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2020-2021 Catalog [ARCHIVED CATALOG]
Course Descriptions
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Early Childhood Education |
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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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EDEC 499A - Senior Capstone: Action Research for the Intentional Teacher
As a culminating, “Capstone” experience for the Teaching and Learning in Early Childhood Bachelor of Science Degree, this course is designed to help students synthesize their learning through practical application of previously studied theory regarding early childhood development and learning. You will have an opportunity to reflect on your learning over the course of your program, and to apply, integrate and synthesize the theoretical knowledge, skills and dispositions you have acquired. Using your current early childhood setting and a review of the literature, you will implement a change experience to be captured in a poster presentation and research paper. This course involves extensive field hours (at least 90 hours) in an early childhood related placement with permission to implement proposed goals and activities, to be organized by the student.
Prerequisite(s): EDEC 365
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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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Education |
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EDU 201 - Introduction to Education With Field Experience 4 Credit(s)
The first formal course in the Teacher Education Program, this course provides an introduction to the field of education and the relationships between schools and society. Students begin to evaluate the reasons chosen to become a teacher and the effects that decision will have on their lives. Students examine social, cultural, political, legal, economic, and historical issues within schools and how these issues impact professional educators. Students will complete a field experience in a school setting. The field experience placement will be made by the Director of Field Experiences. $30 Course Fee.
(fall/ spring/ summer)
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EDU 222 - Educational Psychology & Child Development 4 Credit(s)
Candidates will explore, compare, contrast, and analyze major psychological theories of development and learning. Teacher candidates will apply these theories to teaching practices. The major progression of physical, social, emotional, moral, and cognitive development and the ranges of individual variation within these domains of development in children from birth to adolescence will be emphasized. The course will emphasize the diversity of all learners with regard to learning styles, multiple intelligences, gender differences, cultural expectations, and exceptionality, as well as teaching approaches to accommodate these differences as well as normal psychological development. $5 Course Fee.
(fall/spring)
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EDU 233 - Literacy, Language, & Texts 4 Credit(s)
Literacy growth begins before children enter school as they experience and experiment with literacy activities—reading, writing, and associating spoken words with their graphic representations. The course will focus on the understanding of a comprehensive literacy curriculum that makes productive use of the literacy abilities that children of all ages bring to school as well as the multiple ways in which literacy is represented in our lives, texts, culture, and perceptions of the world. Required for Elementary Education Major and Literacy Minor. $10 Course Fee.
Prerequisite(s): EDU 234
(fall/spring)
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EDU 234 - Reading & Writing Connections for All Learners K-8 4 Credit(s)
What happens when young readers write? What happens when young writers read? Using a reading and writing workshop model designed for the K-8 setting, students in this course will be immersed in authentic, process-based experiences in responding to, analyzing, and writing about texts that are commonly used in the elementary and middle school settings. The central experiential learning outcome of this course will be an understanding of the complex ways in which the reading process supports development of writing skills, while immersion in the writing process in turn supports development of reading proficiency. Emphasis will be placed on the composing process, and students will write for a wide range of purposes. Students will carefully examine methods for the development and support of an understanding of grammar and writing conventions, in elementary age students, and in their own writing as well. Students will be assessed with quizzes, reflections on research articles, literature circles, research papers, and observation form. $5 Course Fee.
(fall/spring/summer)
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EDU 291 - Introduction to Service, Citizenship, & Community V 2-4 Credit(s)
Students in this course work with a non-profit, School, or government organization through Volunteer service as a way to gain experience And knowledge that aligns with their personal or Professional goals.
(summer)
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EDU 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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EDU 306 - School Law & Advocacy for All K -12 Learners 4 Credit(s)
Candidates develop understanding of the rights and responsibilities of all stakeholders in the education of diverse students in public education: parents, educators, community, and children. Candidates analyze key legislative mandates, such as Title I, No Child Left Behind, and the Individuals with Disabilities Education act, and their implications for and impact on K-12 schools. In particular, candidates examine the uses of assessment in schools. Candidates examine seminal legislation such as the Civil Rights Act of 1965 and its application to education; the processes of the Judicial system and the implications of landmark litigation, such as Brown v Board of Education, Tinker v Desmoines, Rowley v Board of Education, And Everson v Board of Education. Assessment is based on exams, research papers, and case studies. $10 course fee.
Prerequisite(s): Admission to TEP
(fall/spring/summer)
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EDU 311 - Cultures, Diversity, & Ethics in Global Education 4 Credit(s)
This is a survey course to acquaint the student With the cultural foundations of education. Special emphasis is given to the multicultural and Global dimensions of education. In addition, students Study educational outcomes for American Indian students. High dropout rates, over-representation In special education, substance abuse, Teenage pregnancy, and poor prospects for Employment are endemic in this population of Students. This course meets the montana law Mca 20-1-501 requirements. This course requires A field experience practicum of 4 or 5 days during Which candidates engage in observation and Practice teaching in native american reservation Schools and evening activities. Takes place in a Diverse setting where exceptionality is present. Assessment is based on projects, reports, exams, And field work. $250 course fee.
Prerequisite(s): admission to TEP
(fall/spring/ summer)
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EDU 334 - Children’s & Young Adult Literature 4 Credit(s)
Students explore the extensive body of literature for children and young adults. Students develop professional skills in using literature in a variety of cross-curricular applications in the instruction of children and young adults. Students explore various genres of fiction, nonfiction, and the oral tradition. Students read from a wide range of texts including but not limited to novels, folklore, mythology, native american literature, poetry, film and play scripts, picture books, graphic novels, periodicals, and digital texts. Classic and award-winning materials are emphasized. Students develop an understanding of oral and folk traditions that preceded print and electronic publication, Including indigenous oral traditions. Each student completes a reflective reading journal and an individualized research project. Experiential learning activities may include clinical experiences In the integration and use of children’s and young adult literature in a variety of educational settings, and may include real-world experiences with teachers, librarians, and youth. $5 course Fee.
