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2018-2019 Catalog [ARCHIVED CATALOG]
Course Descriptions
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Chemistry A prerequisite for any course with a CHMY rubric is documented mathematical ability equivalent to M 095 - Intermediate Algebra . Ability can be demonstrated by appropriate college credit or ACT/SAT Math score
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CHMY 490 - Undergraduate Research V 2-8 Credit(s)
Selected topics under faculty supervision.
Prerequisite(s): c/i, c/pc, and c/vc.
(on demand)
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CHMY 492 - Independent Study V 1-4 Credit(s)
Directed research or study on an individual basis.
Prerequisite(s): c/i, c/pc, and c/vc.
(fall/spring)
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CHMY 498 - Internship/Cooperative Education V 1-15 Credit(s)
Incorporation of an appropriate work experience into the student’s academic preparation.
Prerequisite(s): Junior/Senior standing, c/i, c/pc, and c/vc.
(fall/spring)
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CHMY 499 - Senior Thesis/Capstone V 1-15 Credit(s)
An individual project or thesis closely associated with the student’s academic program and career goals. Project/thesis election subject to approval of project or thesis advisor.
Prerequisite(s): Junior/Senior standing, c/i, c/pc, and c/vc.
(fall/spring)
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Criminal Justice |
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CJUS 121 - Introduction to Criminal Justice 4 Credit(s)
This course introduces the student to the function and practices of the agencies that make up the criminal justice system: policy, courts, and corrections. The various stages in the criminal justice process are the focus. Ideological and organizational factors influencing decision-making throughout the criminal justice system are examined.
on demand
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CJUS 200 - Principles of Criminal Law 4 Credit(s)
This course is an introduction to substantive criminal law, with appropriate examples from particular crimes. Historical development of substantive criminal law and its role in society will be covered
on demand
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Coaching |
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COA 210 - Introduction to Sports Officiating 2 Credit(s)
This course will prepare students for the professional responsibilities of sports officials. Students will explore concepts in sports at each level of competition. Ethics, motivation, safe game administration, and goal setting will provide a foundation for the beginning official. Students will work to improve strategies for communication, decision-making, conflict management, and time management. Legal responsibilities of sports officials and the importance of professional associations will also be addressed. Assessment strategies will include oral presentation, written assignments, written examinations, and hands-on activities.
(fall/even-numbered years)
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COA 240 - Coaching Volleyball 2 Credit(s)
Emphasis on the methods of teaching and coaching volleyball. Offense and defense, player-coach relationships, team selections, planning practice sessions, and game situations will be areas of concentration. Students will be assessed through class assignments and examinations.
(fall odd-numbered years)
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COA 242 - Coaching Football 2 Credit(s)
Emphasis on the methods of teaching and coaching football. Offense and defense, player coach relationships, team selections, planning of practice sessions, and game situations will be areas of concentration. Students are assessed through class assignments and examinations.
(fall/even-numbered years)
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COA 245 - Coaching Basketball 2 Credit(s)
Emphasis on the methods of teaching and coaching basketball. Offense and defense, player coach relationships, team selections, and game situations will be areas of concentration. Students are assessed through class assignments and examinations.
(fall/even-numbered years)
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COA 246 - Coaching Softball/Baseball 2 Credit(s)
Emphasis on the methods of teaching and coaching baseball and softball. The course focuses on detailed instruction in the knowledge of skills for various events, coaching various styles and techniques, training and conditioning methods, planning for practice sessions, and game situations. Students are expected to demonstrate comprehension through course examinations, out-of-class assignments, and completion of a manual.
(spring/odd-numbered years)
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COA 256 - Coaching Track/Field 2 Credit(s)
Emphasis on the methods of teaching and coaching track and field events. This course focuses on detailed instruction in the knowledge of skills for various events, coaching various styles and techniques, training and conditioning methods, conducting meets, and their applications to competitive track and field. Students are expected to demonstrate comprehension through course examinations, out-of-class assignments, and completion of a manual.
(spring/odd-numbered years)
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COA 258 - Coaching Wrestling 2 Credit(s)
Emphasis on the methods of teaching and coaching wrestling. Offensive and defensive strategies, player-coach relationships, and planning practice sessions and meets will be areas of concentration. Students are assessed through class assignments and examinations.
(on demand)
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COA 294 - Workshop V 1-4 Credit(s)
Selected topics of interest.
Prerequisite(s): c/i and c/pc.
(on demand)
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COA 305 - Coaching: Pedagogy, Administration & Ethics 4 Credit(s)
Scientific approach to coaching youth sport and taking theory into practice. Emphasis is on planning for and applying developmentally and instructionally appropriate instruction, leader qualities, managing the competitive environment, and maximizing the positive contributions of ethical issues of sport competition. Students will demonstrate competency through class participation, examinations, and completion of related assignments and projects.
Prerequisite(s): Junior standing; or c/i.
(spring)
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COA 394 - Workshop V 1-4 Credit(s)
Selected topics of interest.
Prerequisite(s): c/i and c/pc.
