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BIOL
513 Terrestrial Ecology of Plains and Prairies
Credit: 1
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Sharon Eversman, Department of Ecology, MSU-Bozeman
Grassy areas – plains, prairies
and meadows – rarely get the attention that
lakes do, for example, or forests. But are grassy
areas really that boring? What is the difference
between the grass in your lawn and the bunchgrass
in the field? Why are grasslands of any size important?
How does land use change community composition?
In this course, we will take a closer look at
one or two grass communities near your home or
school and address these questions and others.
You will complete six activities in this course:
1) Examine grass plants and learn some of their
biology.
2) Locate and describe an important grassland
in your area, a park, for example, explaining
why it is special.
3) Locate and describe one or two study areas
for your class project that ideally could be used
for your own classroom activities.
4) Identify 8-10 major plants in your study areas
and construct a dichotomous key to the plants
that could be used by your students.
5) Quantitatively compare two features between
or within your study areas, collecting data and
analyzing them statistically (a sample statistics
problem will be provided).
6) Write a short paper on your project, following
scientific paper format. A “Question of
the Week” will spark discussion among class
members.
This course will get you outside, investigating
areas that you find interesting and relevant to
you and your students. It may be combined with
BIOL 519, Biology of Riparian Zones and Wetlands,
for observing similarities and differences between
drier and wetter communities.
BIOL 516 Terrestrial
Ecology of the Northern Rocky Mountains
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Tad Weaver, Department of Ecology, MSU-Bozeman
A field oriented study of Montana ecosystems that
uses facts and methods which can be extrapolated
beyond the region. Objectives are 1) to introduce
Rocky Mountain ecosystems, 2) to relate them to
North American and world ecosystems, and 3) to
review measurements used to extend our knowledge.
Discussion will focus on ways to use material
for teaching with 'the scientific method'. The
course will be plant and ecosystem oriented; attention
to animals will depend on student input.
The ecosystems considered occupy the entire altitudinal
gradient ranging from grassland/shrubland through
dry forest, and cool moist forest to alpine. Climax
communities will be compared with seven traditional
questions: what is its ... composition (plants
and animals), structure (layers, etc), processes
(PS and respiration), distribution in time and
space, relation to environment (e.g. temperature
and water requirements), and classification (Daubenmire
HTs).
An ecosystem may be occupied by vegetation other
than climax vegetation. Immature vegetation might
be seral, i.e. communities occupying the site
soon after disturbance. Or the vegetation might
be held in a stable sub-climax by forces such
as repeated cultivation or fire. 'Seral' and 'disclimax'
vegetation will be observed and compared to each
other and to climax vegetation in the light of
the seven questions posed above.
While content will focus on Montana ecosystems,
the process is central to science and extend beyond
ecology to most human pursuits. We will practice
discovery using a method (scientific method),
associated statistics, and ecological tools. Of
tools, we will test some - such as shears, rulers,
scales, remote (air/satellite) photos, and the
library. Each student will design a project, gather
data, analyze it, and write a short paper.
BIOL
519 Biology of Riparian Zones and Wetlands
Credit: 2
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Sharon Eversman, Department of Ecology, MSU-Bozeman
Building a home along the bank of
a river (riparian zone) or draining a wet area
(wetland) for “useful” purposes are
commonplace activities throughout the country.
But how do these activities change the functions
of naturally occurring riparian zones and wetlands?
In this course, we will explore the structure
and functions of these areas transitional between
dry and aquatic communities, and their importance
in the natural world. You will complete six activities
in this course:
1) Read some on-line material about riparian zones
and wetlands, and discuss the material.
2) Locate and describe an important riparian zone
or wetland, a park for instance, in your area,
explaining why it is special.
3) Locate and describe one or two study areas
for your class project that ideally could be used
for your own classroom activities.
4) Identify 8-10 major plants in your study areas
and construct a dichotomous key to the plants
that could be used by your students (or friends).
5) Quantitatively compare three features between
or within your study areas, collecting data and
analyzing them statistically (a sample statistics
problem will be provided).
6) Write a short paper on your project, following
scientific paper format. We will have a “Question
of the Week” for sparking discussion among
class members.
Science standards, federal and state, usually
require field activities and ecological understanding.