(fall/spring/summer)
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EDU 344 - Classroom Management in Elementary Schools 4 Credit(s)
Through exploration of positive discipline practices, students gain understanding of the principal tenets of guidance and classroom management, with a major focus on prevention of behavioral problems and development of democratic social skills. Prevention strategies include environmental engineering, rapport building, active engagement, high expectations, and development of self-efficacy. Students develop professional skills in using strategies for mitigation of mild to moderate behavior problems that do arise, including skills in using conflict resolution, class meetings, contracts, and group contingencies. Assessment includes exams and demonstration of professional skills, knowledge, and behaviors. The course is designed for the final semester prior to student teaching $5 Course Fee.
Prerequisite(s): Admission to TEP, and at least 2 of the following: EDU 397A , EDU 397S , or EDU 397L .
(fall/spring/summer)
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EDU 352 - Field Experience K -8 4 Credit(s)
Teacher candidates experience a 14-day supervised field experience in a classroom in an elementary school, after a two- to three-day preparation at UMW, and followed up by a one-day debriefing at UMW. Candidates engage in this extensive field experience in the final semester prior to student teaching. They spend the entire school day in the assigned elementary school. Principal tenets of the field experience include co-teaching (co-planning, co-instruction, and co-assessment) with their mentor teacher. Candidates gain practice in co-teaching all content areas and engaging in related professional activities at the school. Assessment includes the development of a partial Teacher Work Sample, and demonstration of professional skills, knowledge, and behaviors. $10 Course Fee.
Prerequisite(s): Admission to TEP, EDU 344 or EDEC 230 and EDU 382 .
(fall/spring)
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EDU 370 - Integrating Technology Into Education 4 Credit(s)
This hands-on course is designed to prepare elementary teachers and paraprofessionals with skills and activities that can be integrated with other areas of instruction. Students will be creating technology-oriented activities to use with elementary school children. Special emphasis will be given to communication, production, and technology integration in the curriculum. Activities will also be designed to develop problem-solving and decision-making skills in elementary school children. $10 Course Fee.
Prerequisite(s): Admission to TEP
(fall/spring)
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EDU 371 - Foundations of Educational Technology for Secondary Schools 2 Credit(s)
In this course, students will gain an understanding of how technology plays an important role in the secondary education curriculum. Through this course, students will gain an overview to the foundation of educational technology. Students will look at the current and future use of technology in education, theories of learning regarding the use of technology in education, and the implications of using technology through hands-on and project-based learning activities.
Prerequisite(s): Admission to TEP
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EDU 382 - Assessment, Curriculum, & Instruction 4 Credit(s)
Teacher education candidates examine educational research on effective strategies for instruction and assessment in K-12 classrooms, including principles of universal design for learning, Action Research, and Response to Intervention (RTI). Candidates develop lessons that demonstrate professional skills in instructional design and assessment, aligned with standards for K-12 students. Candidates examine school curricula and classroom resources. Candidates develop a working knowledge of descriptive statistics and probability in relationship to standardized testing used in educational settings. Assessment is based on lesson plans, integrated unit plan, assessment design, exams, and professional observation form. $110 Course Fee.
Prerequisite(s): EDU 201 and EDU 222
(fall/spring)
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EDU 385 - Mathematics for K -8 Schools With Pedagogy I 4 Credit(s)
Developing mathematical thinking in K-8 students, part I. Candidates examine the research on teaching and learning mathematics. Candidates develop skills in and strategies for assisting children to develop problem-solving and computation skills, number sense and number concepts, and meanings for the operations. Candidates develop skills in assisting children to work with real and rational numbers, place value, mental computation and estimation, fractions, decimals, percents, ratio, proportion, algebra, functions, and variables. $5 Course Fee.
Prerequisite(s): Admission to TEP.
(fall/spring)
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EDU 386 - Mathematics for K -8 Schools With Pedagogy II 4 Credit(s)
Developing mathematical thinking in K-8 students, part II. Candidates examine the research on teaching and learning mathematics. Candidates develop skills in and strategies for assisting children to develop two- and three-dimensional geometric thinking, measurement, probability, statistics, and logical reasoning. $5 Course Fee.
Prerequisite(s): Admission to TEP.
(fall/spring)
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EDU 397A - Methods: K -8 Integrated Arts for All Learners 4 Credit(s)
Teacher Education candidates develop knowledge of and experience with effective methods, techniques, and materials for teaching visual arts, drama, and music to children as part of an integrated curriculum in the elementary grades. Candidates engage in creative and critical experiences with the arts. They design integrated arts instruction while learning how to document and assess student progress. Candidates work directly with children in microteaching or field experience. $25 Course Fee.
Prerequisite(s): Admission to TEP; must have completed courses in two different forms of artistic expression from: ARTZ 100 , THTR 101 , MUSI 103 , ARTH 160 , or DANC 285 and DANC 286 .
(fall/spring)
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EDU 397D - Methods: K -12 Drama 4 Credit(s)
Candidates develop an understanding of drama as an art form as well as drama’s integration with other subject areas. They develop learning strategies and assessment techniques which are in accordance with state and national standards in the arts. They develop their own creative thinking and expressive arts skills by participating in instructor- and peer-lead activities, and by assignments targeted for risk-taking and creative problem-solving. Infused topics include creative drama in the K-5 setting and play production in the upper grades; drama literature and history; film and theatre analysis. Infused topics include creating a stimulating learning environment for the arts; diversity; Indian Education for All; visual literacy; and competitive speech and drama practices at the high school level; advocacy for arts education. Candidates skills and learning are assessed through a methods including experiential learning activities in devising teaching strategies, peer teaching and a field experience in a K-setting. $10 Course Fee.
Prerequisite(s): Admission to TEP and completion of all drama courses required for the Minor; or c/i.
(spring/odd-numbered years)
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EDU 397L - Methods: K -8 Language Arts & Social Studies for All Learners 4 Credit(s)
Candidates will demonstrate knowledge of the major concepts of social studies and language arts instruction in a K-8 classroom. Candidates will demonstrate skills in using developmentally appropriate practices to ensure that all students can learn in a positive environment. Candidates will incorporate social studies and language arts within lesson plans, while creating instructional frameworks for the integrated study of other subjects. Through micro-teaching or field experience, candidates demonstrate skills in teaching children how to read and write, with a focus on developing in children the joy of learning. Candidates demonstrate skills in using a variety of methods and strategies for literacy development, including the development of literacy for second language learners. Candidates learn to plan a balanced literacy program that includes integrated, thematic instruction. Multicultural topics, including issues and concepts relevant to Native American history and culture, citizenship, and guided decision-making are included. Candidates are assessed through development of lesson plans and a unit plan, designed to ensure that students with diverse learning needs are successful. Other assessments include quizzes, candidate-developed assessments, peer teaching, observations of teaching K-8 children, and portfolio items. Candidates’ professional skills and dispositions are also assessed using an observation form. $20 Course Fee.