(on demand)
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COA 494 - Workshop V 1-4 Credit(s)
Selected topics of interest.
(on demand)
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COA 498 - Internship: Coaching V 1-4 Credit(s)
An approved off-campus practical experience in coaching through assisting with coaching duties under the direction of a supervising coach. The student is expected to demonstrate knowledge, understanding, and comprehension of coaching by completing a field manual. The supervising coach will submit an evaluation of the student’s performance.
Prerequisite(s): AHAT 210 , corresponding coaching techniques class, and c/i.
(fall/spring)
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Computer Science |
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COMS 112 - Advanced Programming 3 Credit(s)
Continuation of useful programming techniques using a variety of languages.
Prerequisite(s): CSCI 110 .
(on demand)
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COMS 115 - Computer Basics for Educators 4 Credit(s)
In this hands on course, students will develop a working knowledge of word processing, spreadsheet, presentations, and database management software applications in relation to education. During this course, students will complete computer concepts and information literacy assignments. Students will also take the Information & Technology Literacy exam which is required for graduation and entrance into TEP. The course will be evaluated by hands on assignments and examinations. $10 Course Fee.
(fall/spring)
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COMS 201 - Computer Program Application V 1-2 Credit(s)
Special problems in programming.
Prerequisite(s): CSCI 110 .
(on demand)
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COMS 212 - Introduction to Web Design 4 Credit(s)
This project-based course introduces students to the basic concepts related to designing websites. Students will be creating sites with website development software and HTML. They learn and follow the steps to create a website by planning, designing, and developing. Students will be evaluated by hands-on projects and examinations.
(fall)
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COMS 235 - Video & Audio Design 4 Credit(s)
In this project-based introductory course, students will gain the competencies to create video and audio projects. Skills developed in this course will be design of video and audio projects, capturing and editing video and audio, podcasts, communication through a digital media, and project management. Students will be evaluated on hands-on projects and examinations.
(fall/even-numbered years)
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COMS 238 - Advanced Spreadsheets 2 Credit(s)
In this hands-on course, students will further develop their competence in electronic spreadsheets by using the advanced features of Microsoft Excel, such as financial and trigonometric functions, macros, data tables, solver, and scenario management. Students will explore integration of Excel with other computer application programs and be introduced to QuickBooks software. At the conclusion of the course, students will have covered the expert competencies for the Microsoft Office Specialist exam in Excel. Students will be evaluated by hands-on assignments, special projects, examinations, and a final portfolio.
(fall/spring)
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COMS 240 - Robotics in Education 1 Credit(s)
This hands-on course will give students the fundamentals of robotics and its use and benefit in the classroom. It will expand students’ knowledge of Lego programming, curriculum integration of educational robots, and hardware components, and it will explore the impact of robots throughout different curriculum areas.
Prerequisite(s): COMS 115 or equivalent COMS courses; or c/i.
(on demand)
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COMS 242 - Digital Print Media 4 Credit(s)
In this project-based course, students will gain competencies in communication skills in print and graphic design. Through hands-on activities, students will learn how to create interactive documents meant for digital publication. Students will be evaluated on hands-on projects and examinations.
(spring/odd-numbered years)
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COMS 245 - Programming for Web Applications 3 Credit(s)
This course introduces Internet and intranet programming languages such as HTML, PERL, and JavaScript in the context of building Internet and World Wide Web applications. This course will focus on best practices enabled by each tool.
(on demand)
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COMS 325 - Digital Graphics & Animation Design 4 Credit(s)
This project-based course will introduce students to the concepts of creating graphics and animations for the web. Students will design images for background, text, graphics, navigation, and animation. Students will gain competencies in using colors, file formats, and compression methods. Students will be evaluated on hands-on projects and examinations. $15 Course Fee.
(spring/even-numbered years)
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COMS 334 - Advanced Multimedia 2 Credit(s)
In this hands-on course, students will use a variety of hardware, software, and input/output media to complete multimedia projects including web pages, electronic presentations and portfolios, and printed publications. Students will be evaluated by hands-on assignments, special projects, examinations, and a final portfolio.
Prerequisite(s): CAPP 100 and CAPP 160 ; or c/i.
(on demand)
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COMS 335 - Advanced Web Design 4 Credit(s)
Building on COMS 212 (Intro to Web Design) this course probes deeper into web-related concepts and techniques. Students will learn how to set up, add content, and launch a web site using a hosting services. In addition students will learn about managing content, plug-ins, and FTP (File Transfer Protocol). Students will be evaluated on Hands-on projects and examinations.
Prerequisite(s): COMS 212 .
(spring/even-numbered years)
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COMS 410 - Capstone Project 4 Credit(s)
This hands-on course will integrate all competencies gained during the Web & Digital Media courses to complete an individual project. This course will include discussions about professional and ethical issues related to the discipline of Web & Digital Media Development. Students will be evaluated on the hands-on project created in class.
Prerequisite(s): ARTZ 106 , BMIS 311 , ITS 205 , COMS 212 , COMS 235 , COMS 242 , COMS 325 , and COMS 335 ; or c/i.