This course will get you outside, investigating
areas that you find interesting and relevant to
you and your students. This course can be combined
with BIOL 513, Terrestrial Ecology of Plains and
Prairies, for heightening awareness of the similarities
and differences between grasslands and wetter
areas.
BIOL
520 Understanding & Managing Animal Biodiversity in Yellowstone National Park
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Jay Rotella, Department of Ecology, MSU-Bozeman
The Greater Yellowstone Ecosystem
is a dramatic setting composed of lands that vary
widely in terms of their elevation, soils, habitat
features, & animal diversity, as well as in
terms of land ownership, land use, and wildlife
management. This course is designed to explore
how animal diversity is distributed across the
Greater Yellowstone Ecosystem (GYE), why such
a distribution exists, & the consequences
of those distributions to animal conservation.
To gain a better understanding of the causes &
consequences of spatial patterns of biodiversity,
we will explore a variety of locations in Yellowstone
National Park and its surrounding National Forests,
Wildlife Refuges, and private lands.
This course will have the following
components for studying animal conservation in
the GYE in today’s changing world:
-
Who are the animals of the GYE? Field identification,
species ecology and life histories, and species-specific
habitat needs.
-
How are species distributed across the GYE?
Where is diversity high versus low? Why might
such patterns exist?
-
How well do the distributions of species overlap
with (a) existing National Park lands, (b)
other wildlife reserve lands, and (c) private
lands?
-
How can we use knowledge of such patterns
to conserve diverse species of wildlife in
the GYE?
The course builds foundations in
morning lectures, discussion, quizzes and lab
exercises. Field trips include visits to diverse
habitats in Yellowstone National Park and surrounding
lands, techniques of animal identification, and
in-depth discussion of key topics in the course.
Field trips seek to build an understanding of
the unique challenges of and innovative strategies
for managing diverse species in a complex and
changing world.
Physical Fitness Requirement: Field
trips require walking up to 2 miles on moderate
slopes on established trails.
BIOL
522 Birds of Prey of the Greater Yellowstone Ecosystem
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate
years (odd)
Instructor:
Dr. David Willey, Department of Ecology, MSU-Bozeman
This course is designed to explore the ecology
and habitats of raptor species that live in the
Greater Yellowstone Ecosystem (GYE). Birds of
prey include all species of raptors. Raptors are
birds with unique specializations for killing
prey, e.g., raptorial claw-like feet and massive
bills designed to rip, tear, and crush their prey.
The course will explore strategies raptors use
to find things to eat and safe places to nest.
We will pay special attention to the influence
of human activities on raptors and their habitats.
This course will have the following components
for studying birds of prey in the GYE:
1) Who are the Birds of Prey in the GYE? Field
identification of raptors, species ecology and
life histories, and species-specific habitat needs.
2) Examination of key principles of raptor population
ecology (studying survival and reproduction).
3) Reinforce methods of discovery: raptor responses
to human encroachment into wilderness.
4) Review inquiry-based learning: the scientific
method and things raptors eat (the concept of
“resource availability”).
The course builds foundations in morning lectures,
discussion, quizzes and lab exercises. Afternoon
field trips include techniques of raptor identification
and studying raptor ecology. Field trips will
integrate methods to study trends in raptor population
status and habitat quality.
Physical Fitness Requirement:
Field trips require walking up to 2 miles on moderate
slopes on established trails.
BIOL
523 Wildlife Ecology of the Northern Rocky Mountains
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate
years (even)
Instructor:
Dr. David Willey, Department of Ecology, MSU-Bozeman
The course is designed as an introduction
to the Ecology of the Rocky Mountains as showcased
within Yellowstone National Park. The Park may
well be one of the few intact wild ecosystems
in the lower 48 states. The course content will
include principles and techniques for studying
wildlife populations in the field. This course
will also focus on large mammalian and avian wildlife
populations that occupy terrestrial ecosystems
within the Northern Rocky Mountains. The course
will have the following components:
-
Examine key principles of ecology, particularly
population ecology, and review fundamental
connections among species, populations, communities,
and ecosystems.
-
Use the platform of ecology to discern methods
to study wildlife responses to human disturbances
(e.g., habitat loss, increased urban development
and encroachment in wilderness, and global
warming).