Prerequisite(s): Admission to TEP and EDU 233 .
(fall/spring)
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EDU 397P - Methods: Science and Social Studies for 4th-8th Grade Teachers 4 Credit(s)
Candidates develop 4-8th grade science and social studies instruction and assessments that are aligned with state and national standards and the principles of universal design for learning. Candidates gain familiarity with instructional methods and materials appropriate for teaching content and problem-solving skills, primarily through inquiry and experiential learning. Candidates develop skills in integrated instruction by incorporating social studies into physical, earth, and life science instruction. Infused topics include technology, lab safety, cooperative learning, assessment, environmental education, and Indian Education for All. Students will demonstrate skills through microteaching of science and social studies lessons.
(fall)
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EDU 397R - Methods: Language and Literacy for the 4th-8th Grade Teacher 4 Credit(s)
Candidates develop 4-8th grade language and literacy instruction and assessments that are aligned with state and national standards and the principles of universal design for learning. Candidates gain familiarity with instructional methods and materials appropriate for teaching content area literacy and literacy learning for 4th-8th grade students. Candidates develop skills in literacy theory and practice in the middle grades, organizing for reading instruction, fluency, reading comprehension, vocabulary/word study, critical and media literacy and assessment of middle grade literacy. This course is offered at a distance only for UM Western candidates in PK-3.
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EDU 397S - Methods: K -8 Science & Mathematics Inquiry for All Learners 4 Credit(s)
Candidates develop K-8 science and mathematics instruction and assessments that are aligned with state and national standards and the principles of universal design for learning. Candidates gain familiarity with instructional methods and materials appropriate for teaching content and problem-solving skills, primarily through inquiry and experiential learning. Candidates develop skills in integrated instruction, incorporating mathematics, physical science, earth and space science, and life science. Infused topics include technology, lab safety, cooperative learning, assessment, environmental education, and Indian Education for All. Students will demonstrate skills working with children in field experiences or micro- teaching related to science and mathematics instruction. $20 Course Fee.
Prerequisite(s): Admission to TEP.
(fall/spring)
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EDU 438 - Literacy Assessment, Diagnosis, & Instruction 4 Credit(s)
An introduction to informal and formal reading and writing assessments and instructional strategies to accommodate variations in the K-8 literacy program. Students will learn how to modify instruction strategies to meet the needs of struggling readers and writers as well as those who are in need of motivation and greater reading challenges. Course requires readings, assessment projects, tutoring, and informal evaluations of literacy growth. Required for Elementary Education Major and Literacy Minor. $5 Course Fee.
Prerequisite(s): EDU 233 ; and admission to TEP or verification that student is a certified teacher.
(fall/spring)
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EDU 444 - Classroom Management in Secondary Schools 4 Credit(s)
Teacher education candidates examine research on classroom management, with emphasis on strategies for positive student interaction and motivation, positive behavioral interventions, and principles of universal design for learning. Candidates develop and implement Action Research. A one-week field experience in a public school setting with an emphasis on co-teaching is incorporated within the course. Candidates will remain in the field experience school for the full school day. Assessment is based on exams, a classroom management plan, teaching video-analysis, Teacher Work Sample, and professional observation form. $5 Course Fee.
Prerequisite(s): Admission to TEP; taken in semester prior to student teaching.
(fall/spring)
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EDU 448 - Advanced Literacy Assessment, Diagnosis, & Instruction 4 Credit(s)
This is an advanced assessment class that will explore theories of literacy variabilities and the various forms of literacy assessment and instruction appropriate for K-12 classroom and clinical situations. Standardized tests, performance- based assessment, portfolios, and multiple forms of informal assessments will be examined. Candidates will apply their knowledge through participation in writing and conducting a case study through tutoring. Required for the Literacy Minor. $5 Course Fee.
Prerequisite(s): EDU 438 ; and admission to TEP or verification that student is a certified teacher.
(fall)
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EDU 481 - Content Area Literacy 2 Credit(s)
Developmentally appropriate practice and literature for teaching reading and writing in the middle and high school will be addressed to include the study of language, oral, visual, and written literacy, print and non-print media, and technology. Various methods and strategies for teaching comprehension, reading, writing, and study skills will be examined across the 5-12 curriculum. $5 Course Fee.
Prerequisite(s): EDU 382 ; Admission to TEP or verification that student is a certified teacher.
(fall/spring)
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EDU 482 - Theory and Practice in Education 4 Credit(s)
This course is designed to provide foundational knowledge of history, philosophy, theory, and practice in education. In addition to broad theory and practice, students will be introduced to classroom management, diversity, and foundational instructional strategies, including the use of technology.
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EDU 483 - Applied Pedagogy I 4 Credit(s)
This course is designed to provide essential skills in assessment and instructional planning as the first of a two-course teaching-cycle sequence. Students will learn to select, design and interpret formative and summative assessments. Using assessment data, students will plan disciplinary lessons/units that include standards, learning outcomes, instructional sequences, and assessment tools. This course requires 45 hours of field experience.
Prerequisite(s): EDU 482
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EDU 485 - Applied Pedagogy II 4 Credit(s)
This course is designed to provide essential skills in Planning and Instruction as the second of a two-course teaching-cycle sequence. The focus in this class is to design and implement instruction using high-leverage and evidence-based practices. Strategies for working with diverse learners will be explored as well as targeted practices like the use of graphic organizers and brain-based strategies. This course requires 45 hours of field experience.
Prerequisite(s): EDU 483
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EDU 486 - School and Classroom Cultures 4 Credit(s)
This course is designed to provide a theoretical and practical foundation in areas related to maintaining a positive school and classroom culture. Students will study the legal and ethical foundations of pluralism, equality and constitutional rights in schooling. Other legal principles needed to protect educators, students, including students with disabilities, and parents, will be covered. Interpersonal, social, economic, racial and cultural factors relating to school/classroom climate will be addressed. Positive strategies used to motivate and manage classrooms will be covered. Finally, legal and practical issues related to physical and mental health are addressed in this course.
