Mar 29, 2024  
2020-2021 Catalog 
    
2020-2021 Catalog [ARCHIVED CATALOG]

Course Descriptions


  

 

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

  
  • CHMY 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)
  
  • CHMY 311 - Analytical Chemistry-Quantitative Analysis

    4 Credit(s)
    Course in analytical chemistry emphasizing laboratory skills, which include gravimetric, volumetric, and spectrophotometric techniques. Lab included. $30 Course Fee.

    Prerequisite(s): CHMY 143  
    (on demand)
  
  • CHMY 321 - Organic Chemistry I

    4 Credit(s)
    Organic compounds and their reactions as the basis of life. Particular attention is paid to nomenclature for the major classes of organic compounds, reaction mechanisms, and a survey of laboratory methods including synthesis and instrumentation. Lab included. (fall) $30.00 course fee

    Prerequisite(s): CHMY 143  with grade C- or higher or c/i
  
  • CHMY 323 - Organic Chemistry II

    4 Credit(s)
    Organic compounds and their reactions as the basis of life. Particular attention is paid to nomenclature for the major classes of organic compounds, reaction mechanisms, and a survey of laboratory methods including synthesis and instrumentation. Lab included. (spring) $30.00 course fee

    Prerequisite(s): CHMY 321  with grade C- or higher or c/i
  
  • CHMY 361 - Elements of Physical Chemistry

    4 Credit(s)
    Advanced theoretical study of chemistry. Thermodynamic and kinetic principles will be used to better understand the major conceptual aspects of biochemistry and inorganic and organic chemistry. An attempt will be made to synthesize chemical knowledge obtained in a variety of courses.

    Prerequisite(s): CHMY 143  ; or c/i.
    (on demand)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • 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)

Criminal Justice

  
  • 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
  
  • 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

Coaching

  
  • 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)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • COA 250 - Coaching Powerlifting

    1 Credit(s)
    Foundational to the majority of global strength and conditioning programs, the three core powerlifting resistance training movements (barbell back squat, deadlift, and bench press) are of upmost importance. This course explores these three training movements in detail, identifying proper biomechanical considerations, effective coaching strategies, and variations of the movement to adapt performance to specific situations and participants.

    (spring/fall)
  
  • COA 251 - Coaching Olympic Weightlifting

    1 Credit(s)
    Classic Olympic weightlifting movements have gained popularity as a training tool to increase athletic power and extend functional capabilities in a variety of professional contexts. This course precisely explores the proper biomechanical considerations of the snatch and the clean and jerk, and how to coach derivative training movements. Prereq/Coreq: COA 250 Coaching Powerlifting (fall)

    Prerequisite(s): Prereq/Coreq: COA 250 Coaching Powerlifting
    (fall)
  
  • COA 252 - Coaching Targeted Resistance Training

    1 Credit(s)
    A multitude of targeted resistance training movements are used in prehabilitation and rehabilitation settings to increase functional performance and reduce injury risk. This course explores the biomechanics of a variety of these goal-oriented training strategies and the careful coaching considerations necessary when employing these movements. Pereq/Coreq: COA 250 Coaching Powerlifting (spring)

    Prerequisite(s): Pereq/Coreq: COA 250 Coaching Powerlifting (spring)
    (spring)
  
  • 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)
  
  • 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)
  
  • COA 294 - Workshop

    V 1-4 Credit(s)
    Selected topics of interest.

    Prerequisite(s): c/i and c/pc.
    (on demand)
  
  • 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)
  
  • COA 394 - Workshop

    V 1-4 Credit(s)
    Selected topics of interest.

    Prerequisite(s): c/i and c/pc.
    (on demand)
  
  • COA 494 - Workshop

    V 1-4 Credit(s)
    Selected topics of interest.

    (on demand)
  
  • 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)

Computer Science

  
  • 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)
  
  • 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)
  
  • COMS 335 - Advanced Web Design

    4 Credit(s)
    Building on GDSN 145  (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): GDSN 145 .
    (spring/even-numbered years)

Communication

  
  • 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)

Construction Trades

  
  • 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)

Creative Writing

  
  • 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)
  
  • 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.
    (on demand)
  
  • 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.
    (on demand)
  
  • 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/odd-numbered years)
  
  • CRWR 340 - Intermediate Creative Writing Workshop

    4 Credit(s)
    The student will further develop her/his skills in a variety of creative writing genres including, but not exclusive to, fiction, nonfiction, scriptwriting/playwriting, and poetry.

    Prerequisite(s): WRIT 101   and CRWR 240  
    (spring/even-numbered years
  
  • 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.
    (on demand)
  
  • 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.
    (on demand)
  
  • 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/odd-numbered years)

Computer Science/Programming

  
  • CSCI 108 - Practical Computational Problem Solving

    V 1-2 Credit(s)
    Special problems in programming.  Previsously listed as COMS 201.