-
Explore contemporary issues of wildlife
management within the Northern Rockies (e.g.,
wolf reintroductions in Yellowstone National
Park).
This course will be based in the wildlife lab
on MSU's campus on Monday. During Tuesday through
Thursday morning, the course will be field-based.
We will leave Bozeman on Tuesday and return to
Bozeman on Thursday mid-day. We will camp for
three nights during the week and cook our meals
at campsites. Transportation will be provided
by the MSU motor pool (vans) - no personal vehicles
permitted (no exceptions).
Students are expected to provide the following
minimum equipment for their camping needs:
-
One- or two-person, light-weight, non-bulky
tent (no big, heavy “family” tents
– we won’t have room for these);
team up with another student to share a two-person
tent if possible
-
Sleeping bag and pad (no bulky air mattresses)
-
Basic cooking equipment + utensils (team-up
with another student) – no big Coleman
stoves or lanterns (bring small, lightweight,
back-packing equipment)
-
Minimal clothing for one week (layers for
hot and cold weather)
-
Largest can available of bear “pepper-spray”
(active ingredient = capsaicin)
-
Personal toiletries, sunglasses, hat, daypack,
water bottle, sunscreen, camera, field notebook
and pen, etc.
-
Food for 1 day (we will restock food supplies
on a daily basis, or as needed)
-
Large coolers will be provided for perishable
food.
Physical Fitness Requirement: Physical Fitness requirements.
The course requires moderate outdoor
physical activity. Students are expected to walk
several miles, often in relatively steep terrain
without established hiking trails. Please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet these requirements.
BIOL
580 Land Use Issues in the Greater Yellowstone
Ecosystem
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructor:
Dr. Jerry Johnson, Department of Political Science,
MSU-Bozeman
This course will lay the groundwork
for an understanding of the legal and political
basis for scientific management of natural resources
on public and private lands in the Greater Yellowstone
Ecosystem. Readings, field visits and skill-building
exercises will equip science educators with the
social context of complex ecological issues.
Issues facing policy makers in complex
administrative jurisdictions like the Greater
Yellowstone Ecosystem require a consideration
of the social, legal and economic environment
as well as understanding the scientific questions.
Both are necessary if society is to successfully
address issues like recovery of endangered species,
rural sprawl, or wildfire. The laws that govern
the development of the vast storehouse of natural
resources in the West are based in a time some
call the era of the "Lords of Yesterday".
They are the product of a more freewheeling period
of our economic and political history. They include
water law, hardrock mining law, timber and grazing,
and the designation of Yellowstone National Park
in 1872. These laws play a direct role in how
and why the resource agencies manage public lands
in the West.
Today, economic, social, and political
changes are sweeping the West. The emergent New
West is often in conflict with the Old as extractive
industry gives way to tourism, retirees, and a
service-based economy. While the impacts of our
extractive history are well understood, those
resulting from rapid land use and social change
are less so; from employment patterns to politics,
the new west is different from the old.
BIOL
580 Ecology of Trout Streams
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructors:
Dr. Tom McMahon, Department of Ecology, MSU-Bozeman
Dr. Billie Kerans, Department of Ecology, MSU-Bozeman
Montana is home to world-renowned
trout streams, and this course is designed to
delve into how trout and trout streams function
and some of the current issues surrounding their
management. The course content will include principles
and techniques for studying trout and trout streams
in the laboratory and the field. The course will
have the following components:
-
Identification of the main types of trout
and stream insects found in Montana streams
and their life history, habitat use, adaptations
for living in fast water.
-
Examine key environmental components of a
trout stream (e.g., water temperature, physical
habitat features) and how these factors affect
population dynamics of both trout and their
main insect prey.
-
Explore contemporary issues of trout stream
management within the Northern Rockies (e.g.,
whirling disease, habitat restoration).
This course will combine laboratory
lectures and exercises with day-long field visits
to area streams to collect aquatic insects, conduct
habitat analyses, and view various types of stream
management practices. On one field trip, students
will don wet suits and directly observe trout
behavior. Final Projects will emphasize applications
to K-12 science classrooms.