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EDU 487 - Literacy in Content Area
This course is designed to provide educators with methods of enhancing students’ ability to access disciplinary specific reading material and to communicate successfully about the discipline through writing. Reading and writing frameworks that support students at-risk, with disabilities, and ELL students will be examined. Additionally, this course will provide targeted tactics of instruction such as metacognition, use of technology, vocabulary building, visualization and critical thinking. This course requires 45 hours of field experience.
Prerequisite(s): EDU 483 and EDU 485
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EDU 489 - Research & Professionalism in Literacy Education 4 Credit(s)
This is a capstone course in literacy education that will provide methods and tools for continuing professional development of the teaching candidate. The student will choose a particular literacy focus and develop an action research project to be presented to others as a seminar or conference, also planned and implemented as a course requirement. The focus may be on literacy in the school or literacy in the community. Other research methods and resources will be explored, particularly in relation to scientifically-based methods of reading instruction. Highly participatory and interactive course in which students volunteer to work in either an elementary or secondary classroom. Required for the Literacy Minor. $5 Course Fee.
Prerequisite(s): EDU 448 ; and admission to TEP or verification that student is a certified teacher.
(spring)
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EDU 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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EDU 494 - Teacher Work Sample 2 Credit(s)
This course aligns with student teaching as a capstone assignment requiring students to conceive, implement, and analyze key elements of the teaching-learning cycle. Student teachers design, implement, and implement a teaching unit based upon the learning standards. During and after implementation of the teaching plan, student teachers will reflect upon and respond to their students’ progress. A standardized rubric will be used to assess the final report student teachers submit for a grade
(fall/spring).
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EDU 495A - Student Teaching: K - 12 V 2-15 Credit(s) R
A full-time supervised clinical practicum at a school location approved by the Director of Field Experiences for candidates pursuing a K-12 endorsement. A seminar at the university campus is incorporated near the completion of student teaching. Number of days for student teaching varies based on the candidate’s particular combination of endorsement areas. Evaluation of student teaching is based on various evaluation and observation forms. Student teachers must also register and complete their Teacher Work Sample inEDU 494
Prerequisite(s): Admission to Student Teaching and c/dfe.
(fall/spring)
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EDU 495K - Student Teaching: K - 8 V 2-15 Credit(s) R
A full-time supervised clinical practicum at a school location approved by the Director of Field Experiences. A seminar at the university campus is incorporated near the completion of student teaching. Number of days for student teaching varies, based on the candidate’s particular combination of endorsement areas. Evaluation of student teaching is based on various evaluation and observation forms.Student teachers must also register and complete their Teacher Work Sample in EDU 494
Prerequisite(s): Admission to Student Teaching and c/dfe.
(fall/spring)
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EDU 495S - Student Teaching: 5 -12 V 2-15 Credit(s) R
A full-time supervised clinical practicum at a school location approved by the Director of Field Experiences. A seminar at the university campus is incorporated near the completion of student teaching. Number of days for student teaching varies based on the candidate’s particular combination of endorsement areas. Evaluation of student teaching is based on various evaluation and observation forms. Student teachers must also register and complete their Teacher Work Sample in EDU 494
Prerequisite(s): Admission to Student Teaching and c/dfe.
(fall/spring)
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EDU 497C - Methods: 5-12 Integrated Literature & Composition II 4 Credit(s)
This course gives students both theory and experience in teaching English language arts and focuses on integrating strategies for teaching Montana Content Standards in literature, reading, speaking and listening, and media literacy. Students are expected to demonstrate their understanding through lesson planning, microteaching, projects, and other assignments. The course includes lecture, group discussions, and cooperative learning. Professional education field experience in a school required. $10 Course Fee.
Prerequisite(s): Admission to TEP.
Corequisite(s): EDU 497L in same semester.
(fall)
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EDU 497H - Methods: 5-12 Social Studies 4 Credit(s)
Students will understand and apply methods, materials, and state and national standards in teaching the social sciences as recommended by the National Council for the Social Studies. Activities and assessment include microteaching, field experience, teacher, instructor, and peer critiques, analysis essays, in-class writings, oral presentations, readings, demonstrations, using primary sources, writing integrated, thematic units and lesson plans, critiquing methodology and textbooks, applying history workshop concepts, and using technology. Professional education field experience in a school required. $10 Course Fee.
Prerequisite(s): Admission to TEP.
(fall)
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EDU 497L - Methods: 5-12 Integrated Literature & Composition I 4 Credit(s)
This course gives students both theory and experience in teaching English language arts and focuses on strategies for teaching Montana Content Standards in writing. Students are expected to demonstrate their understanding through lesson planning, microteaching, projects, and other assignments. The course includes lecture, group discussions, and cooperative learning. Professional education field experience in a school required. $10 Course Fee.
Prerequisite(s): Admission to TEP.
Corequisite(s): EDU 497C in same semester.
(fall)
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EDU 497M - Methods: 5-12 Mathematics 4 Credit(s)
Upon successful completion of this course, the student should be familiar with current trends in the methods and materials used for effective teaching of mathematics. The student should exhibit competence in developing unit and lesson plans, expository and inquiry-based instruction, forms of professional development, theories of instruction, the appropriate use of technologies in instruction, and skills in effective communication with students and peers on mathematical and professional educator topics. Professional education field experience in a school required. $10 Course Fee.
Prerequisite(s): Admission to TEP and M 107 grade C- or higher; or c/i.
(every 18 months)
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EDU 497R - Methods: Secondary Humanities 4 Credit(s)
Email:
Course Description: This course gives post-baccalaureate students both theory and experience in teaching the Humanities, including English language arts and the social sciences at the secondary level and focuses on integrating strategies for teaching Montana Content Standards. Students are expected to demonstrate understanding through lesson planning, microteaching, implementing projects, using technology, critiquing methodology and textbooks, applying workshop concepts, and completing other assignments. This course requires 45 hours of field experience in an appropriate content area, secondary setting.
