecture courses operating essentially independent of the lecture. As a test site for this curriculum, Francis has taken the next step by totally redesigning his courses so that the lectures in fact serve to supplement the tutorials. The course will model both the student-centered tutorial instruction and the supporting active-engagement lectures for a selection of topics from the first semester of the two-semester sequence. A special emphasis will be placed upon training of peer-instructors for the effective use of the Tutorials. Participants will receive 70 PowerPoint lectures, each with its own description and learning outcomes, designed to engage the students in active learning and provide the necessary links to the Tutorial experience. A complete description of supporting demonstrations will also be provided. Finally, participants will receive a large bank of research-based homework and exam questions designed specifically to elicit the common misconceptions addressed in the Tutorials.

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    PHSX 591: Using Robotics in Lunar Exploration - Rent Materials

    Credits: 1

    **NOTE - If you sign up for this section you will be renting and returning the materials to NTEN. If you wish to purchase your own robot or utilize your existing Robot - please sign up for the next section.

    This course will introduce students to the fundamentals of unmanned exploration of the lunar surface using autonomous robots. The course will begin with an introduction to past, current, and planned techniques for lunar exploration and the application of robotics to this field. The course will then introduce the students to the building blocks of robotics including locomotion, computer system functionality, sensors, and autonomous decision making. The course will culminate in a final project in which the students will design a robot to accomplish an autonomous task. The robotics platform that will be used in this class is the LEGO® MINDSTORM® NXT Educational Kit.

    The target audience for this course is K-12 math and science teachers who wish to incorporate robotics learning modules into their classroom for the purpose of promoting the opportunities in the science and technology field.

    Students taking this course will be provided with enough background to assemble a team of students who can participate in the annual First Lego League robotics competitions held in their state in January or early February. Creating a team is not required but we encourage you to check out the competitions.

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    PHSX 591: Physics of Renewable Energy for Teachers

    Credits: 3

    This course is intended to provide secondary physics teachers with a connection between topics in renewable energy sources to Next Generation Science Standards in physics. The goal of the course is to improve their pedagogical knowledge related to teaching the physics associated with renewable energy sources. Students will focus on developing classroom materials related to the subject.

    During this online course, participants will complete a series of online units centered on bringing the physics of renewable energy sources into a high school physics classroom. Students will develop an understanding of the underlying physics associated with renewable energy sources. As this course is intended for classroom teachers, instruction will place an emphasis on creating classroom materials appropriate for secondary science classrooms and consistent with the Next Generation Science Standards. Energy sources covered include power derived from nuclear fusion/fission, wind, solar, geothermal, hydro, hydrogen, biomass and water waves. World energy consumption and energy storage will also be covered.

      Objectives - Students who successfully complete this course will be able to do the following:
    • 1. Describe the current and projected world energy usage.
    • 2. Describe the necessity of renewable energy sources.
    • 3. Explain how energy is obtained from various renewable energy sources covered in the course.
    • 4. Demonstrate mastery of underlying physics concepts utilized in renewable energy sources covered in the course.
    • 5. Identify Next Generation Science Standards associated with topics in renewable energy.
    • 6. Show the ability to encorporate the underlying physics of renewable energy sources into the teaching of introductory level physics.

    Syllabus (PDF) | Syllabus (.docx)



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    PHSX 591: The Science of Sound

    Credits: 1

    In this exciting six week online course we will investigate principles of Sound. Conducting and observing hands-on, “ears-on” science is easy and fun! You will record the principles you learn in a science notebook and share your investigations with other teachers through collaborative assignments and weekly discussions. This is a course that allows you to play as you learn.

    By participating in this course, you will...
    • Have a clearer conceptual understanding of how sound works and what it is.
    • Know how to examine sounds by looking at the whole "sound system" (force vibration, medium, receiver).
    • Learn about sound energy and how it moves through a medium.
    • Examine how the properties of materials affect the sounds you hear.
    • Learn about ears and how they work.
    • Experience the true Scientific Method and collaboration.

    This is a conceptual physics course that is designed especially for Elementary teachers with little or no formal training in science. Teachers with significant previous experience teaching physical science are welcome, but are encouraged to contact NTEN for more information.

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    PHSX 591: Using Robotics in Lunar Exploration - Buy Materials

    Credits: 1

    **NOTE - If you sign up for this section you will be buying the robot on your own, or utilizing your existing robot. If you wish to rent a robot - please sign up for the previous section.

    This course will introduce students to the fundamentals of unmanned exploration of the lunar surface using autonomous robots. The course will begin with an introduction to past, current, and planned techniques for lunar exploration and the application of robotics to this field. The course will then introduce the students to the building blocks of robotics including locomotion, computer system functionality, sensors, and autonomous decision making. The course will culminate in a final project in which the students will design a robot to accomplish an autonomous task. The robotics platform that will be used in this class is the LEGO® MINDSTORM® NXT Educational Kit.

    The target audience for this course is K-12 math and science teachers who wish to incorporate robotics learning modules into their classroom for the purpose of promoting the opportunities in the science and technology field.

    Students taking this course will be provided with enough background to assemble a team of students who can participate in the annual First Lego League robotics competitions held in their state in January or early February. Creating a team is not required but we encourage you to check out the competitions.

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    PHSX 591: Teaching Electricity and Magnetism Using Research-Based Curriculum

    Credits: 2

    Many science teachers feel more comfortable teaching mechanics than the more abstract concepts of electricity and magnetism. This is unfortunate, as the application of these principles can be so much more exciting that the block-down-the-inclined-plane types of problems treated in mechanics. Students can be taught how to wire their own home or build electric motors.

    This five-day course uses essentially the same mode as in "Teaching Mechanics Using Research-Based Curriculum", except that the topics covered will come from the second semester of the typical introductory physics sequence. Participants will learn how to teach an integrated course built around Tutorials in Introductory Physics (McDermott, et al.). This research-based curriculum challenges students to confront their misconceptions and build gut-level models of the key concepts of electricity and magnetism. The course will showcase both the student-centered tutorial instruction and the supporting active-engagement PowerPoint lectures. We will also review the physics education research literature that provides the foundation for these curricular materials.