(spring)
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COMS 498 - Senior Project/Thesis V 1-15 Credit(s)
An individual project or thesis closely associated with the student’s academic program and career goals. Student works with one selected faculty member.
Prerequisite(s): Senior standing, c/i, c/pc, and c/ vc.
(fall/spring/summer)
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Communication |
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COMX 217 - Oral Interpretation of Literature 4 Credit(s)
This class has a dual purpose: to guide students in finding their “voice” and confidence while speaking in front of a group and to explore various modes for performing literary texts. Primary topics include analysis of literary modes and styles, communication objectives of the writer and speaker, and intellectual and emotional interpretation. Practical skills will include vocal production, facial and body expression, memory enhancement, and visualization. In addition, the course will cover strategies to lessen and control performance anxiety. Teaching and learning techniques will include occasional lecture, speaking/ listening exercises and imagination building games, rehearsal techniques, oral presentations, and performance analyses. It is recommended for anyone who needs a speech component, future educators, and those who wish to improve their speaking and interpretive skills.
Lit/Art.
(on demand)
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Construction Trades |
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CSTN 120 - Carpentry Basics Rough - in Framing 4 Credit(s)
This course will introduce the student to the different components used for residential floor systems (joists, rim joists, hangers, etc.), wall systems (king studs, trimmer studs, headers, will plates, rough sills, etc.), roof systems (both truss and rafter), with an emphasis placed on platform framing. Students will have the opportunity to participate in live work as the lab portion of this construction class.
Prerequisite(s): IT 240 or CSTN 110.
Corequisite(s): IT 240 or CSTN 110.
(fall)
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Creative Writing |
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CRWR 240 - Introduction to Creative Writing Workshop 4 Credit(s)
The student will be introduced to a variety of creative writing genres including, but not exclusive to, fiction, nonfiction, scriptwriting/ playwriting, and poetry. The course will include the reading of texts in the various areas.
Exp Art.
Prerequisite(s): WRIT 101 ; or c/i.
(fall/spring)
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CRWR 310 - Intermediate Fiction Workshop 4 Credit(s)
A writing workshop that focuses on the techniques of writing fiction. This course will involve the critical analysis of students’ writing, as well as reading and discussing the genre under study.
Prerequisite(s): CRWR 240 ; or c/i.
(spring/odd-numbered years)
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CRWR 311 - Intermediate Poetry Workshop 4 Credit(s)
A writing workshop that focuses on the techniques of writing poetry. This course will involve the critical analysis of students’ writing as well as reading and discussing the genre under study.
Prerequisite(s): CRWR 240 ; or c/i.
(fall/even-numbered years)
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CRWR 312 - Intermediate Nonfiction Workshop 4 Credit(s)
A writing workshop that focuses on the techniques of writing nonfiction. This course will involve the critical analysis of students’ writing, as well as reading and discussing the genre under study.
Prerequisite(s): CRWR 240 ; or c/i.
(spring)
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CRWR 410 - Advanced Fiction Workshop 4 Credit(s)
This course encourages students to continue their study of fiction writing, leading them to refine their work in narrative, dialogue, character development, plot while providing them with a ground within the tradition of fiction writing upon which to build and experiment.
Prerequisite(s): CRWR 310 ; or c/i.
(spring/odd-numbered years)
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CRWR 411 - Advanced Poetry Workshop 4 Credit(s)
This course encourages students to continue their study of poetry writing, leading them to define their poetic voices while providing them with a ground within the poetic tradition upon which to build and experiment. This course will involve students in lecture, group discussions, and readings.
Prerequisite(s): CRWR 311 ; or c/i.
(fall/even-numbered years)
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CRWR 412 - Advanced Nonfiction Workshop 4 Credit(s)
This course encourages students to continue their study of nonfiction writing, leading them to refine their prose while providing them a ground within the tradition of nonfiction writing upon which to build and experiment. Students will be involved in group readings and discussions of the works under study.
Prerequisite(s): CRWR 312 ; or c/i.
(spring)
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Computer Science/Programming |
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CSCI 110 - Programming With Visual Basic I 3 Credit(s)
This course reviews the problem-solving techniques and strategies utilized in computer programming. Visual BASIC is the primary language employed, but students may also work with other languages. Students will design applications, use variables and constants, create selection and repetition structures, use dialog boxes, random access files, database access, and variable arrays. This course may also be offered as an online course.
Prerequisite(s): CAPP 100 , and either M 121 or STAT 121 .
(fall)
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CSCI 112 - Programming With C I 3 Credit(s)
Students in this course examine the C programming language and its rise in popularity as one of the leading structured languages. Topics include data types and structures, design of library functions, file interfacing, pointers, and control of program flow. Students will also compare C with other languages utilizing similar syntax.
Prerequisite(s): CSCI 110 .
(spring)
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Career and Technical Education |
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CTE 403 - Curriculum Construction in Business Education & Industrial Technology 2 Credit(s)
Principles of selecting, evaluating, and presenting curriculum materials for business education and industrial technology.