Prerequisite(s): EDU 487
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EDU 497S - Methods: 5-12 Science 4 Credit(s)
Students will develop an understanding of the theory and practice of secondary science teaching and will apply that knowledge to the secondary education classroom and outdoor learning environments. Students will develop skills in planning instruction and designing classroom environments that incorporate science inquiry, laboratory safety, environmental science, performance-based assessment, and cooperative learning. Students will develop skills in aligning instruction and assessment with state and national standards. Professional education field experience in a school required. $10 Course Fee.
Prerequisite(s): Admission to TEP. Preferably, students will take this course in the semester prior to student teaching.
(fall)
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EDU 497X - Methods: Secondary Math and Science 4 Credit(s)
Post baccalaureate students will develop an understanding of the theory and practice of secondary science and mathematics teaching and will apply that knowledge to the secondary education classroom. Students will exhibit competence in developing unit and lesson plans, expository and inquiry-based instruction, cooperative learning, theories of instruction, the appropriate use of technologies in instruction, and skills in effective communication with students and peers. Students will develop skills in aligning instruction and assessment with state and national standards. This course requires 45 hours of field experience in an appropriate content area, secondary setting.
Prerequisite(s): EDU 487
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EDU 498 - Internship V 2-12 Credit(s)
Work closely with the UMW Department of Education Director of Field Experiences to develop the criteria for the internship, and complete the paperwork for the internship contract. The internship is used for three categories of students: (1) Students who wish to complete an appropriate internship/work experience as part of their degree may complete a one-semester internship, number of credits to be determined in consultation with the Director of Field Experiences. (2) Candidates who are pursuing a teaching license and already have a non-teaching degree from an accredited college. These candidates must have completed a major that is suitable for teaching licensure in Montana and is an approved teaching major at UMW. Candidates may have more than one teaching major or minor, but must have at least one teaching major. They must have been admitted to the UMW Teacher Education Program; have obtained a Class 4 or Class 5 license in the field for which they are seeking program completion; and have an offer for employment, or currently are employed, in an appropriate K-12 setting in the licensure field. These candidates must enroll in 4 credits of supervised internship every semester (with a minimum of two semesters) until all program requirements are met. (3) Teachers who already hold a Class 1 or Class 2 Montana teaching license and wish to add an additional endorsement. Teachers must complete the course requirements for the teaching major or minor, and will substitute the internship for student teaching. The teacher must enroll in 4 credits of supervised internship every semester (with a minimum of two semesters) until all program requirements are met.
Prerequisite(s): c/dfe.
(fall/spring/summer)
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Environmental Science |
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ENSC 101 - Career Orientation for Wildlands Guides 1 Credit(s)
A look at professional opportunities as a naturalist, back country guide, and outfitter business person in both the public and private sector. A preview of the training needed for these professions. The course results in the completion of the five core courses of the Professional Guide Institute (origins and mission of the background guide, our wildland heritage, back country leadership, wildlands interpretation, and outfitter operations). Performance-based assessment.
(fall)
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ENSC 120 - Introduction to Ethnobotany 4 Credit(s)
Introduction into the discipline of ethnobotany focusing on the role of plants in culture. Field trips to parks and visits with people active in the use of plants will provide opportunities for hands-on experience with techniques and methods used by field ethnobotanists.
Nat Sci.
(on demand)
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ENSC 121 - Environmental Sustainability 4 Credit(s)
Throughout the world we are experiencing unprecedented rates of global change. From globalization to climate change, humans are fundamentally altering human and natural systems. How do we promote human development while also ensuring our world’s natural resources are available for future generations? This is the challenge of environmental sustainability that we will be exploring in this class. We’ll learn how global change is affecting people and the planet and discover the importance of environmental sustainability moving forward. We’ll explore what it means to be environmentally sustainable and see what this looks like in practice. As part of this course, you will delve into a local sustainability project where you will face the challenges of assessing and implementing sustainability projects, and you will develop problem solving skills to overcome these challenges. $50 course fee
Nat Sci.
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ENSC 180 - Applied Sustainable Landscape Horticulture 4 Credit(s)
This primarily field-based class will allow students to study and practice the way human beings—as individuals and societies—can participate in the creation of ethical and ecological support systems. The course is designed to introduce students to the scientific principles of sustainable landscape design and horticulture. Students will become integrated in the campus gardening and compost project where their research and findings will become part of a long-term experiment monitoring and testing microbial succession and species composition of soil used in the garden. Students will be evaluated through the application of quizzes, exams, group and individual projects.
Nat Sci.
on demand
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ENSC 194 - Topics in Environmental Sustainability 4 Credit(s)
Selected topics of interest.
Nat Sci.
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ENSC 255 - Environmental Research and Writing 4 Credit(s)
This course is an immersion into scientific, reading, thinking and writing. Throughout the course, students will engage at an increasingly professional level with cutting edge scientific research and will come to understand one aspect of environmental sciences at a deep, granular level. The core of the course is setup as an Oxford Style Tutorial designed to maximize student and professor interactions and push participants to engage deeply in a subject within their discipline while honing, reading, thinking and communication skills. The majority of the course is based around discussions with the professor and a small group of students. For each discussion session, students will alternate between writing and reviewing work that focuses on selected scientific articles and will culminate in a final project synthesizing skills and knowledge.
Prerequisite(s): WRIT 101 and (ENSC 121 ; or GEO 101 ; or GEO 103 ; or GEO 107 )
fall/spring
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ENSC 269 - Map, Compass, & GPS 2 Credit(s)
Students will develop skills in map reading, use of a magnetic compass, altimeters, and Global Position System (GPS) receivers. Students will learn to describe a position by use of Latitude and Longitude, Universal Transverse Mercator, and U.S. Public Land Survey grid systems. Students will apply learned GPS skills to execute traverses of land parcels and determine the location of private and public land ownerships. Students will develop skills in CD-Rom map programs and the downloading of GPS receiver waypoints and traverses onto CD-Rom maps. Learned skills will be practiced on local field trips. $40 Course Fee.
Prerequisite(s): equivalent of M 095 or higher; or c/i.