    Participants will receive 70 PowerPoint lectures, each with its own description and learning outcomes, designed to engage the students in active learning and provide the necessary links to the Tutorial experience. A complete description of supporting demonstrations will also be provided. Finally, participants will receive a large bank of research-based homework and exam questions designed specifically to elicit the common misconceptions addressed in the Tutorials.

    Time Commitment: 8-10 hrs/day

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    PHSX 591: The World of Forces

    Credits: 1

    This 1-credit course is designed for 4-8 grade teachers who are exploring the concepts of forces in their classrooms. Its broad purpose is to introduce elementary and middle school teachers to core ideas about forces, as they relate to modern hands-on, inquiry-oriented science curricular materials. The course aims to help teachers use such materials more effectively by increasing their understanding of physics concepts, especially as those concepts may emerge in a classroom engaged in hands-on active learning. It is not a course in how to use a particular curriculum. The goals of this course are to...

    • Gain a thorough understanding of the concept of force and the different kinds of force
    • Develop expertise in representing forces with free-body diagrams
    • Gain a thorough understanding of the relationship between forces and Newton's three laws of motion
    • Understand how forces determine the conditions for balancing
    • Learn how forces explain the operation of simple machines such as pulleys and levers
    • Study how children's concepts of force, torque, and work are developed in classroom settings
    • Become more effective users of inquiry-based curricular materials in teaching about forces
    • Develop your own professional community of course participants, with whom you can share teaching ideas, expertise, and experience.


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    PHSX 591: Electric Circuits & Magnetism

    Credits: 2

    This 2-credit course is designed for practicing teachers who are teaching basic electric circuits as part of the science curricula in their classrooms. Its broad purpose is to introduce experienced teachers to core concepts in electric circuits, as those ideas relate to modern hands-on, inquiry-oriented science curricular materials. By helping teachers improve their understanding of the underlying physics, this course will enable them to teach electric circuits more effectively. The specific course goals are as follows:

    • To deepen teachers understanding of basic physics principles underlying electric circuits.
    • To enhance teachers ability to convey concepts of electric circuits through inquiry approaches to learning.
    •  To encourage the sharing of resources and pedagogical methods among course participants.
    • To strengthen teacher knowledge and confidence in teaching electric circuits, and to develop their ability to critically analyze and use commercially available resources.
    • To briefly introduce magnetism, differentiating electric charge and magnet poles and observing the connection between an electric current and a magnetic field.

    This course will be taught as an online, D2L-based course involving significant student/instructor and student/student interaction, student team participation in course homework assignments, and independent study. The time commitment is anticipated to be approximately 11-12  hours per week for eight weeks. Course work will involve a mixture of online discussion, hands-on (lab-type) activities, readings from assigned and independently researched sources, and on-line quizzes.



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    PHSX 591: The World of Motion

    Credits: 1

    In this fast-moving six-week course, we will focus on the fascinating concepts of measurement and motion, and how they relate to hands-on physical science in the elementary classroom.

    The goals of this course are to…

    • Gain a thorough understanding of the concepts of velocity and acceleration, central to a description of motion
    • Learn how to describe motion graphically and using data tables
    • Study how children’s concepts of motion are developed in the classroom setting
    • Become more effective users of inquiry-based curricular materials in teaching about motion
    • Learn about supplementary materials that help connect motion concepts to Native American cultures and communities
    • Develop our own professional community of course participants, sharing teaching ideas, expertise and experience


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    PSPP 548: Flowering Plants of the Northern Rocky Mountains

    Credits: 2

    A field oriented study of the flowering plants of Montana with an emphasis on plant keying skills.

    Objectives are:
    • to identify the parts of flowering plants and become familiar with botanical terms
    • to learn morphological characteristics of common plant families
    • to learn how to use a plant key to successfully identify flowering plants
    • to apply plant identification skills to the classroom
    Discussion will emphasize application of these skills and botanical texts to the classroom.

    Physical Fitness Requirement:
    Field trips require walking up to 2 miles on moderate slopes.

    Equipment List for Flowering Plants of the Northern Rocky Mountains.
    You will be provided:
    • small plastic metric ruler
    • 10x plant lens
    • set of handouts
    Time Commitment: 8-10 hrs/day

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    PSPP 591: Plants, People, and Health

    Credits: 2

    This interdisciplinary course investigates how plants and people intersect, with a focus on the current popular and scientific interest in using plants and their compounds for health and medicine. The subject will be applied to ethnobotany, botany, and phytochemistry. Enhancing the links between the natural world and the classroom can bring meaning to all the science and instill an interest in the investigation of plants and their uses. The course will have the following components:
    • Application to Ethnobotany: relationships between people, flora, and environment.
    • Application to Botany: plant defense, co-evolution, chemical communication.
    • Application to Phytochemistry: plant biosynthetic pathways for secondary compounds and classes of plant compounds.
    • Application to Chemistry: making herbal products from plant material.
    Laboratory: The last day will be spent with hands-on experience making some herbal products to enhance the learning opportunity.

    Instructor: The instructor has 20 years experience in teaching the above topics and is both a traditional herbalist (American Herbalist Guild) and a medical botanist (M.S.).

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    PSPP 591: Biomimicry: the Technology of Biology

    Credits: 2

    The course purpose is for grades 7 to 12 teachers to:
    • Practice biomimicry, a design tool that can be used to inspire technological innovation and bring relevancy to science curriculums.
    • Learn how biology can inform design for diverse industry disciplines such as engineering, architecture, chemical products, land management and communications.
    • Apply these skills to biology, chemistry and physics science courses for grades 7 to 12.
    Skills needed for this course:
    • A sense of adventure and wonder
    • A love of nature
    • An ability to cooperate with a group
    • An appreciation of patterns and beauty
    • A willingness to step out of your comfort zone


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    EDCI 522: Information Resources and Services

    Credits: 3

    This course introduces prospective school library media specialists to the current trends, practices, issues, and technological tools relevant to mastering and providing reference and information services. Students will gain hands-on experience using both open web and proprietary resources which will help them in delivering reference services to their school community. Students will become familiar with academic subscription databases, strategies for searching them effectively and how they differ from open web search tools. The course is part of the School Library Media certification program at Montana State University.