BIOL
580 Teaching Evolution
Credit:3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Anna Thanukos, Education and Outreach, University of California Museum of Paleontology
This course is designed to provide students with the knowledge, skills, and resources they need to teach evolution effectively. In this course, students will get an overview of evolutionary history and theory, an introduction to current topics of evolution research, tools for making evolution relevant to the science classroom and students' lives, and strategies for lesson development, as well as practical techniques and background knowledge for responding to challenges to evolution instruction.
Chemistry and Biochemistry
CHEM
500 Science Lab Safety and Risk Management
Credit: 1
Mode of Delivery: Campus
Semester Offered: Summer
Instructors:
Dr. Steven Holmgren, Department of Chemistry and
Biochemistry, MSU-Bozeman
Scott Rogers, Loss Control Manager - Western States
Insurance Agency
Dallas Johnson, Safety Officer, Department of
Chemistry and Biochemistry
Skip Hougland, Fire/Life Safety Officer
This seminar provides information on safe school
laboratory practices including protocols for chemical
purchase, storage and disposal, as well as safety
equipment. Evaluation and modification of common
laboratory experiments and demonstrations will
be included, with participants providing sample
lab exercises for evaluation. Explicit chemical
fire control procedures will be addressed with
a hands-on fire extinguishing experience. Insurance
risks will be considered.
CHEM 505 Critical
Concepts in Chemistry
Credit: 3
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Chris Bahn and Dr. Bill McLaughlin, Department of Chemistry and
Biochemistry, MSU-Bozeman
This course explores new learning strategies that encourage discovery-based learning. A practical laboratory component will enable students to develop laboratory and/or demonstration projects using new approaches and new technology. For each concept, students will pool their current understanding, review texts, develop increased depth and facility in the topic and invent and share practical projects related to the topic.
CHEM
506 Enhancing Laboratory Instruction with Use
of Computers
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructors:
Dr. John Amend, Department of Chemistry and Biochemistry,
MSU-Bozeman
This course provides an opportunity
for grades 7-14 science teachers to explore innovations
in curriculum, technology, modern laboratory facilities,
and new learning strategies that encourage discovery-based
learning. Properly used, a personal computer and
an inexpensive data acquisition interface can
enhance the teaching of laboratory science. Graduate
students enrolled in this class will learn ways
to use computer technology to engage students
in discovery-based learning, to improve laboratory
time utilization, to reduce equipment and chemical
costs, and to improve safety.
This course involves three integrated content
threads. The first introduces the basic principles
and tools involved in electronic and computer-based
laboratory measurement. The second uses these
tools to build understanding of chemical principles,
and the third uses technology and laboratory design
to support inquiry-based teaching strategies.
Chemists and scientists in other fields profit
from an understanding of the electronic principles
involved in use of common environmental sensors.
The first thread provides a “hands-on”
introduction to sensors for measurement of light,
temperature, pressure, pH, colorimetry, turbidity,
and the simple electronic circuits that support
them. It presumes no background in electronics
The second thread involves use of computer based
measurement and software tools to investigate
real chemical systems. Experiments involve thermochemistry,
spectroscopy and atomic structure, acid-base chemistry
and indicators, kinetics, colorimetry, fluorescence,
turbidimetry, and nuclear chemistry.
The third thread introduces teaching strategies
that use computer technology and innovative laboratory
architecture to engage students in experiment
design, fast high quality data acquisition, and
group discussion and concept synthesis from real
data.
This course will be held in a state-of-the-art
laboratory facility equipped with a networked
high resolution computer data acquisition system
at every lab station. Modern software tools permit
projection and group discussion of any team’s
data, as successes and mistakes create learning
situations for the entire laboratory group.
Each afternoon, students will work with faculty
as individuals or teams to develop experiments
useful in the courses they teach. These experiments
can be drawn from their course content, or from
experiments and lab equipment they wish to learn
to use.
Friday afternoon the group convenes to present
experiments that they have developed. These reports
are printed and provided as curriculum resource
for course participants.