    Prerequisite(s): CSCI 110 .
    (on demand)
  
  • 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)
  
  • 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)

Career and Technical Education

  
  • 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)
  
  • 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.


Dance

  
  • 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)
  
  • 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)

Drafting Design

  
  • 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)

Economics

  
  • 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)
  
  • 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.
  
  • 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)
  
  • 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.

    Beh/Soc Sci.
  
  • 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)
  
  • 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)
  
  • 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)
  
  • ECNS 320 - Public Finance

    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.  Previously listed as ECON 455.

    Prerequisite(s): ECNS 203 , ECNS 202 , or ECNS 201 .
    (on demand)
  
  • 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. $10 Course Fee.

    Prerequisite(s): ECNS 203 .
    (fall/spring)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • 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)
  
  • ECNS 494 - Seminar/Workshop

    V 1-4 Credit(s)
    Selected topics of interest.

    Prerequisite(s): c/i and c/pc.
    (on demand)
  
  • 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)
  
  • 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)

Emergency Care Provider

  
  • 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 or Senior standing or c/i
    (fall/spring)

Early Childhood Education

  
  • 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.

  
  • 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)
  
  • EDEC 215 - Cultural Diversity in Early Childhood

    4 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.  Field experience required.

  
  • 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)
  
  • 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.

  
  • EDEC 246 - Foundations of Development: Prenatal to 36 months

    4 Credit(s)
    This course provides an in depth look at development from the womb through 36 months across developmental domains in order to support the beginning practitioner in Infant and Toddler (I/T) care and education settings.  Students will examine research, theory and special issues that affect children and families.  Cultural perspectives in child rearing, impacts of traumatic stress on attachment development, children with special needs, and an introduction to program components (including Nutrition and Safety) will be emphasized.  Students are required to complete a 45 hour lab component in a licensed/registered facility serving infants/toddlers.

  
  • 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.
  
  • 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)
  
  • EDEC 254 - Infant/Toddler Evidenced-Based Practices and Assessment

    4 Credit(s)
    In this course, students move beyond an overview of I/T care and practice to explore the relationship between observation, assessment and evidence based practices, specifically regarding cognitive development. This course sets the foundation for working in inclusive settings with infants, toddlers and families.  Students will gain an understanding of how to determine specific needs, select strategies, implement them and follow up in respectful, natural settings.  This course includes an additional 30 hours of field work beyond the credit hour requirement.

    Prerequisite(s): EDEC 249  
  
  • EDEC 256 - Infant/Toddler Family Partnerships and Family-Centered Interventions

    4 Credit(s)
    The goal of this class is to provide professionals working with families the tools to provide responsive and relevant care and intervention for infants and toddlers. Students will learn how to support families through the process of early intervention, including the development of an Individualized Family Service Plan (IFS) and supporting families through transitions.  Further, the class will emphasize home visiting as an effective support strategy and provide professionals with an initial skill set for conducting home visits with partnership, collaboration and professionalism as the focus.  This course may require work completed in a childcare setting.

  
  • 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.
  
  • 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)
  
  • 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 $6 Course Fee

    Prerequisite(s): EDEC 247  and EDEC 230 ; or c/i.
  
  • 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 $6 Course Fee

    Prerequisite(s): EDEC 273  or c/i.
  
  • 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)
  
  • 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)
  
  • EDEC 340 - Practicing Inclusion in Early Childhood Education (PK-3)

    4 Credit(s)
    This course has been specifically developed for students who teach in early childhood settings that may include young children with disabilities or developmental 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. 

  
  • EDEC 342 - All Abilities: Early intervention and Inclusive Environments for Infants and Toddlers

    4 Credit(s)
    In this course, students will gain exposure to a variety of disabilities that can impact infants, toddlers and families.  The course emphasizes inclusivity, supporting infant and toddler caregivers, teachers, and family support specialists in facilitating intervention support that is family centered, in inclusive environments, and culturally relevant.   This course may require work completed in a child care setting.    

    Prerequisite(s): EDEC 249  
  
  • EDEC 343 - Infant/Toddler Language and Communication

    4 Credit(s)
    This course will provide an in-depth study of the role of language and communication in responsive care and interventions for infants and toddlers. A special focus on working with children and families with dual languages is embedded as well as culturally responsive communications styles. The course will address developmental concerns with speech and language and developmentally appropriate methods and strategies supporting language and communication for all children. This course may require work completed in a childcare setting. 

    Prerequisite(s): EDEC 249  
  
  • EDEC 346 - Infant/Toddler Social/Emotional Development and Mental Health Interventions

    4 Credit(s)
    Students in this course will gain an in depth understanding of infant and toddler social and emotional well-being, especially as it relates to adult-child interactions. The class will look closely at how typical SE well-being develops as well as challenging behaviors and atypical development. Mental Health Intervention methods for young children at risk and with disabilities will be shared.  This class will also emphasize the impact of chronic stress and child traumatic stress on families and children, looking carefully at attachment, and strategies that build regulation and resiliency. This course may require work completed in a childcare setting.