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    EDCI 545: Organization of Information in School Library Media Centers

    Credits: 3

    This course introduces prospective and practicing school librarians to the principles of cataloging and classification of books and multimedia materials; to OPACs (Online Public Access Catalogs); and to the intellectual importance and challenges of deciding where our books and library materials go, why they go there, and how we can support students' discovery of them. The course can help lead to a certificate in School Library Media from Montana State University

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    EDCI 546: The School Library Media Specialist

    Credits: 3

    As part of the Library Media program, this course will examine the management, administration, leadership and instructional roles of the school library media specialist and how the library media center fits into the educational setting. As an overview of the profession, this is a required course for teachers pursuing school library media certification. It may also be used for recertification by practicing school library media specialists.

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    EDCI 547: Information Inquiry and Educational Change

    Credits: 3

    As part of the Library Media program, this course examines information literacy as a core, requisite skill for students in today’s world. Geared for prospective school library media specialists, cross-curricular collaboration and Common Core requirements will be the central focus. This course will also examine the impact of digital technology on the educational environment. Included are topics affecting change in libraries and education such as: filtering, censorship, digital ethics, new technologies and other topics as relevant to inquiry and integration.

    GOALS
    • To understand the role of “information literacy” as an essential skill for today’s students and a cornerstone of a meaningful curriculum
    • To develop collaboration strategies and skills to facilitate a meaningful incorporation of information literacy skills in content areas
    • To understand current state and national standards for library media and classroom curriculum as they relate to information literacy
    • To understand the special challenges inherent in information delivery today, especially open source information and changing formats
    • To understand inquiry/information processing models, such as the Big6 and develop skill in infusing them into the curriculum
    • To explore issues inherent in our digital society
    • To gain awareness of contemporary forces and issues shaping education and the need to adapt curriculum to these forces
    • To understand how Common Core Standards will impact and shape all aspects of K-12 education and to be able to develop and implement supportive strategies


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    EDCI 548: Management of Information and Resources

    Credits: 3

    The purpose of the course is to examine the principles and explore alternative approaches to the management, development, use, and evaluation of library collections in school library media centers. We will examine issues and trends that affect the collection and services. Emphasis will also be placed on intellectual freedom, curricular involvement and outside resources for collection sharing and development.

    Goals:
    • To introduce the principles and techniques of collection development, assessment, and management
    • To recognize the problems and challenges of collection development and management including access, as well as legal issues about copyright and intellectual freedom
    • To begin to develop practical methods and techniques for solving problems of collection development and management
    • To develop understanding of opportunities and challenges posed by electronic materials
    • To introduce the major issues pertaining to collection development and managemnet as pertinent to school library media centers


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    EDCI 549: Applications of Literature for Children and Young Adults

    Credits: 3

    This class provides an overview of materials for educational, informational, and literary applications by prospective school library media specialists who work with children and young adults. The course will cover principles for critical evaluation and analysis as well as motivational techniques and selection.

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    EDCI 580: Improving Reading and Writing in the Content Areas

    Credits: 3

    In order to be successful in content area classes such as social studies, science, and mathematics, students must be able to read a variety of informational texts and produce written documents. This course will give teachers the tools they need to integrate literacy strategies into content area learning to help raise student achievement. Participants will use the Literacy Matters website as an anchor throughout this course for exploring instructional strategies. By the end of the course, participants will be able to locate web-based tools, strategies, and lessons that foster literacy skills in all content areas. They will also have developed a plan for incorporating these tools and strategies into their instruction.

    Proposed Course Objectives and Activities:

    During this course, participants will learn skills and strategies to:
    • Understand the benefits and challenges of teaching literacy skills in the content areas;
    • Apply specific strategies for teaching reading and writing in the content areas;
    • Develop an understanding of different types of text structures and how to teach students to recognize them; and
    • Develop literacy activities to support curricular goals in different content areas.
    This course will be delivered using Blackboard which is an online course delivery tool. You will receive more information about how to login closer to the course start date.

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    EDCI 598: Internship in Library Media

    Credits: 3

    An individualized assignment arranged with a school or public library to provide guided experience in the school library media field. Students are responsible for locating an assignment, clearing it with Nora Martin and registering for the course and participating in the Desire2Learn environment. Approximately 45 hours will be spent in a library setting. Desire2Learn will be used for content, assignments, discussions and postings. The online part of EdCi 598 is only offered during summer semesters.

    Practicum/Internship is restricted to students in the School Library Media Certification Program. Paperwork is required prior to beginning class. Contact Nora Martin at hermitwanabe@gmail.com by April 15, 2014 if you plan to take the EdCi 598 class to receive the forms.

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    LAC 504: Alcohol and Drug Studies

    Credits: 3


    **You must apply to be in the Addiction Counseling Certificate Program to take this course **

    This course is designed to offer in-depth exploration of alcohol and drug studies. Students will integrate information learned from previous addictions courses with cutting edge research within the field of addictions as it pertains to a particular population or topic specific to addiction counseling.

    Course Objectives
    Students will:

    • Understands how to critically evaluate research relevant to the practice of addiction counseling (CACREP: Section III Addiction Counseling - I.1.).
    • Knows models of program evaluation for addiction counseling treatment and prevention programs (CACREP: Section III Addiction Counseling – I.2.).
    • Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in addiction counseling (CACREP: Section III Addiction Counseling- I3.).
    • Applies relevant research findings to inform the practice of addiction counseling (CACREP: Section III Addiction Counseling – J.1.).
    • Develops measurable outcomes for addiction counseling programs, interventions, and treatments (CACREP: Section III Addiction Counseling – J.2.).
    • Analyzes and uses data to increase the effectiveness of addiction counseling


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    MEDS 160: EMT Basic Course

    Credits: 6

    Learn how to become an Emergency Medical Technician. EMTs care for the sick or  injured in emergency medical settings and people’s lives often depend on their quick reaction and competent care. EMTs respond to emergency calls, perform medical services and transport patients to medical facilities.