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ENSC 284 - Geographic Information Systems 2 Credit(s)
This course introduces students to the industry- standard geographic information systems (GIS) technology (specifically ArcGIS) in a seminar format. Students learn the basics of GIS technology and apply their knowledge in a major field and lab project that includes individual and group presentations of results. Sometimes the class will include a public presentation and/ or service-learning component. Students are assessed based on their successful completion of computer exercises, homework, project work, and presentations. Completion of the general education curriculum and ENSC 269 recommended, but not required, before taking this class. $50 Course Fee
(fall)
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ENSC 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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ENSC 294 - Wildlands Skills: 2 Credit(s) R
Each specific topic taught in this field-based course will concentrate on a particular skill related to education, recreation, lore, or survival in wildlands. The skill areas offered may include backpacking, basic camping, campfire programs, horse packing, mountaineering, night sky interpretation, primitive living skills, rock climbing, white water boating, wilderness medicine, winter camping, or others. The student will gain knowledge of equipment, techniques, and processes for exploring our wild places. Emphasis is on low impact use of wildlands resources. Courses include a practicum. $80 Course Fee.
R – 8 (fall/spring)
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ENSC 348 - Soil Science 4 Credit(s)
This course introduces students to soils and their properties as components of landscapes and ecosystems. Students study the interaction of the basic soil-formation parameters: geologic materials, climate, biological components, land surface, and time. Lectures, labs, and research activities focus on soil-forming processes, soil morphology, soil classifications, soil engineering properties, natural soil landscapes, and soil nutrient cycling. A large part of the class involves field examination, description, and classification of soils and their landscapes. Students will demonstrate their understanding of the material in exams, research reports, lab and field activities, and a major field project applying soils knowledge to a problem in environmental sciences. $100 Course Fee.
Prerequisite(s): ( CHMY 121 or CHMY 141 ) and (ENSC 255 ; or ENSC 269 ; or GEO 226 ; or NRSM 213 ; or PHSX 220 ) and (ENST 274 ; or GEO 210 ; or GEO 230 ; or ENSC 394 )
(spring/odd-numbered years)
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ENSC 384 - Environmental Remote Sensing and GIS 4 Credit(s)
In this class you’ll learn how to study the human-natural world in a new way – through spatial analysis. We’ll build on the foundations of ArcGIS from ENSC 284 to explore human-environment relationships in both time and space. Through interactive labs you’ll gain firsthand experience building geodatabases, creating maps, and spatially analyzing data. Taking a project-based approach, you will be asking geospatial questions and seeking answers that require critical thinking and problem-solving. By taking this course you will gain a working knowledge of ArcGIS and QGIS – including theory, concepts and application – which have broad application in academic and professional environmental science pursuits. $50 course fee
Prerequisite(s): ENSC 284 and ENSC 269
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ENSC 429 - Environmental Field Studies 4 Credit(s)
Students taking this field-based class will work as a team to design and perform field research and produce written and oral reports concerning a research, natural resource inventory, and/or environmental assessment problem. A multi-disciplinary approach to problem-solving is incorporated. Student evaluation will be based on quantity and quality of personal contribution to the project effort, ability to function in a team environment, peer review, effectiveness of field approach, and demonstrations of written and oral communication skills. May have a service learning component. $100 Course Fee.
Prerequisite(s): Junior/Senior standing; or c/i.
(fall)
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ENSC 430 - Human Dimensions of Global Change 4 Credit(s)
From globalization to climate change, natural processes coupled with human activities are fundamentally reshaping Earth systems. Such global change is having far-reaching impacts on humans and the natural world from the Tropics to the Poles. With the rapid rate of change surrounding us, there is a need to better understand the factors driving the dynamics of these large-scale systems and how humans can minimize negative impacts as well as better plan and prepare for global changes. In this course you will engage in activities both within and outside the classroom that require you to evaluate arguments, debate different perspectives, analyze information, and reflect on your learning. Through a group project, you will have the opportunity to design, implement, and assess a climate mitigation and/or adaptation project that you will then connect to international global change debates. Through experiential learning you will deepen your understanding of the human dimensions of global change and you’ll have the tools to critically assess and take action on pressing environmental issues. $100 course fee
Prerequisite(s): ENSC 121 and GEO 210
Fall/even-numbered years
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ENSC 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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ENSC 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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ENSC 494P - Seminar: Public Presentation 1 Credit(s)
Students will prepare and deliver a professional public presentation outlining their work on either an internship or senior thesis. This presentation will generally be performed at the annual spring campus research symposium, or occasionally at another professional venue as approved by the student’s advisor.
Prerequisite(s): ENSC 498 /ENST 498 , or ENSC 499 /ENST 499 ; and c/i
Corequisite(s): ENSC 498 /ENST 498 , or ENSC 499 /ENST 499 ; and c/i
Pass/Fail. (fall/spring)
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ENSC 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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ENSC 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. Project/thesis election subject to approval of the Environmental Science department advisor.
Prerequisite(s): Junior/Senior standing, c/i, c/pc, and c/vc.
(fall/spring)
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Environmental Studies |
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ENST 122 - Living Interpretation 4 Credit(s)
The purpose of this course is to introduce students to the relevant literature of naturalist science, provide students with the opportunity to visit with the places and people who help connect cultural and scientific resources of our area to the general public, and gain a comprehension of the basics of interpretation as a discipline. Students will have an opportunity to gain recognition through the National Association of Interpretation as Certified Interpretive Hosts, if they choose, to help broaden their experiences for the job market within interpretation. Students will be evaluated through exams, quizzes, activity reading, and reading analysis.
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ENST 274 - Sustaining Water Resources 4 Credit(s)
Water is vital for life and needed for social, economic, environmental and cultural purposes. With so many competing needs, managing water can be contentious. So how do we allocate water resources – who gets what, when, where, and how – fairly and peacefully? In this course we’ll learn the foundations of water science and explore how humans alter the water cycle and shape water flows. We will learn about both the physical and social processes that shape water management and influence the distribution of water resources across the Earth. Through project-based learning you will learn about river basin water management and will evaluate who benefits from these management decisions (who wins) and at what cost (who loses). Finally, we will explore how to support more sustainable and equitable CP Form Rev. 03/17 management practices for water resources – particularly given our changing world. Topics will include water science and budgets, integrated water resources management, dams and infrastructure, water conflict and cooperation, privatization of water resources, as well as the politics and social wellbeing embedded in water resources management. This course is designed to provide a global perspective grounded in specific and relatable case studies that connect local challenges in water resources management to global debates. $100
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ENST 275 - Environmental Interpretation I 4 Credit(s)
The purpose of this course is to define, describe, and expand “interpretation” as a communication process in environmental education. Students will practice preparing and delivering interpretive programs that are enjoyable, thematic, organized, and relative, balance the scientific bases of such programs with the artistic delivery of the same programs rendering them “compelling”, recount measures by which the interpretive process might impact the very resource areas that the same educational process was designed to protect, and explain how the instruction of what is in the environment might lead the learner to love and protect that environment. Students will be assessed through three short oral interpretive talks, exams, essay, and an interpretive group project. $900 Course Fee.