CHEM
580 Environmental Measurement: Sensors & Electronics
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructors:
Dr. Alex Whitla, Department of Chemistry, Mount
Allison University, Canada
Dr. John Amend, Department of Chemistry and Biochemistry,
MSU-Bozeman
Chemists and scientists in other
fields can profit from an understanding of the
electronic principles involved in the use of common
environmental sensors--sensors for measurement
of light, high resolution measurement of temperature,
pressure, pH, colorimetery, turbidity, and thermocouple
high temperature measurements--and the simple
electronic circuits that support them. This course's
"hands-on" approach introduces digital
voltmeters and simple DC circuits, operational
amplifiers, basic principles of digital logic
and counting circuits, and analog-to-digital conversion.
CHEM
580 Exploring Biochemistry for Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Dr. Rachel Neal, Department of Chemistry and Biochemistry,
MSU-Bozeman
This course is for teachers interested in deepening their background in Biochemistry. It is designed as a supplement to the MSSE curriculum. The course will consider the reactions of the principle biochemical molecules (carbohydrates, lipids, proteins, and nucleic acids) with additional emphasis on biomedical topics. The primary goal of this course is to promote critical thinking about important, current health issues and to examine the role of laboratory modules in teaching these concepts. General biochemistry principles will be presented to understand the diseases under review.
CHEM
580 Exploring Chemistry for Middle & High School Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructors:
Dr. Rachel Neal, Department of Chemistry and Biochemistry,
MSU-Bozeman
This course provides an in depth discussion of critical concepts in chemistry. Chemical principles will be presented in the context of real-world issues including energy production (biofuels), chemistry of water, and polymers. Additional emphasis will be placed on the role of experimental sciences in teaching reading, writing, and logical thinking across multiple student backgrounds. Appropriate student laboratory designs will be addressed.
CHEM
580 Exploring Organic Chemistry Teachers
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. Rachel Neal, Department of Chemistry and Biochemistry,
MSU-Bozeman
This online (webCT) course targets science teachers, Grades 6-12. The course will provide a general review/background in organic chemistry with an emphasis on functional groups and covalent chemistry reaction mechanisms while focusing on applications including polymers and biochemical principles. A series of current scientific journal articles and news articles will be assigned for discussion to supplement the normal course material.
The online class will also explore the conceptual design of organic chemistry laboratory experimentation. The class will discuss the design of organic chemistry lab exercises and each student will design one lab highlighting a multilevel chemistry concept discussed in class with relevant materials produced. Emphasis will be on conceptual design of experiments as well as applications of organic chemistry to everyday life.
This course provides background for future courses in biochemistry for middle and high school teachers.
CHEM
580 Special Topics: Equilibrium, Thermodynamics, & Kinetics
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructors:
Dr. Chris Bahn, Department of Chemistry and Biochemistry,
MSU-Bozeman
Equilibrium, Thermodynamics, and Kinetics explain why reactions stop where they do, why they get hot or cold, and how fast they occur. The rusting of a car and the explosion of a stick of TNT are actually the same type of process – thankfully happening at a different rate. How can reactions be so similar and so different at the same time?
These three topics make up a large portion of the “Reactions” section of the AP exam (35-40%) as well as a significant portion of the second half of an International Baccalaureate Chemistry course. These topics also represent some of the more difficult material to understand in General Chemistry.
This course is designed to help instructors bolster their background in equilibrium, thermodynamics, kinetics as well as provide assistance in the teaching of these topics. A classroom population represents a distribution of learning styles and a goal of this course is to provide a variety of instructional tools for teachers to utilize in their classrooms.
Earth
Science
ESCI
500 Seminar: Field Geology
Credit: 1
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Dave Lageson, Department of Earth Sciences,
MSU-Bozeman
Southwest Montana is home to some
of the most complicated and best exposed geology
in the Rocky Mountains. The region lies at the
intersection of several tectonic regimes that
span great than three billion years of earth history,
resulting in overlapping structural styles and
often very complicated field relationships. This
two-day course will investigate two complex field
areas near Bozeman as examples of how geologists
use stratigraphy and structural geometry to construct
geologic maps and unravel the history of tectonic
deformation.
Requirements: Participants
in this field course must be in very good physical
condition. The course will involve hiking all
day at a brisk pace in rough terrain at high elevation,
often involving very steep topography. Students
will be expected to turn in their geologic maps,
cross sections and reports at the end of the two-day
exercise.