    The EMT program at MSU is a rigorous and uncompromising program of study. The National Registry of EMTs (NREMT) and the State of Montana Board of Medical Examiners approve the program. The MSU EMT course is taught by the program
    director and a number of highly qualified paramedic and EMT field providers with years of experience and advanced degrees.

    Application and Interview: Please contact the Office of Continuing Education at ContinuingEd@montana.edu or (406) 994-6683 for more the application or more information on the class.

    Application deadline is Tuesday, April 22, 2014. Face to face interviews, Saturday, April 26, 2014.

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    SPNS 250: Spanish for Healthcare Professionals

    Credits: 3

    This course will provide healthcare industry professionals and students with a foundation to work and converse with Spanish-speaking patients. Students in the course will develop cultural competency of Latino medical issues in and outside of the United States and apply specifically-targeted sets of Spanish vocabulary/grammar to medical conversation. Students will learn the basics of interviewing in Spanish, participate in a real-world learning experience and discuss articles focused on healthcare in Latin America and the United States. This course is designed to accommodate students with little or no previous college Spanish as well as intermediate and advanced Spanish language learners.

    There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.

    For complete information on administrative policies http://eu.montana.edu/credit/policy.htm

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    EMT Basic Course

    This course will prepare students for the state and national examinations required for Emergency Medical Technician certification, and will include both classroom hours and emergency room observation. Upon successful completion of the course and recommendation of the instructors, students will enter into the Montana and National Registry of EMTs certification process which consists of written, skills and scenario exams. Passing those exams certifies students to perform life-saving skills in the pre-hospital setting as EMT-Basics. This course includes CPR certification.

    Application and Interview: Please contact the Office of Continuing Education at ContinuingEd@montana.edu or (406) 994-6683 for more the application or more information on the class.

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    Phlebotomy Technician Course - 2013

    The Phlebotomy Technician Course is designed for people who plan to work for a clinical laboratory, public health department, clinic, or hospital.

    The course combines 30 hours of online instruction, 15 hours of face to face instruction and 100 hours of supervised clinical experience through a CLIA regulated accredited laboratory. Students will complete their clinical experience at either Bozeman Deaconess Hospital in Bozeman, MT or Madison Valley Medical Center in Ennis, MT. Lectures include but are not limited to

    • anatomy and physiology of the circulatory system
    • medical terminology pertaining to the circulatory system
    • specimen collection and handling
    • risk factors
    • complications
    • quality assurance and laboratory operations (e.g. safety, quality control, etc)
    Practical instruction provides hands-on training in venipuncture technique including the interpersonal skills needed for working with patients. Procedures and skills will be verified through a skills check-off system. The clinical practicum is provided at regional medical affiliates, allowing participants to achieve proficiency in the health-care setting.

    Students who successfully complete both classroom instruction and the clinical practicum components of the course will be endorsed by MSU to sit for their Certified Phlebotomist Technician exam through the ASCP (American Society for Clinical Pathology) to become a Certified Phlebotomy Technician. The Phlebotomy Technician Course prepares students to take the Certified Phlebotomy Exam through ASCP; MSU makes no guarantees that students will pass the exam. MSU will not endorse students for the ASCP Certification Exam unless students have met all requirements and passed both portions the course.

    Application and Interview: Only accepted students may register for the course. Please fill out the Application for the Phlebotomy Technician Course (PDF) and return it by Wednesday, March 27, 2013, . Applicants will also be interviewed.

    Timeline:

    Wed., March 27 Applications Due
    Tues., April 2 Interview Time Notification Emailed
    Sat., April 6 Face-to-Face Interviews at MSU, Linfield 109A
    Tues., April 9 Acceptance Emails to be sent
    Wed., April 10 Registration Opens
    Thurs., April 11 Registration Closes

    (Please note: The full NON-REFUNDABLE payment is due at the time of registration. Registration for practicum dates will be on a first come, first serve basis. Students who have not registered and paid by April 11, 2013 may be required to give up their spot in the course.)

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    LAC 491: Assessment, Treatment Planning of Addiction Counseling

    Credits: 3


    **You must apply to be in the Licensed Addiction Counseling Program to take this course **

    This section is only for undergraduate students. Graduate students need to register for LAC 503

    This course is designed to examine the psychological, behavioral, sociological, and cultural underpinnings in the assessment and treatment of clients affected by addictions. The course explores a variety of helping strategies for reducing the negative effects of substance use, abuse, dependence, and addictive disorders (CACREP, Section III, C.5.). Ethical issues related to the field of Addictions Counseling will also be explored.

    Course Objectives:
    Students will:

    • Know the roles, functions, and settings of addiction counselors, as well as the relationship between addiction counselors and other mental health professionals (CACREP, Section III, A.3).
    • Know the professional organizations, competencies, preparation standards, and state credentials relevant to the practice of addiction counseling (CACREP, Section III, A.4).
    • Understands various models and approaches to clinical evaluation for addictive disorders and their appropriate uses, including screening and assessment for addiction, diagnostic interviews, mental status examination, symptom inventories, and psychoeducational and personality assessments (CACREP, Section III. G.1) and knows specific assessment of biopsychosocial and spiritual history (CACREP, Section III, G3).
    • Know the principles of addiction education, prevention, intervention and consultation (CACREP, Section III, C.1) as well as models of treatment, prevention, recovery, relapse prevention, and continuing care for addictive disorders and related problems (CACREP, Section III, C2).
    • Understand a variety of models and theories of addiction related to substance use and other addictions (CACREP, III, A. 5) and practice individualized helping strategies and treatment modalities to each client’s stage of dependence, change, or recovery (CACREP, III, D.2)
    • Know the behavioral, psychological, physical health, and social effects of psychoactive substances and addictive disorders on the user (CACREP, Section III. A. 6) and recognize the importance of the family, social networks, and community systems in the treatment and recovery process (CACREP, Section III, C. 3).
    • Recognizes the potential for addictive disorders to mimic a variety of medical and psychological disorders and the potential for medical and psychological disorders to coexist with addictive and substance abuse (CACREP, Section III. A.7).
    • Understands factors that increase the likelihood for a person, community, or group to be at risk for or resilient to psychoactive substance use disorders (CACREP, Section III. A. 8).
    • Understands the impact of crises, disasters, and other trauma-causing events on persons with addictions (CACREP, Section III. A.9) and understand the principles of intervention for persons with addictions during times of crisis, disasters, and other trauma-causing events (CACREP, Section III. C.8).
    • Understand the ethical and legal considerations specifically related to the practice of addiction counseling (CACREP, Section III, A., 2) and demonstrates the ability to apply and adhere to ethical and legal standards to addiction counseling (CACREP, Section III, B.1).