Prerequisite(s): BIOB 170 and GEO 103 .
(fall)
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ENST 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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ENST 384 - Environmental Policy 4 Credit(s)
An intensive introduction to the history, development, and implementation of environmental policies. Environmental policy topics may include wilderness, public lands, clean air and water, waste management, energy development, and population growth. Emphasis is placed on analyzing domestic and international case studies and arguing positions on these topics orally. Construction of educational pamphlet on a topic of local or regional concern will serve as the capstone, experiential-learning component of the course. S75 Course Fee
Prerequisite(s): Junior/Senior Standing
(spring, odd-numbered years)
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ENST 472 - Environmental Education 4 Credit(s)
This course is designed for students interested in outdoor and environmental education. Students will learn the history of and approaches to experiential and environmental education. Through readings, class discussions, and experiential class activities and field trips, students will develop an appreciation for the nature of environmental education, as well as the importance of the connection between humans and their environment. Through class projects, discussions, and writing assignments, students will demonstrate their ability to develop a sense of connection with their environment and the natural world around them and to help instill this in others. $45 Course Fee.
Prerequisite(s): c/i.
(fall)
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ENST 475 - Environmental Interpretation II 4 Credit(s)
Students will further develop their skills to become professional environmental interpreters. In this class, students will examine key examples of the literature of environmental interpretation and the contributions of selected, significant naturalists from the late 18th century to present. In addition, this course teaches advanced creative approaches to methods for establishing effective programming featuring environmental themes. It addresses specific techniques for diverse audiences, especially those fostering science education, natural history, wildlife, and ecology topics. Students will be assessed through a 45-minute oral interpretive talk based on a shadowing experience that takes place throughout the block and a large group interpretive project.
Prerequisite(s): ENST 275 .
(spring)
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ENST 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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ENST 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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ENST 494P - Seminar: Public Presentation 1 Credit(s)
Students will prepare and deliver a professional public presentation outlining their work on either an internship or senior thesis. This presentation will generally be performed at the annual spring campus research symposium, or occasionally at another professional venue as approved by the student’s advisor.
Prerequisite(s): ENSC 498 /ENST 498 , or ENSC 499 /ENST 499 ; and c/i.
Corequisite(s): ENSC 498 /ENST 498 , or ENSC 499 /ENST 499 ; and c/i.
Pass/Fail (fall/ spring)
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ENST 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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ENST 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. Project/thesis election subject to approval of the Environmental Science department advisor.
Prerequisite(s): Junior/Senior standing, c/i, c/pc, and c/vc.
(fall/spring)
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Equine Horsemanship |
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EQUH 155 - Introduction To Natural Horsemanship: Gaining Confidence & Respect 3 Credit(s)
The student will gain an understanding of the basic concepts of natural horsemanship, first via groundwork, and then riding. Using a natural approach, the student will learn and implement a number of basic maneuvers to gain the horse’s respect and confidence. These activities will increase the student’s awareness of safety issues around horses and will increase the student’s ability to read the horse’s body language. The student will begin to understand the importance of feel, timing, and balance when working with horses. The student will learn safe and efficient saddle techniques and how to safely mount the horse. In the saddle, the student will learn the fundamentals of rein position and will practice control of the horse in the gaits of walk and trot. In addition to mastery of the theory and ideology of natural horsemanship, students must also demonstrate their competency and mastery of covered techniques by their correct application of skills sets with their horse both on the ground and under saddle. Students will demonstrate their understanding of course material via class participation, written field and research reports, and examinations.
Prerequisite(s): Acceptance into Natural Horsemanship program, with a suitable horse with required vaccinations; or c/i.
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EQUH 205 - Equine Event Management 1-2
In this course, students will gain knowledge of organizing and hosting an equine related event. Students will be introduced to advertising, public relations, finances, and managing people. Student performance will be assessed through written examinations, written reports, and demonstration of skills.
Prerequisite(s): BMGT 210 .
(Spring)
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EQUH 222 - Elements of Rodeo 2 Credit(s)
The Elements of Rodeo courses focus on National Intercollegiate Rodeo Association (NIRA) events: bareback riding, steer wrestling, saddle bronc riding, tie down roping, team roping, goat tying, breakaway roping, and barrel racing. Rules governing a selected event, techniques of competition, and responsibilities of NIRA athletes are presented. Students will apply fitness and wellness concepts, injury prevention measures, basic injury care, and winning physical and mental strategies to human and equine athletes competing in the event.
(fall/spring)
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EQUH 252 - Natural Horsemanship: Building a Relationship 3 Credit(s)
In this course, the student will learn how to get the horse to respond at a new level. In EQUH 155 , the goal was to develop respect and confidence. The student will develop more feel, better timing, and more harmony with the horse. The student will learn about impulsion and how to use reins less and the seat more while in the saddle. In addition to mastery of the theory and ideology of natural horsemanship, students must also demonstrate their competency and mastery of covered techniques by their correct application of skills sets with their horse, both on the ground and under saddle. If time permits, students will refine that respect and confidence to build a connection that will be tested by work at liberty (without a lead line and halter). Students will demonstrate their understanding of course material via class participation, written field and research reports, and examinations.
Prerequisite(s): Acceptance into Natural Horsemanship program, and EQUH 155 , and horse evaluation; or c/i.
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EQUH 254 - Natural Horsemanship: Harmony With Your Horse I 3 Credit(s)
The primary objective of this course will be to take the skills and knowledge learned in EQUH 155 and EQUH 252 and further develop these skills so that the horse and the human achieve positive reflexes. Students will progress to using a higher level of communication on the ground, and see more of the relationship from ground to saddle. In the saddle, students will get harmony with the horse and gain knowledge of a horse’s self-carriage and impulsion. The student will learn impulsion programs and the different patterns of different gaits. Students will also learn about the importance of “seat connection” while riding a horse and the importance of rein and feet connection. In addition to mastery of the theory and ideology of natural horsemanship, students must also demonstrate their competency and mastery of covered techniques by their correct application of skills sets with their horse, both on the ground and under saddle. Students will demonstrate their understanding of course material via class participation, written field and research reports, and examinations.