Prerequisite(s): c/i.
(on demand)
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CTE 488 - Foundations of Vocational Education 2 Credit(s)
Provides an understanding of the history of vocational education and philosophy, relates the philosophy of vocational education to the goals and methods used in business and industrial technology instruction, and presents strategies for developing partnerships with business/industry.
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Dance |
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DANC 285 - Dance & Rhythm Methods & Techniques I 1 Credit(s)
Methods of teaching a variety of folk and square dance activities for K-12 programming. Emphasis will be on development and analysis of skills, progressions, error analysis and correction, teaching techniques, unit planning, and assessment. Students will demonstrate competency through class participation, peer teaching, examinations, and projects.
(fall/spring)
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DANC 286 - Dance & Rhythm Methods & Techniques II 1 Credit(s)
Methods of teaching a variety of social, contemporary, and modern dance activities for K-12 programming. Emphasis will be on development and analysis of skills, progressions, error analysis and correction, teaching techniques, unit planning, and assessment.
(fall/spring)
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Drafting Design |
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DDSN 114 - Introduction to Computer-Aided Drafting 3 Credit(s)
This course provides students introductions to computer-aided design software. AutoCAD and/or Revit are featured software using a 2-D medium with emphasis on features, limitations, and considerations associated with the commands and characters. IT 130 strongly suggested.
(fall/spring)
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Economics |
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ECNS 101 - Economic Way of Thinking 3 Credit(s)
This course will provide the background necessary to understand the operation of the U.S. economy. Topics will include an understanding of decision-making processes for the consumer, the firm, the market, and the overall economy. The methodology for application of these concepts to personal and social issues will be emphasized. The method of delivery will include lecture, group interaction and discussion, computerized simulations, and the use of the Internet as a means of gaining access to information sources. [This course will not substitute for ECNS 202 or ECNS 201 for the Social Science Broadfield or Business & Computer Applications Secondary Education degrees.]
(on demand)
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ECNS 201 - Principles of Microeconomics 4 Credit(s)
An introduction to microeconomics: theory of the firm and household, market price determination, theory of production, elements of value, and distribution theory. Students will be expected to apply microeconomic theory to personal and business decision-making. The method of delivery will include lecture, group interaction and discussion, computerized simulations, and the use of the Internet as a means of gaining access to information sources. Students will be assessed by means of essay examinations, research papers, and computerized simulations.
Behav/ Soc Sci.
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ECNS 202 - Principles of Macroeconomics 4 Credit(s)
An introduction to macroeconomics: national income analysis, unemployment, price stability and growth, monetary and fiscal policies, and international trade and finance. Students will be expected to analyze current economic issues using a macroeconomic model. The method of delivery will include lecture, group interaction and discussion, computerized simulations, and the use of the Internet as a means of gaining access to information sources. Students will be assessed by means of essay examinations, research papers, and computerized simulations.
Behav/Soc Sci.
(spring/odd-numbered years)
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ECNS 203 - Principles of Microeconomics & Macroeconomics 4 Credit(s)
This course provides an introduction to both macro- and micro-economics including supply and demand theory, prices and unemployment, aggregate demand and supply and GDP, fiscal and monetary policy, international trade and finance, and theory of production and distribution. Students are expected to collect, analyze, and present economic data using application-based exercises. $10 course fee
Beh/Soc Sci.
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ECNS 290 - Undergraduate Research V 2-8 Credit(s)
Selected topics under faculty supervision.
Prerequisite(s): c/i, c/pc, and c/vc.
(fall/spring)
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ECNS 292 - Independent Study V 1-4 Credit(s)
Directed research or study on an individual basis.
Prerequisite(s): c/i, c/pc, and c/vc.
(fall/spring)
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ECNS 313 - Money & Banking 4 Credit(s)
Nature, evolution, and functions of money; the role of depository institutions; structure of financial markets; principles of central banking; monetary theory and the instruments of monetary policy; the role of money in the international economy. Students will be able to demonstrate how individual and central banks operate to facilitate personal, business, and international transactions while maintaining national stability. The method of delivery will include lecture, group interaction and discussion, computerized simulations, and use of the Internet as a means of gaining access to information sources. Students will be assessed by means of essay examinations, research papers, and computerized simulations.
Prerequisite(s): ECNS 203 , or ECNS 202 , or ECNS 201 ; or c/i.
(spring)
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ECNS 332 - Economics of Natural Resources 4 Credit(s)
Analysis of methods of resource valuation, trade-offs involved in their preservation or development, and application of these methods to land-use planning. Analysis of policy implications of environmental legislation. Students will be able to demonstrate their understanding of the principles in the development of land-use plans and environmental impact statements. The method of delivery will include lecture, group interaction and discussion, computerized simulations, and use of the Internet as a means of gaining access to information sources. Students will be assessed by means of essay examinations, research papers, and computerized simulations. $20 Course Fee.
Prerequisite(s): ECNS 203 .