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    LAC 491: Alcohol and Drug Studies

    Credits: 3


    **You must apply to be in the Licensed Addiction Counseling Program to take this course **

    This section is only for undergraduate students. Graduate students need to register for LAC 504

    This course is designed to offer in-depth exploration of alcohol and drug studies. Students will integrate information learned from previous addictions courses with cutting edge research within the field of addictions as it pertains to a particular population or topic specific to addiction counseling.

    Course Objectives
    Students will:

    • Understands how to critically evaluate research relevant to the practice of addiction counseling (CACREP: Section III Addiction Counseling - I.1.).
    • Knows models of program evaluation for addiction counseling treatment and prevention programs (CACREP: Section III Addiction Counseling – I.2.).
    • Knows evidence-based treatments and basic strategies for evaluating counseling outcomes in addiction counseling (CACREP: Section III Addiction Counseling- I3.).
    • Applies relevant research findings to inform the practice of addiction counseling (CACREP: Section III Addiction Counseling – J.1.).
    • Develops measurable outcomes for addiction counseling programs, interventions, and treatments (CACREP: Section III Addiction Counseling – J.2.).
    • Analyzes and uses data to increase the effectiveness of addiction counseling


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    LAC 491: Psychopharmacology and Addictions

    Credits: 3

    This course section is only for undergraduate students at MSU. You must apply and be accepted into the Addictions Counseling program to take this course.
    This course examines medications that are commonly prescribed for psychiatric disabilities; descriptions of medication effects, interaction, and side effects.

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    LAC 491: Chemical Dependency Counseling

    Credits: 3

    This course section is only for undergraduate students at MSU. You must apply and be accepted into the Addictions Counseling program to take this course.
    This course will provide an introduction to the assessment and treatment of alcoholism and other chemical dependencies, with emphasis on the application of specific clinical strategies to this specialized problem area. Since substance abuse may underlie or coexist with a variety of other problems, including family violence, mental illness, health issues, etc., the mental health professional trained in the assessment and treatment of chemical dependency will be better able to assess and intervene appropriately.

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    LAC 491: Cross-Cultural & Ethical Considerations in Addictions Counseling

    Credits: 3

    Undergraduate students only - graduate students sign up for LAC 505. **You must apply to be in the Licensed Addiction Counseling Program to take this course ** This course is designed to examine cultural and ethical constructs related to addictions counseling. This course will focus on current literature, theories, approaches, strategies, and techniques shown to be effective when working with populations of clients with addictions. Furthermore, this course will explore public policies that affect quality and accessibility of mental health services as well as learn about effective strategies to support client advocacy and influence policy implementation or change, when necessary (CACREP, III. E). Legal and ethical considerations specific to the field of Addictions Counseling will also be explored throughout this course. (CACREP, III, A.2). In particular, students will develop and practice ethical decision making skills via case vignettes thus demonstrating their ability to apply and adhere to ethical and legal standards in addiction counseling (CACREP, III, B.1).

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    LAC 491: Group Counseling in Addiction Settings

    Credits: 3

    **Note - students must have taken LAC 508 - Counseling Theories in Addiction Settings before taking this course**

    **This section is only for undergraduate students. Graduate students need to register for LAC 506.

    This course will provide students with the foundational concepts of group counseling as it relates to the addiction settings. Topics will include group development theory, membership roles, establishing an alliance, skills of group, multicultural issues, leadership styles and skills.

    COURSE GOALS:
    As a result of this course, students will demonstrate the following:
    • Ability to identify phases of group development
    • Ability to identify similarities and differences between various approaches to group counseling
    • Knowledge of group membership roles
    • Knowledge and skills to form an alliance between leader and members and to facilitate alliance between members
    • Knowledge and skills to identify and work with cognitive, emotional, and behavioral processes in a group setting
    • Knowledge of the process that goes into developing a group experience
    • Sensitivity to cultural differences experienced in a group setting
    • Ability to apply general principles to specific group methods and group populations
    • Knowledge of group leadership styles including experience of leading group


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    LAC 491: Group Counseling in Addiction Settings II

    Credits: 3

    This course will build upon material presented in LAC 506 with greater emphasis on group work in an addictions setting. Topics will include motivational interviewing and cognitive behavioral technique in group work.
    As a result of this course, students will demonstrate the following:
    • Ability to utilize motivational techniques in a group setting.
    • Ability to utilize cognitive behavioral techniques from an addictions perspective in a group experience.
    • Knowledge of challenging client situations and how to best deal with those situations.
    • Knowledge of assessments to utilize in a group context.
    • Ability to apply and use knowledge gained in Group Counseling in Addictions Settings I.


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    LAC 491: Counseling theories in Addiction Settings

    Credits: 3

    Undergraduate Students only - graduate students sign up for LAC 508. **You must apply to be in the Licensed Addiction Counseling Program to take this course ** This course examines multiple counseling theories and their application in the addictions setting. Development across the lifespan and theoretical approaches specific to addiction will also be examined. Course Goals: As a result of this course, students will demonstrate the following:
    • Knowledge of Rational-Emotive-Behavioral Theory
    • Knowledge of Behavioral Modification Theory
    • Knowledge of Control/Reality Theory
    • Knowledge of Person-centered Theory
    • Knowledge of Psychoanalytic Theory
    • Knowledge of Adlerian Individual Theory
    • Knowledge of Gestalt Theory
    • Knowledge of Solution-Focused Therapy
    • Knowledge of Motivational Enhancement Therapy
    • Ability to apply general principals of counseling theories and family systems approaches to addiction counseling.
    • Identification and review of the 12 steps of Alcoholics Anonymous
    • Ability to explore and identify the relationship between substance abuse and domestic violence
    • Knowledge of cognitive, physical, social and emotional developmental theory and stages across the lifespan.