ESCI
512 Mountains and Plains Riparian Processes
Credit: 2
Mode of Delivery: Distance
Semester Offered: Summer alternate
years (even)
Instructor:
Dr. Steve Custer, Department of Earth Sciences,
MSU-Bozeman
This course examines hydrologic
and geomorphic processes that operate adjacent
to streams. Examples will be drawn from both plains
and mountain settings. Topics will include ground-water
discharge, springs, wetland soils, soil temperature,
runoff production, partial variable runoff areas,
sapping, sediment production and sediment delivery
from riparian areas and adjacent slopes, and riparian
best management practices. The interaction between
physical hydrologic and geologic processes and
riparian ecology will be explored. Students are
encouraged to enroll in the companion Biology
519 Biology of Riparian Zones and Wetlands
course that will examine the biological dimension
of riparian systems in more detail. Students will
integrate what they learn into classroom projects
that focus on areas near their school.
ESCI
516 Northern Rocky Mountain Geology
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Dave Lageson, Department of Earth Sciences,
MSU-Bozeman
This course will investigate the geological history
and evolution of the Northern Rocky Mountain region.
Topics to be covered will include local stratigraphy,
the Laramide and Sevier orogenic events, volcanism
in and around Yellowstone National Park, earthquake
activity within the Intermountain Seismic Belt,
and many more. Daily field trips from campus will
provide “hands-on learning” in some
of the best-exposed, classic geologic localities
in the Rocky Mountains. The course will integrate
many aspects of physical geology, historical geology,
geomorphology, structural geology, seismology,
volcanology, and tectonics in a manner that is
relevant and applicable to the region surrounding
Montana State University.
Physical fitness requirements:
In order to study the geology of the greater Yellowstone
region in the field, this course will involve very strenuous outdoor physical activity.
Students are expected to hike several miles at
high elevations in rough, rocky, mountainous terrain
in order to accomplish course goals, namely hands-on
field experience with geologic observations and
interpretations. To assure that all students will
have the full benefit of the program, please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet the expectations
of this course. If you require
an accommodation because of a disability, please
contact the instructor.
ESCI 517 Electronic
Hydrology
Credit: 2
Mode of Delivery: Distance
Semester Offered: Fall alternate
years (odd)
Instructor:
Dr. Steve Custer, Department of Earth Sciences,
MSU-Bozeman
This course focuses on hydrologic
data acquisition, analysis and interpretation.
Electronic data in the public domain will be downloaded
from National Oceanographic and Atmospheric Administration,
US Natural Resource and Conservation Service,
US Geologic Survey, and Montana Bureau of Mines
and Geology. Students will analyze rainfall (long
term average, variance and trends; monthly average;
storm average), snowfall (snow water equivalent,
density, change with elevation, distribution),
temperature (change with elevation and location
through time), stream flow (hydrographs, mean
annual discharge, peak flow, low flow, runoff,
recurrence interval, flood probability), and water
level and geologic information from wells in Montana
(water level trends, lithology, well parameters).
Goals include: data download techniques and sources,
statistical analysis of data, and lesson plan
development for 6th to 12th grade classrooms.
ESCI
519 Hydrology of Streams and Lakes
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer alternate
years (odd)
Instructor:
Dr. Steve Custer, Department of Earth Sciences,
MSU-Bozeman
We will study the hydrology of steams
and lakes in the mountains and plains.
Streams:
• Drainage basin analysis
• Stream hydraulics
• Slope
• Channel plan
• Channel cross section
• Channel types
Lakes:
• Geologic origin
• Evaporation
• Ground water recharge/discharge
Applications in the K-12 science classroom will
be emphasized (habits of a scientific mind).
ESCI 580 K-14
Earth System Science
Credit: 2
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. Jerry Nelson, Associate Dean for Academic
Affairs/Geology Professor, Casper College, Casper,
Wyoming
Participants will learn to find
the Internet's abundant digital Earth Systems
Science (ESS) resources and use these resources
to create integrated mathematics and science lessons.
Participants will learn to adapt online resources
to their own instructional environments at the
K-14 levels.
ESS emphasizes the dynamic interrelationships
among changes in the atmosphere, ocean circulation
patterns, and environmental processes on and beneath
the earth's surface. Internet-Based K-14 Earth
System Science Instruction is designed for K-14
teachers already familiar with using basic computer
and Internet tools. Participants will integrate
concepts from ESS with Internet resources, such
as digital weather images, near-real-time earthquake
data, and archived climate data, for examples.