(fall/spring)
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ECNS 334 - Economics of Tourism & Recreation 3 Credit(s)
Analysis of the economic role of tourism at the state, regional, national, and international levels. Students will be able to analyze the economic role of the firm engaged in tourism and will be able to assess the impacts of tourism by means of input/output analysis. The method of delivery will include lecture, group interactions and discussion, computerized simulations, and use of the Internet as a means of gaining access to information sources. Students will be assessed on the basis of group projects and essay examinations.
Prerequisite(s): ECNS 203 , or ECNS 202 , or ECNS 201 ; or c/i.
(fall)
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ECNS 431 - International Trade 4 Credit(s)
Principles of trade and finance in a world economy. Analysis of comparative advantage, impediments to trade, and international financial systems. Students will be able to demonstrate the advantages and problems of trade on an international level, institutions developed to facilitate trade and finance, and the functioning of major international financial institutions. The method of delivery will include lecture, group interaction and discussion, computerized simulations, and use of the Internet as a means of gaining access to information sources. Students will be assessed by means of essay examinations, research papers, and computerized simulations.
Prerequisite(s): ECNS 203 , or ECNS 202 , or ECNS 201 .
(fall/spring)
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ECNS 490 - Undergraduate Research V 2-8 Credit(s)
Selected topics under faculty supervision.
Prerequisite(s): c/i, c/pc, and c/vc.
(on demand)
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ECNS 492 - Independent Study V 1-4 Credit(s)
Directed research or study on an individual basis.
Prerequisite(s): c/i, c/pc, and c/vc.
(fall/spring)
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ECNS 494 - Seminar/Workshop V 1-4 Credit(s)
Selected topics of interest.
Prerequisite(s): c/i and c/pc.
(on demand)
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ECNS 498 - Internship/Cooperative Education V 1-15 Credit(s)
This option is intended to provide students with an opportunity to incorporate an appropriate extended field experience into their academic program.
Prerequisite(s): Senior standing, c/i, c/pc, and c/vc.
(fall/spring)
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ECNS 499 - Senior Project/Thesis V 1-15 Credit(s)
An individual project or thesis closely associated with the student’s academic program and career goals. Student works with one selected faculty member.
Prerequisite(s): Senior standing, c/i, c/pc, and c/vc.
(fall/spring)
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ECON 455 - Public Finance & Budgeting 3 Credit(s)
Principles of taxation and expenditure at all levels of government. Particular emphasis is given to implication of deficits to national resource allocation policy. Students will be able to demonstrate their under-standing of national, state, and local budget development and methods of taxation. The method of delivery will include lecture, group interaction and discussion, computerized simulations, and use of the Internet as a means of gaining access to information sources. Students will be assessed by means of essay examinations, research papers, use of the Internet, and computerized simulations.
Prerequisite(s): ECNS 203 , ECNS 202 , or ECNS 201 .
(on demand)
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Emergency Care Provider |
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ECP 100 - First Aid & CPR 1 Credit(s)
Students will complete certification requirements for adult and child CPR and AED, infant CPR, and basic first aid. Students must demonstrate hands-on techniques for each skill and will also be assessed through written examinations. $25 Course Fee.
Prerequisite(s): Junior/Senior standing; HHP major or admitted to TEP or c/i.
(fall/spring)
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Early Childhood Education |
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EDEC 130 - Health, Safety & Nutrition in Early Chidhood 4 Credit(s)
Students will examine health and safety issues in early childhood settings, including protection
of children from injury, infection, and contagious illness as well as promotion of their health development
through policy development and implementation, good nutrition and feeding practices,
appropriate toileting and diapering practices, and recognition and reporting of abuse and neglect.
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EDEC 210 - Meeting The Needs of Families 4 Credit(s)
Student will explore the complex characteristics of families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structure, relationships, stresses, childhood trauma and adverse experiences, supports, and community resources. Students will practice techniques that encourage parent-teacher partnerships and implement home visits, parent teacher conferences, and a parent workshop or event. EDEC 211 Lab is integrated as a fourty-five hour field experience. $6 Course Fee
Prerequisite(s): EDEC 230 ; or c/i.
(spring)
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EDEC 215 - Cultural Diversity in Early Childhood 3 Credit(s)
This course provides the opportunity for Early Childhood Education and PreK-Grade 3 students to investigate philosophy and research regarding best teaching practices with regard to diversity; for example, culture religion, gender, sexual orientation, family structure, health status, and economic conditions are considered. The course has a special emphasis on best practices for supporting the needs of American Indian children, meeting the Montana Law MCA 20-1-501 requirements. This course provides students with a background in sociological, philosophical and multicultural issues and aspects of child development and education. It is also intended to assist students in examining early education practices reflectively and critically. Students will question their own beliefs regarding diversity as well as how their views shape instruction. Students will examine curriculum for cultural relevance.
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EDEC 225 - Ways of Knowing and Critical Thinking for Early Childhood Professional 3 Credit(s)
This course familiarizes students with basic elements of critical thinking and four categories of knowledge. Thinking skills and organizational strategies will be practiced through online discussion and written assignments that refer to common scenarios and professional “hot topics” in the profession of early childhood care and education.