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    LAC 501: Chemical Dependency Counseling

    Credits: 3


    **You must apply to be in the Licensed Addiction Counseling Program to take this course **

    Click here to download an application.

    This course will provide an introduction to the assessment and treatment of alcoholism and other chemical dependencies, with emphasis on the application of specific clinical strategies to this specialized problem area. Since substance abuse may underlie or coexist with a variety of other problems, including family violence, mental illness, health issues, etc., the mental health professional trained in the assessment and treatment of chemical dependency will be better able to assess and intervene appropriately.

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    LAC 502: Psychopharmacology and Addictions

    Credits: 3


    **You must apply to be in the Licensed Addiction Counseling Program to take this course **

    Click here to download an application.

    This course examines medications that are commonly prescribed for psychiatric disabilities; descriptions of medication effects, interaction, and side effects.

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    LAC 503: Assessment, Treatment Planning of Addiction Counseling

    Credits: 3


    **You must apply to be in the Addiction Counseling Certificate Program to take this course **

    This course is designed to examine the psychological, behavioral, sociological, and cultural underpinnings in the assessment and treatment of clients affected by addictions. The course explores a variety of helping strategies for reducing the negative effects of substance use, abuse, dependence, and addictive disorders (CACREP, Section III, C.5.). Ethical issues related to the field of Addictions Counseling will also be explored.

    Course Objectives:
    Students will:

    • Know the roles, functions, and settings of addiction counselors, as well as the relationship between addiction counselors and other mental health professionals (CACREP, Section III, A.3).
    • Know the professional organizations, competencies, preparation standards, and state credentials relevant to the practice of addiction counseling (CACREP, Section III, A.4).
    • Understands various models and approaches to clinical evaluation for addictive disorders and their appropriate uses, including screening and assessment for addiction, diagnostic interviews, mental status examination, symptom inventories, and psychoeducational and personality assessments (CACREP, Section III. G.1) and knows specific assessment of biopsychosocial and spiritual history (CACREP, Section III, G3).
    • Know the principles of addiction education, prevention, intervention and consultation (CACREP, Section III, C.1) as well as models of treatment, prevention, recovery, relapse prevention, and continuing care for addictive disorders and related problems (CACREP, Section III, C2).
    • Understand a variety of models and theories of addiction related to substance use and other addictions (CACREP, III, A. 5) and practice individualized helping strategies and treatment modalities to each client’s stage of dependence, change, or recovery (CACREP, III, D.2)
    • Know the behavioral, psychological, physical health, and social effects of psychoactive substances and addictive disorders on the user (CACREP, Section III. A. 6) and recognize the importance of the family, social networks, and community systems in the treatment and recovery process (CACREP, Section III, C. 3).
    • Recognizes the potential for addictive disorders to mimic a variety of medical and psychological disorders and the potential for medical and psychological disorders to coexist with addictive and substance abuse (CACREP, Section III. A.7).
    • Understands factors that increase the likelihood for a person, community, or group to be at risk for or resilient to psychoactive substance use disorders (CACREP, Section III. A. 8).
    • Understands the impact of crises, disasters, and other trauma-causing events on persons with addictions (CACREP, Section III. A.9) and understand the principles of intervention for persons with addictions during times of crisis, disasters, and other trauma-causing events (CACREP, Section III. C.8).
    • Understand the ethical and legal considerations specifically related to the practice of addiction counseling (CACREP, Section III, A., 2) and demonstrates the ability to apply and adhere to ethical and legal standards to addiction counseling (CACREP, Section III, B.1).


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    LAC 505: Cross-Cultural & Ethical Considerations in Addictions Counseling

    Credits: 3


    **You must apply to be in the Addiction Counseling Certificate Program to take this course **

    This course is designed to examine cultural and ethical constructs related to addictions counseling. This course will focus on current literature, theories, approaches, strategies, and techniques shown to be effective when working with populations of clients with addictions. Furthermore, this course will explore public policies that affect quality and accessibility of mental health services as well as learn about effective strategies to support client advocacy and influence policy implementation or change, when necessary (CACREP, III. E). Legal and ethical considerations specific to the field of Addictions Counseling will also be explored throughout this course. (CACREP, III, A.2). In particular, students will develop and practice ethical decision making skills via case vignettes thus demonstrating their ability to apply and adhere to ethical and legal standards in addiction counseling (CACREP, III, B.1).

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    LAC 506: Group Counseling in Addiction Settings

    Credits: 3


    This course will provide students with the foundational concepts of group counseling as it relates to the addiction settings. Topics will include group development theory, membership roles, establishing an alliance, skills of group, multicultural issues, leadership styles and skills.

    COURSE GOALS:
    As a result of this course, students will demonstrate the following:
    • Ability to identify phases of group development
    • Ability to identify similarities and differences between various approaches to group counseling
    • Knowledge of group membership roles
    • Knowledge and skills to form an alliance between leader and members and to facilitate alliance between members
    • Knowledge and skills to identify and work with cognitive, emotional, and behavioral processes in a group setting
    • Knowledge of the process that goes into developing a group experience
    • Sensitivity to cultural differences experienced in a group setting
    • Ability to apply general principles to specific group methods and group populations
    • Knowledge of group leadership styles including experience of leading group


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    LAC 507: Group Counseling in Addiction Settings II

    Credits: 3

    This course will build upon material presented in LAC 506 with greater emphasis on group work in an addictions setting. Topics will include motivational interviewing and cognitive behavioral technique in group work.
    As a result of this course, students will demonstrate the following:
    • Ability to utilize motivational techniques in a group setting.
    • Ability to utilize cognitive behavioral techniques from an addictions perspective in a group experience.
    • Knowledge of challenging client situations and how to best deal with those situations.
    • Knowledge of assessments to utilize in a group context.
    • Ability to apply and use knowledge gained in Group Counseling in Addictions Settings I.