Prerequisite(s): Acceptance into Natural Horsemanship program, and EQUH 252 ; or c/i.
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EQUH 255 - Natural Horsemanship: Harmony With Your Horse II 3 Credit(s)
Entering into this course, a student should have a thorough understanding of and have competent abilities both on the ground and in the saddle. The student will advance the skills, confidence, and respect gained on the ground by creating a stronger lead rope-to-feet connection. In the saddle, the horse and rider will develop more emotional collection, improving impulsion, and self-carriage in all three gaits. The increased harmony between ground connection developed through increased harmony between the horse and rider will prepare them for the next level of refinement. In addition to mastery of the theory and ideology of natural horsemanship, students must also demonstrate their competency and mastery of covered techniques by their correct application of skills sets with their horse, both on the ground and under saddle. Students will demonstrate their understanding of course material via class participation, written field and research reports, and examinations.
Prerequisite(s): Acceptance into Natural Horsemanship program, and EQUH 254 ; or c/i.
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EQUH 292 - Independent Study: Natural Horsemanship V 1-4 Credit(s)
This course allows the student to focus on a contemporary area of interest in the natural horsemanship area. The emphasis of the course will be on experiential learning. Students are expected to critically evaluate, analyze, and synthesize selected topics through authorship of an extensive course paper requiring independent research skills.
Prerequisite(s): Sophomore standing, c/i, c/ pc, and c/vc.
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EQUH 298 - Internship 4 Credit(s)
This field experience provides a broader application of the techniques of horsemanship to a professional setting. Students work under the guidance of an equine professional with the support of a university faculty supervisor. Students will complete a series of written periodic reports and a portfolio in the form of a final comprehensive report on their experience..
Prerequisite(s): Sophomore standing, c/i, c/pc, and c/vc.
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EQUH 301 - Practical Instruction of Handling & Haltering 4 Credit(s)
In this course, students will gain knowledge of handling a green horse through the steps of haltering, working the feet, and groundwork. Using knowledge from previous courses, the student will learn additional techniques working with green horses and implementing their knowledge in order to teach others. In addition, the student will instruct to others on what they have learned during the handling of a green horse.
Prerequisite(s): EQUH 252 .
(Spring).
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EQUH 351 - Natural Horsemanship: Refining the Foundation I 4 Credit(s)
In this course, the student uses skills including seat connection and impulsion patterns gained in EQUH 155 through EQUH 255 to focus toward refinement and suppleness. At this level, the student will gain more control of the horse’s body and feet while maintaining softness through the reins. The goal of the next two courses is for the student to continually refine the foundation to allow for lateral movements, vertical flexion, impulsion, and rein-to-feet connection. In addition to mastery of the theory and ideology of natural horsemanship, students must also demonstrate their competency and mastery of covered techniques by their correct application of skills sets with their horse, both on the ground and under saddle. Students will demonstrate their understanding of course material via class participation, written field and research reports, and examinations.
Prerequisite(s): Acceptance into Natural Horsemanship program, and EQUH 255 ; or c/i.
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EQUH 352 - Natural Horsemanship: Refining the Foundation II 4 Credit(s)
This course brings together the skills and knowledge gained in all previous natural horsemanship courses. The student and horse are now achieving a solid level of communication, both on the ground and in the saddle. This communication continues to be more refined, and the high level of confidence and respect between the horse and the student becomes evident. Upon completion of this course, the student and horse have all the ingredients of mental, emotional, and physical collection that is the foundation of horsemanship. The solid foundation will enable the student and horse to progress into whatever facet of horsemanship is desired. In addition to mastery of the theory and ideology of natural horsemanship, students must also demonstrate their competency and mastery of covered techniques by their correct application of skills sets with their horse, both on the ground and under saddle. Students will demonstrate their understanding of course material via class participation, written field and research reports, and examinations.
Prerequisite(s): Acceptance into Natural Horsemanship program, and EQUH 351 ; or c/i.
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EQUH 398 - Introduction to Equine Instruction Internship 4 Credit(s)
This course introduces students to basic methods of instruction in horsemanship while at the same time providing a foundation for increased knowledge of horsemanship. It prepares students for their methods course EQUH 497 . Students work under the guidance of an equine professional with support of a university faculty supervisor. Students will complete a series of written periodic reports and a portfolio in the form of a final comprehensive report on their experience.
Prerequisite(s): Sophomore standing and EQUH 255 .
(summer).
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EQUH 404 - Contemporary Issues & Ethics in the Equine Industry 4 Credit(s)
In this course, students will gain knowledge of contemporary issues and current affairs in the equine industry. Over the last century, the perspective of horse ownership has changed; horses have moved from being utility to companion animals. This class will examine that important distinction along with the pertinent politics, any federal and state legislation, and the financial impacts of that transition. Subject material may vary year to year depending on the relevant topics that dramatically aff ect the equine industry. Ethics and concerns regarding horse use (breeding, buying, and selling horses, equine events and competitions) will be investigated. Students
will demonstrate their understanding of course material via class participation, written field and research reports, and examinations. $40 course fee
Prerequisite(s): Senior standing; or c/i.
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EQUH 453 - Young Horse Starting & Development 4 Credit(s)
This course involves the fundamentals of handling young horses from basic ground skills through initial rides under saddle and introduction to the snaffle bit. The horses used usually range from 2- to 3-years of age, and will have had little to no prior handling. This course requires a strong base of knowledge and skills gained in the previous horsemanship courses (EQUH 155 to EQUH 352 ). Working with young horses is a challenge, due to the unpredictable nature of horses, and requires the successful student to be physically, mentally, and emotionally fit. This is a demanding yet rewarding course that tests the student’s previous knowledge and experience in natural horsemanship. Students will be directly assessed on their ability to apply acquired natural horsemanship techniques by demonstrating their competency, mastery, and positive progression through the training of these young horses.
Prerequisite(s): EQUH 352 , and a suitable horse with appropriate vaccinations; or c/i.
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