Prerequisite(s): WRIT 101 and general education math
(fall)
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EDEC 230 - Positive Child Guidance and Management 4 Credit(s)
Focuses on developing skills in using positive guidance techniques such as I messages, reflecting feelings, natural and logical consequences, providing choices, conflict resolution, developing positive behavioral interventions, self concept development, and enhancement, and children’s pro-social skills. The course includes a 45 hour lab where students implement what is learned in class Assessment is based on exams, activities including a classroom management plan and learning plans, and professional observation of guidance skills. EDEC 231fourty-five hour lab is integrated. $6 Course Fee.
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EDEC 247 - Child & Adolescent Growth & Development 4 Credit(s)
Students will examine, analyze, and apply research,theories, and issues concerning basic biosocial, cognitive, and psychosocial developmental stages from conception through childhood and adolescence. For integrated lab students use a variety of instruments to observe and interact with individual children as a way of integrating theory and practice. EDEC 248 fourty-five hour lab is integrated. $6 Course fee.
Behav/Soc Sci.
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EDEC 249 - Infant/Toddler Development & Group Care 4 Credit(s)
Provides a basic developmental foundation for the student. Examines research, theories, issues, developmental stages, and the application of these in relationship to the child from birth to 3 years. Students are required to complete a 45-hour lab component in a licensed/registered facility serving infants/toddlers.
(spring)
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EDEC 265 - Leadership & Professionalism in Early Childhood Education 4 Credit(s)
This course focuses on the early childhood education profession including awareness of value issues and ethical issues in working with children and their families in a variety of settings, legal issues which includes an overview of relevant school law, issues of salary and status, staff relations, and the importance of becoming an advocate for children and families, upgrading the profession and improving the services for children. During this Certificate/AAS Capstone course, students complete a comprehensive oral interview, professional packet including resume and professional goal plan, and participate in a one-week culminating field experience during which they assume the lead in curriculum planning implementation. EDEC 266 forty-five hour lab is integrated. $6 Course Fee
Prerequisite(s): EDEC 275 and EDEC 210 ; or c/i.
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EDEC 268 - Introduction to Business for Early Childhood Programs 3 Credit(s)
This course introduces best business practices for home and center-based early childhood programs. Students will draft policy statements, contracts, and financial projections, demonstrate record keeping strategies, anticipate employment and income tax obligations, plan marketing activities, and prepare a simple business plan or a Montana Best Beginnings Provider Grant application. Students will research state, federal, and private programs for improving childcare income and expanding early childhood businesses.
(spring)
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EDEC 273 - Early Childhood Curriculum and Environments Part I 4 Credit(s)
Focus will be on curriculum content and methods in the areas of language and literacy; science; mathematics; social studies; the performing and visual arts; health and well-being; and physical development, skills, and fitness. Additionally, students will explore the developmentally appropriate environment and its effect on the learner in the physical, cognitive and social domains. Students will develop, implement, and evaluate relevant and meaningful curriculum and environments for young children with an emphasis on providing for the unique needs of each child. 45 hours of lab required
Prerequisite(s): EDEC 247 and EDEC 230 ; or c/i.
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EDEC 275 - Early Childhood Integrated Curriculum and Environments II 4 Credit(s)
Focus will be on integrating curriculum content, designing and implementing environments that support the development of the whole child, developing and implementing a project using the Project Approach, documentation of children’s learning through project, and the development of individual child portfolios. 45 hours of lab required
Prerequisite(s): EDEC 273 or c/i.
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EDEC 298 - Early Childhood Internship V 1-6 Credit(s)
Participate 20 hours per week in a supervised early childhood setting. With the instructor, students design an individualized training plan that outlines goals, activities, and assessment for the internship based upon the student’s needs, interests, and demonstration of competence in working with children, families, and staff members.
Prerequisite(s): Approval of the EC Director.
(fall/spring)
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EDEC 331 - Integrating Technology Into Early Childhood Education Classrooms 2 Credit(s)
This hands-on course is designed to prepare early childhood teachers with knowledge of appropriate technology for young children and the skills to use these to enhance children’s learning. Students will be creating technology-enhanced units to use in the early childhood classroom. Special emphasis will be given to communication, production, and technology integrating in the curriculum.
Prerequisite(s): Admission to TEP. a passing score on the Information & Technology Literacy Exam, or at least a B on either COMS 115 or CAPP 131 . Recommended concurrent: EDEC 332 .
(spring)
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EDEC 332 - Science And Social Studies for Early Childhood K-3 4 Credit(s)
Focus on developmentally appropriate, research-based curriculum, methods, and assessment in early childhood (K-3) science and social studies. Examine the integration of technology, state, and national standards, and key concepts and skills into science and social studies curriculum. Develop high quality, meaningful science and social studies experiences, focus on hands-on exploration and investigation of meaningful content.