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    LAC 508: Counseling Theories in Addiction Settings

    Credits: 3

    This course is restricted to graduate students in the Addictions Counseling Certificate Program
    This course examines multiple counseling theories and their application in the addictions setting. Development across the lifespan and theoretical approaches specific to addiction will also be examined.
    Course Goals:
    As a result of this course, students will demonstrate the following:
  • Knowledge of Rational-Emotive-Behavioral Theory
  • Knowledge of Behavioral Modification Theory
  • Knowledge of Control/Reality Theory
  • Knowledge of Person-centered Theory
  • Knowledge of Psychoanalytic Theory
  • Knowledge of Adlerian Individual Theory
  • Knowledge of Gestalt Theory
  • Knowledge of Solution-Focused Therapy
  • Knowledge of Motivational Enhancement Therapy
  • Ability to apply general principals of counseling theories and family systems approaches to addiction counseling.
  • Identification and review of the 12 steps of Alcoholics Anonymous
  • Ability to explore and identify the relationship between substance abuse and domestic violence
  • Knowledge of cognitive, physical, social and emotional developmental theory and stages across the lifespan.


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    Psychiatric/Mental Health for Primary Care Providers - Module 1
    Diagnostics (Recorded Webinar)

    Topics addressed in this module include a comprehensive overview of the DSM-IV-TR, including a brief history of its development and purpose. The DSM multi-axial assessment system is described and its correct application is discussed. The mental disorders that are currently found in the DSM-IV-TR are presented in greater depth within each of their diagnostic classes.

    Webinar Series Description:
    This series consists of seven independent modules that are related to conditions that often present in the primary care setting. Participants may choose to enroll in any or all of the modules.

    This continuing education activity was approved by the Montana Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

    It has also been approved by the Montana Board of Pharmacy, and the Montana Board of Social Work Examiners and Professional Counselors (SWP/MFT/LAC-0050-2013; CEAC #4924).

    This module is worth 2 CEUs.

    IMPORTANT: For CEU purposes, please complete the survey at the end of the webinar and print your certificate of completion. The link to the survey can be found on the final slide of the recorded webinar. Registration for this webinar is required for CEU eligibility.

    Sponsored by MSU College of Nursing Family Psychiatric Mental Health Nurse Practitioner Training Grant (HRSA D09HP15006)

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    Psychiatric/Mental Health for Primary Care Providers - Module 2
    Pharmacotherapy (Recorded Webinar)

    Topics addressed in this module include a description of the classes of psychiatric medications, evidence-based guidelines for facilitating the management of psychotropic medications, and patient assistance programs for obtaining and /or paying for medications. Specific content will include information about indicated vs. off-label uses, black box warnings, suicide risk, medication non-adherence, strategies for assessing medication response with subsequent follow-up treatment options, patient and family education, and the identification of community resources to improve access to medications for patients.

    Webinar Series Description:
    This series consists of seven independent modules that are related to conditions that often present in the primary care setting. Participants may choose to enroll in any or all of the modules.

    This continuing education activity was approved by the Montana Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

    It has also been approved by the Montana Board of Pharmacy, and the Montana Board of Social Work Examiners and Professional Counselors (SWP/MFT/LAC-0051-2013; CEAC #4930).

    This module is worth 2 CEUs.

    IMPORTANT: For CEU purposes, please complete the survey at the end of the webinar and print your certificate of completion. The link to the survey can be found on the final slide of the recorded webinar. Registration for this webinar is required for CEU eligibility.

    Sponsored by MSU College of Nursing Family Psychiatric Mental Health Nurse Practitioner Training Grant (HRSA D09HP15006)

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    Psychiatric/Mental Health for Primary Care Providers - Module 3
    Depressive Disorders (Recorded Webinar)

    Topics addressed in this module include an overview of depressive disorders and their management, differentiating among depressive and other affective disorders, and the identification of evidence-based treatment guidelines. Specific content will include a discussion of disorders often co-occurring with depression, situational etiologies, and treatment resistant depression. Management strategies such as pharmacologic therapy, non-chemical management, and collaborations with community mental health providers for psychotherapy and other management resources will be presented.

    Webinar Series Description:
    This series consists of seven independent modules that are related to conditions that often present in the primary care setting. Participants may choose to enroll in any or all of the modules.

    This continuing education activity was approved by the Montana Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

    It has also been approved by the Montana Board of Pharmacy, and the Montana Board of Social Work Examiners and Professional Counselors (SWP/MFT/LAC-0052-2013; CEAC #4925).

    This module is worth 2 CEUs.

    IMPORTANT: For CEU purposes, please complete the survey at the end of the webinar and print your certificate of completion. The link to the survey can be found on the final slide of the recorded webinar. Registration for this webinar is required for CEU eligibility.

    Sponsored by MSU College of Nursing Family Psychiatric Mental Health Nurse Practitioner Training Grant (HRSA D09HP15006)

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    Psychiatric/Mental Health for Primary Care Providers - Module 4
    Anxiety Disorders (Recorded Webinar)

    Topics addressed in this module include an overview of anxiety disorders and their management. Specific content will include differential diagnoses, co-occurring disorders, and situational etiologies. Management strategies such as pharmacotherapy, collaborations with community providers for psychotherapy, and tailoring guidelines for individualized treatment will be presented.

    Webinar Series Description:
    This series consists of seven independent modules that are related to conditions that often present in the primary care setting. Participants may choose to enroll in any or all of the modules.

    This continuing education activity was approved by the Montana Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

    It has also been approved by the Montana Board of Pharmacy, and the Montana Board of Social Work Examiners and Professional Counselors (SWP/MFT/LAC-0054-2013; CEAC #4926).

    This module is worth 2 CEUs.

    IMPORTANT: For CEU purposes, please complete the survey at the end of the webinar and print your certificate of completion. The link to the survey can be found on the final slide of the recorded webinar. Registration for this webinar is required for CEU eligibility.