    Prerequisite(s): EDEC 249  
  
  • 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 .
  
  • EDEC 354 - Fostering Creativity and Movement in Young Children (0-8)

    4 Credit(s)
    Fostering Creativity and Movement (4 credits) focuses on development in two critical areas: the arts (visual and performing) and movement.  This course addresses the arts with regard to dance, music, theater, and the visual arts as well as meaningful physical activity and physical education experiences, looking critically at where these areas intersect and how teachers can support their development in early childhood classroom settings.  These domains are explored in depth with regard to development from birth to eight years of age and include a focus on inclusion and cultural diversity.  Students will complete a culminating project that demonstrates integration of these topics based in the Montana Early Learning Standards, Essential Understandings and Montana Common Core Standards. Field Experience is required.
     

  
  • EDEC 355 - Early Childhood Language and Literacy through Storytelling

    4 Credit(s)
    Students will understand the interrelated development of early language and early literacy in children from Birth to age Eight.  Highlighting familial and culturally diverse ways of sharing story, this class will help students develop a repertoire of strategies to support vocabulary development, narrative skills, phonological awareness, print knowledge, and early reading and writing through oral stories and children’s literature.  This course has a specific emphasis on strategies to support English Language Learners and addresses Indian Education for All.  Students will become critical consumers of high-quality children’s books to help children see themselves as storytellers and authors.  Experiences include written and oral storytelling projects, implementing interactive read a-louds, and other field-based activities with children through guided experiences. 

  
  • EDEC 365 - The Intentional Teacher: A Critical Approach to EC Research and Its Applications

    4 Credit(s)
    This course provides examination and critical assessment of historic and recent research related to child development, with emphasis on source authority, research methods, and potential applications to daily EC practice.

  
  • EDEC 387 - Early Math and Numeracy Concepts for EC Educators


    This course builds a foundation for early childhood teachers to integrate mathematics concepts and ideas into their early learning environments. Students will learn about mathematics concepts, methods of instruction, and use of instructional materials, including manipulatives and technology, appropriate to Grades PK-3rd grade in accordance with Montana’s Common Core State Standards for Mathematics and Montana Early Learning Standards. Additionally, student will learn techniques for assessing students to uncover their thinking about and competency in counting and cardinality, operations and algebraic thinking, number and operations in Base Ten, fractions, measurement and data, and geometry. Students will apply their learning in field-based activities with young children.

    Prerequisite(s): EDEC 433
  
  • EDEC 405 - Assessment in Early Childhood

    4 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): Junior or Senior Standing
    (fall)
  
  • EDEC 410 - Family, Communities, Culture

    4 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): Junior Standing
    (fall)
  
  • EDEC 430 - Social/Emotional Development in Young Children

    4 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  
    (spring)
  
  • EDEC 432 - 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 433   
    (spring)
  
  • EDEC 433 - Math & Technology in Early Childhood (K-3)

    4 Credit(s)
    This course, Math and Technology in Early Childhood (K-3), focuses on developmentally appropriate, research based curriculum, methods and assessment in early childhood (K-3) math instruction while also preparing early childhood teachers with knowledge of appropriate technology for young children and the skills to use them to enhance children’s learning.  Students will examine the integration of technology, key concepts and skills and the Montana high quality, meaningful math content which focuses on hands-on exploration and investigation.  Special emphasis will be given to communication, production and integration of technology within meaningful content.

    Prerequisite(s): TEP Gateway 1 and EDEC 387  
  
  • 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)
  
  • 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)
  
  • EDEC 452 - Advanced Early Childhood Curriculum and the Project Approach

    4 Credit(s)
    Advanced Early Childhood Curriculum deeply explores and analyzes early childhood practice through various curriculum models. Students will be asked to research and analyze a model outside of their current experience or practice to broaden their understanding of Early Childhood Curriculum, development and implementation.  Examples include Reggio Emilia, the Project Approach, Montessori or others as approved by the instructor. Students will develop an integrated project that includes documentation, curriculum development, parent communication, assessment of children’s growth and celebration of their learning.

    Prerequisite(s): EDEC 275 .
  
  • EDEC 453 - STEM for EC Professionals (Birth to age 5)

    4 Credit(s)
  
  • EDEC 460 - Coaching, Mentoring, and Early Childhood Professional Development

    4 Credit(s)
    Coaching, Mentoring and Early Childhood Professional Development examines adult learning theory and evidence informed practices that support change in teacher practice. The course examines models in coaching, mentoring, adult development, and teacher development to impact practice change.  Students will practice coaching and mentoring by implementing a coaching cycle, and planning/implementing a training session for early childhood professionals.  Field work required. 

    Prerequisite(s): Senior standing.
    (spring)
  
  • 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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