Prerequisite(s): Admission to TEP. Concurrent: EDEC 333
(spring)
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EDEC 333 - Mathematics for the Early Childhood K-3 3 Credit(s)
Focus on developmentally appropriate, research based curriculum, methods, and assessment in early childhood (K-3) math. Examine the integration of technology, key concepts and skills, and the Montana high quality, meaningful math content, which focus on hands-on exploration and investigation of meaningful content.
Prerequisite(s): Admission to TEP.
(spring)
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EDEC 340 - A Practicing Inclusion in Preschool Programs 3 Credit(s)
This course has been specifically developed for students who teach preschoolers in early childhood settings that may include young children with disabilities or development delays. Through course assignments and application of practices in current early childhood settings, students synthesize the broad base knowledge and skills around inclusion into core principles that will serve as a guide in their roles directly with young children and as advocates and leaders in the field of inclusion. The knowledge and skills they develop during course activities strengthen their ability to support the growth and development of each and every child in their program or group. Students will apply core inclusion principles and strategies to current teaching practices with young children in an active early childhood setting. Students will regularly participate in lab work in an early childhood program. 45 hours of lab required.
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EDEC 345 - Creative Curriculum and Development for Young Children 3 Credit(s)
Creative Development focuses on the creative development of young child in dance, music, theatre, and visual arts. The elements in each creative arts area are explored in depth and students discuss and plan how to support these art elements in young children. Students design and implement activities that encourage learning of the creative arts in children age birth to eight years. Students create an assessment tool using the Early Learning Guidelines, National, and State Standards for the arts. The student will use the observation tool to assess their current creative arts practices and environment. The outcome of the assessment will support a planning and implementation process to help create a project that enriches the current practice and environment thus integrating the arts into content area studies. Field Experience required.
Prerequisite(s): EDEC 275 .
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EDEC 352 - Math & Science for Early Childhood 3 Credit(s)
Focus on developmentally appropriate, research-based curriculum, methods, and assessment in early childhood mathematics and science. Examine the integration of technology, state and national standards, and key concepts and skills into science and math curriculum. Develop and implement high quality, meaningful science and math experiences that focus on hands-on exploration and investigation of meaningful content with preschool age children. 45 hour lab required.
Prerequisite(s): EDEC 273 , EDEC 275 .
(fall)
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EDEC 353 - Fostering Movement in Young Children 1 Credit(s)
Examines high quality, meaningful physical activity and physical education experiences across a developmental continuum including discussion of cultural differences and gender expectations.
Prerequisite(s): EDEC 275 .
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EDEC 405 - Assessment in Early Childhood 3 Credit(s)
Examines the goals, benefits, limitations, characteristics, and uses of assessment for young children, families, staff, and programs. Explore the relationship between assessment and outcomes, examine and critique different assessment tools and strategies, develop and implement assessment plans, and practice skills in collaboration to form assessment partnerships. Lab work required
Prerequisite(s): EDEC 265 and Admission to TEP
(fall)
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EDEC 410 - Family, Communities, Culture 3 Credit(s)
Examines characteristics, research, and theories on families and communities including socioeconomic conditions, family structures, relationships, stresses, supports, home language, cultural values, ethnicity, community resources, cohesiveness, and organization influences.
Prerequisite(s): EDEC 225 ; or c/i.
(fall)
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EDEC 430 - Social/Emotional Development in Young Children 3 Credit(s)
The course will examine the development, components, and influences of social competence in the early years and explore common social difficulties. Students will develop and implement plans to enhance social competence through examining the contexts for social development, utilizing effective teaching strategies and practices, and strengthening specific components found to relate to social competence. Lab work required
Prerequisite(s): EDEC 230 or admission to TEP for BS: ECE: P-3.
(spring)
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EDEC 445 - Child Development Research 3 Credit(s)
In-depth examination of current qualitative and quantitative methodology and research relating to child development from prenatal to age 8. Class is taught online in a seminar format. In this course, students develop and share a literature review and facilitate a discussion around their chosen topic. Knowledge of research methodology is also assessed through an exam. Lab work required.
Prerequisite(s): EDEC 247 , EDEC 265 , and EDEC 225 .
(spring)
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EDEC 450 - Literacy in the Early Childhood Classroom 3 Credit(s)
Examines language and literacy research including second language acquisition, bilingualism, and sociopolitical contexts of major language groups. Students critique a variety of curriculum models and strategies based upon research, developmental appropriateness, and national and state standards. Based upon these findings, students will design and implement high quality, meaningful, research-based language and literacy experiences and environments in early childhood settings. This will include a literacy case study with a kindergarten age child and an interview and observation in a kindergarten classroom.
(fall)
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EDEC 452 - Exploring Reggio Emilia & the Project Approach 3 Credit(s)
Develop and implement methodologies from Reggio and the project approach. Use documentation to develop curriculum, communicate with parents, analyze children’s growth, and celebrate children’s learning. Research and critically analyze a self-chosen topic related to Reggio or the project approach. Lab work required.
Prerequisite(s): EDEC 275 .