    Sponsored by MSU College of Nursing Family Psychiatric Mental Health Nurse Practitioner Training Grant (HRSA D09HP15006)

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    Psychiatric/Mental Health for Primary Care Providers - Module 5
    Bipolar Disorders (Recorded Webinar)

    Topics addressed in this module include an overview of bipolar disorders and their management. Specific content will include differential diagnoses, genetic and environment etiologies, and co-occurring disorders. Management strategies such as pharmacotherapy, collaborations with community mental health providers of psychotherapy, and tailoring guidelines for individualized treatment will be presented.

    Webinar Series Description:
    This series consists of seven independent modules that are related to conditions that often present in the primary care setting. Participants may choose to enroll in any or all of the modules.

    This continuing education activity was approved by the Montana Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

    It has also been approved by the Montana Board of Pharmacy, and the Montana Board of Social Work Examiners and Professional Counselors (SWP/MFT/LAC-0053-2013; CEAC #4927).

    This module is worth 2 CEUs.

    IMPORTANT: For CEU purposes, please complete the survey at the end of the webinar and print your certificate of completion. The link to the survey can be found on the final slide of the recorded webinar. Registration for this webinar is required for CEU eligibility.

    Sponsored by MSU College of Nursing Family Psychiatric Mental Health Nurse Practitioner Training Grant (HRSA D09HP15006)

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    Psychiatric/Mental Health for Primary Care Providers - Module 6
    Cognitive Disorders in the Older Adult (Recorded Webinar)

    Topics addressed in this module include an overview of cognitive disorders and the management of dementias. Specific content will include differentiating among depression, dementia, and delirium; and identifying dementia typologies, such as Alzheimer’s Disease, Lewy Body, and multi-stroke dementias. Management strategies including pharmacotherapy, monitoring poly-pharmacy, and non-pharmacologic therapies, such as redirection, planned positive affect activities, and empathic engagement will be presented. There will be some discussion of caregiving and community resources available for cognitively impaired older adults and their families.

    Webinar Series Description:
    This series consists of seven independent modules that are related to conditions that often present in the primary care setting. Participants may choose to enroll in any or all of the modules.

    This continuing education activity was approved by the Montana Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

    It has also been approved by the Montana Board of Pharmacy, and the Montana Board of Social Work Examiners and Professional Counselors (SWP/MFT/LAC-0055-2013; CEAC #4928).

    This module is worth 2 CEUs.

    IMPORTANT: For CEU purposes, please complete the survey at the end of the webinar and print your certificate of completion. The link to the survey can be found on the final slide of the recorded webinar. Registration for this webinar is required for CEU eligibility.

    Sponsored by MSU College of Nursing Family Psychiatric Mental Health Nurse Practitioner Training Grant (HRSA D09HP15006)

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    Psychiatric/Mental Health for Primary Care Providers - Module 7
    Managing Neurobehavioral Crises (Recorded Webinar)

    Topics addressed in this module include managing crisis situations for adults and for children / adolescents that may occur in the outpatient setting. Specific content will include suicide, illness / symptom exacerbation, de-escalating violent or potentially violent situations, communicating effectively with a person with mental illness and the family, referral resources, preparation for referral, and local/state guidelines.

    Webinar Series Description:
    This series consists of seven independent modules that are related to conditions that often present in the primary care setting. Participants may choose to enroll in any or all of the modules.

    This continuing education activity was approved by the Montana Nurses Association, an accredited approver by the American Nurses Credentialing Center's Commission on Accreditation.

    It has also been approved by the Montana Board of Pharmacy, and the Montana Board of Social Work Examiners and Professional Counselors (SWP/MFT/LAC-0056-2013; CEAC #4929).

    This module is worth 2 CEUs.

    IMPORTANT: For CEU purposes, please complete the survey at the end of the webinar and print your certificate of completion. The link to the survey can be found on the final slide of the recorded webinar. Registration for this webinar is required for CEU eligibility.

    Sponsored by MSU College of Nursing Family Psychiatric Mental Health Nurse Practitioner Training Grant (HRSA D09HP15006)

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    HHD 551: Sport Nutrition

    Credits: 3

    Provides an opportunity for coaches/graduate students pursuing an advanced certification in coaching to obtain current sport nutrition knowledge in a graduate level, science-based course that introduces the student to carbohydrate, fat, protein, mineral, and vitamin metabolism and function; popular ergogenic aids and sports performance; nutritional quackery in sport; current nutritional recommendations for improved physical performance; fluid and electrolyte needs, use, function, and loss during sport performance; calculation of energy intake, expenditure, and needs for athletes; thermoregulation, fluid balance, and rehydration; as well as acquaint students with nutritional analyses and consultation techniques.

    There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.
    For complete information on administrative policies http://eu.montana.edu/credit/policy.htm

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    HHD 552: Sport Psychology

    Credits: 3

    This is a graduate level, science-based course designed toward coaches, sport and exercise or psychology professionals, and other allied health fields, to enhance understanding of sport psychology for optimal sport training and performance. The course is taught entirely online via textbook and psychological assessment assignments. Topics will cover the current body of sport psychology knowledge associated with the basic concepts, behavioral principles, and history of sport psychology; anxiety, arousal, and intervention; motivation, leadership, cohesion, and audience effects; aggression and violence in sport; selected populations including ethnicity, gender, high risk, youth, and elite performance; coaching psychology; as well as acquaint students with personality and psychological assessment techniques used in sport.

    There is a minimum enrollment for this course and if not met, the course may be cancelled and fees fully refunded.
    For complete information on administrative policies http://eu.montana.edu/credit/policy.htm

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    Personal Trainer Prep Course

    The Personal Trainer Prep Course consists of extensive practical and theoretical training, including: basic anatomy & physiology, human movement science, client program design, injury reduction techniques, along with behavior modification and professional development topics. The classes will be lecture based including practical portions as frequently as possible. Lab time will consist of hands-on review of material in the fitness center to solidify concepts discussed in class. These classes will help individuals prepare to take any entry-level personal trainer certification exams from the major organizing bodies (ACSM, NASM, NSCA).

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