Necessary ESS scientific background is provided
and effective pedagogical strategies are discussed
for using computer technology with students at
all levels K-14. Although the course science content
is based in ESS, emphasis will be on the integration
of mathematics and earth systems science, using
discovery and constructivist methods.
ESCI 580 Weather and Climate for Teachers
Credit:3
Mode of Delivery: Distance
Semester Offered:Spring
Instructor:
Dr. Jadwiga (Yaga) Beres, National Center for Atmospheric Research, Boulder, Colorado
Our dynamic atmosphere serves many roles in the EArth system. Ranging from weather forecasting meteorology that considers the day-to-day changes in Earth's atmosphere to large-scale climatology that characterizes long term changes in Earth's atmosphere, this course, specially designed for practicing science teachers at the middle school level, serves as a survey of topics in atmospheric science. The topics are closely aligned with the concepts emphasized in the NRC National Science Education Standards, and the instructional strategy uses electronic collaborative group discussions in concert with hands-on laboratories and activities that use NOAA data easily accessed via the Internet.
GEOL
521 Dinosaur Paleontology of Hell Creek Formation
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (odd)
Instructors:
Dr. James Schmitt, Department of Earth Sciences,
MSU-Bozeman
Dr. Frankie Jackson, Department of Earth Sciences,
MSU-Bozeman
This course is designed as an introduction
to the geology and dinosaur paleontology of the
Hell Creek Formation of eastern Montana. The Hell
Creek Formation has long been known for it’s
diverse dinosaur taxa, including Tyrannosaurus
rex and Triceratops, as well as
exposures of the iridium layer associated with
dinosaur extinction 65 million years ago. The
combination of slide presentations, labs, and
daily hiking in Makoshika State Park will provide
both background information and “hands-on”
learning experience. Techniques covered during
the class include interpretation of sedimentary
environments, taphonomy, and fossil collection
and preparation. This course will integrate many
aspects of biology, physical geology, paleogeography,
and tectonics.
Two transportation options are available: 1.
Vans will leave from the parking lot on the corner
of 11th and Grant on the MSU campus at 8 a.m.
Monday morning and drive to Makoshika State Park
near Glendive, MT. Approximately driving time
is seven hours. 2. Participants may drive their
own vehicles and meet Monday evening at the Lion’s
Club facility, Sleepy Hollow Lodge within Makoshika
State Park. Lunch will be provided on travel days.
The facilities include individual cabins that
are rustic but completely furnished and accommodate
4 to 6 students, a lodge where meals will be provided,
and a separate shower house with toilet facilities.
Students should furnish their own bedding and
personal items such as towels, shower shoes, etc.
Special dietary requirements should be noted on
the registration form. Students should have appropriate
hiking boots and be prepared for rain and cool
weather. Additional required items include backpack,
field notebook and pencils, and water containers
(3-4 liters total capacity).
Physical fitness requirements:
The course requires moderate to strenuous outdoor
physical activity. Students are expected to walk
several miles, often in relatively steep terrain
without established hiking trails. Temperatures
are often in the 90°F range. Please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet these requirements.
GEOL
560 Geology of the Yellowstone Volcanic Center
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Jim Schmitt, Department of Earth Sciences,
MSU-Bozeman
The purpose of this course is to
provide an understanding of the geology of the
Yellowstone Volcanic Center, the largest active
explosive continental volcanic center on Earth.
To provide the necessary geologic background for
understanding the geologic significance of the
Yellowstone region, students will first gain insight
into volcanism, seismology, geothermal activity,
glaciation, and mountain building within the context
of the plate tectonics paradigm. Special emphasis
will be placed on understanding the controls on
and types of volcanic processes characterizing
active volcanic regions of differing eruptive
styles (explosive and effusive). Differing tectonic
models for development of Yellowstone volcanism,
the history of caldera formation and related volcanic
activity, landscape evolution of the Yellowstone
Plateau and surroundings, earthquake hazards,
the record of Pleistocene glaciation, geothermal
processes and the geomicrobiology of thermal features,
and implications of all of these for humanity
will be investigated in detail.