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EDEC 460 - Mentoring & Coaching in Early Childhood Education 3 Credit(s)
Examines adult learning theory, supervisory and mentoring models, adult development, stages in teacher development, and effective mentoring and coaching skills. Students will practice mentoring skills including relationship building, observation and conferencing, assessing early childhood skills, knowledge, and dispositions, and planning and implementing effective training sessions. Lab work required.
Prerequisite(s): EDEC 265 , EDEC 340 , EDEC 225 , and senior standing.
(spring)
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EDEC 495 - Early Childhood Advanced Practicum V 1-6 Credit(s)
Provides students with a supervised field experience in the area of their emphasis. The practicum will be based upon an individualized training plan that outlines goals and activities for the practicum.
Prerequisite(s): EDEC 225 and senior standing.
(fall/spring/ summer)
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EDEC 495A - Student Teaching: K-3 V 1-12 Credit(s)
A full time supervised clinical practicum at a school location approved by the Director of Field Experiences for candidates pursuing a P-3 endorsement. Number of days for student teaching varies based on the candidates particular combination of endorsement areas. Evaluation of student teaching is based on student teaching evaluation and observation forms and the TEP Gateway and Critical Assessments.
Prerequisite(s): Admission to TEP and first aid
(fall/spring)
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Special Education |
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EDSP 281 - Collaboration & Planning to Execute Ieps 4 Credit(s)
This course prepares students for the IEP process. This IEP process should be a seamless collaboration between key stakeholders in planning, writing, and implementing individualized plans for children with disabilities. Students will learn both the legal and pedagogical mechanics of writing IEPs as well as the human process. Emphasis will be placed on family-centric communication and bridging the needs of all through sound principles of collaboration, effective instruction, and professional behavior. This course investigates the relationships that exist between professionals, parents, and outside agencies. Students will learn to work effectively with teachers, principals, other school personnel, parents, and agencies. Communication skills, collaboration, and professionalism will be stressed to promote harmonious working conditions to benefit students with differences. Students will complete and be evaluated upon a variety of applied activities including simulated IEP development, case studies and applied activities relative to relationship building, and web-based assignments.
(fall)
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EDSP 302 - Teaching Students With Emotional Disturbance 4 Credit(s)
This course focuses on identifying, recording, evaluating, and changing serious social and behavior disorders. Principles and practices of data-based intervention will be learned. Application of robust technologies of assessment, behavior change, and accountability as they apply to children with severe behavioral problems such as conduct disorder, ADHD, withdrawal, depression, and autism. Students are assessed by completion by team case studies and empathy driven essays. Developing intensive individual behavior management plans will be emphasized.
(summer)
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EDSP 303 - Teaching Students With Intellectual Disabilities 4 Credit(s)
This course focuses on students with moderate and severe disabilities in intellectual, motor, communication, perceptual, and/or social skills. The needs of these students are particularly unique. Thus, students taking this class will need to acquire a comprehensive knowledge of instruction planning for students with severe or multiple disabilities. With the move toward inclusive schools, the role of special education and general education teachers has changed considerably in the past two decades. Finding the right tools for students can help them both reach their potential and become part of the classroom and adult community. Students are assessed by case-based intervention plans.
(spring)
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EDSP 434 - Behavioral Principles of Learning & Teaching 4 Credit(s)
This course focuses on identifying, recording, evaluating, and changing social behaviors of special and diverse populations. Principles and practices of data-based intervention will be learned. Application of robust technologies of assessment, behavior change, and accountability as they apply to children with mild to aggregate and environmentally sustained behavior problems will be addressed. Developing classroom and individual behavior management plans using principles of research will be emphasized. Students will be evaluated based upon weekly content-based assignments and applied research project.
(fall)
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EDSP 464 - Methods of Instruction for Students With High Incidence Disabilities 4 Credit(s)
The purpose of this course is to prepare teachers to accommodate academic and/or social intervention for students with a variety of mild to moderate educational needs. The course will cover educational best practices which have documented efficacy and a parsimonious approach to intervention design. Because textbooks can provide neither comprehensive nor the most current information available for the wide-ranging problems seen in classrooms, students will hone their ability to use the literature as a tool for selecting authentic data-based methods. Students will be evaluated based upon professional learning community contributions and content-based applied modules.
(summer)
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EDSP 470 - Response to Intervention Best Practices 4 Credit(s)
The purpose of this course is to prepare teachers to work cooperatively with school-based Response to Intervention (RTI) teams. As a result of reauthorization of IDEA (2004), RTI is now mandated. RTI is a process of providing general education adaptations to close the gap between struggling learners and their typical classmates. The purpose of RTI is also to identify children with learning disabilities who may be eligible for special education. Documentation of how a child responds to scientific, research-based interventions is part of the RTI process. Students will complete a variety of applied activities including micro-teaching using effective reading and math curricula and web-based notes.
(spring)
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EDSP 498 - Special Education Internship V 1-8 Credit(s)
This is a specific field experience, where students assume the primary teaching responsibility of a special education teacher. During this experience, a UMW university supervisor will conduct multiple direct observations. Assessment includes formal and anecdotal observation assessments based upon evidence-based practices in special education.
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