Application of new technologies
aimed at providing a better understanding of the
volcanic and earthquake hazards of the Yellowstone
Volcanic Center including use of satellite imagery,
the Global Positioning System (GPS), Geographic
Information Systems (GIS), and earthquake seismology
will also be explored. In addition, the use of
Yellowstone thermal features and their microbial
life as comparative analogs for understanding
the origin of life on the early earth as well
as for the exploration for extinct and extant
life in the solar system will also be discussed.
Students will also have the opportunity
to explore how integration of various aspects
of Yellowstone geology may be usable as focal
points for student exploration and investigation
in their own classrooms employing varying instructional
methods and pedagogies.
This course will consist of 3 days
of in-class instruction on campus employing lectures,
directed learning experiences, and extensive use
of web-based resources, and 2 subsequent days
of field trips designed to explore the geology
of the Yellowstone Volcanic Center. Trips will
be designed to specifically examine evidence of
caldera formation, differing styles of volcanic
eruptions, minerals and microbe interactions at
thermal features, consequences of seismic activity,
and controls of volcanic activity on such landscape
components as topography, soils, plant distribution,
and water resources.
GEOL
580 Advanced Paleontology for Teachers
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (even)
Instructor:
Dr. Frankie Jackson, Department of Earth Sciences,
MSU-Bozeman
The goal and purpose of this course
is to provide an in-depth course for grade 7-12
teachers in geology and paleontology that builds
on previous experience and field techniques acquired
from GEOL 521 Dinosaur Paleontology of the Hell
Creek Formation. In addition to providing basic
information on geology and paleontology, this
field course includes information on how paleontologists
use rocks, fossils and extant animals and modern
environments to formulate interpretations about
the past. By the end of this course, students
will be able to identify sedimentary rocks in
which fossils are found, use sedimentary structures
for interpretation of depositional environments,
and have a better understanding of Montana's geologic
past.
GEOL
580 Geology of Glacier National Park & Surrounding Areas
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer alternate years (odd)
Instructor:
Dr. Dave Lageson, Department of Earth Sciences,
MSU-Bozeman
This field course will involve hiking and rafting and will focus on the geology of past and present glaciers, glaciers as indicators of climate change, the structural geology of Glacier National Park, alpine geomorphology, and other geo-topics as revealed by the wonderful outdoor laboratory of Glacier National Park. Participants should bring passports so we can cross into Canada and Waterton Park. Camping and outdoor cooking will be the expectation.
Physical fitness requirements:
In order to study the geology of the greater Yellowstone
region in the field, this course will involve very strenuous outdoor physical activity.
Students are expected to hike several miles at
high elevations in rough, rocky, mountainous terrain
in order to accomplish course goals, namely hands-on
field experience with geologic observations and
interpretations. To assure that all students will
have the full benefit of the program, please contact
the instructor before signing up for this class
if you have concerns about the required physical
fitness level and your ability to meet the expectations
of this course. If you require
an accommodation because of a disability, please
contact the instructor.
Education
EDCI
504 Evaluation and Measurement in Education
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall and Spring
Instructors:
Dr. Eric Brunsell, IPSE Department, MSU-Bozeman
Dr. John Graves, IPSE Department, MSU-Bozeman
Dr. Jewel Reuter, IPSE Department, MSU-Bozeman
Dr. Walt Woolbaugh, IPSE Department, MSU-Bozeman
Evaluation is an ongoing process
in education. This course will engage teachers
in an ongoing discussion and study regarding the
construction, selection and use of criterion-referenced,
norm-referenced, and alternative assessment methods.
The teachers' own classrooms are used as "research
bases" to conduct classroom assessment studies.
The results of the assessments provide immediate
feedback on both teacher effectiveness and student
learning.
The following are what teachers
are saying about this course:
"This
course represents the bread and butter of what
I was hoping my master's degree would accomplish...becoming
a more effective science teacher. Thanks again
for creating a course that allows us to implement
these assessments."
"This
is only my second education class ever and after
20+ years of teaching, one is ready for some
new ideas and energy that come from interacting
with others."
"I
loved the course. Being able to read, discuss,
and implement [assessment strategies] is a great
way to learn."
EDCI
505 Foundations of Action Research in Science
Teaching and Learning
Credit: 3
Mode of Delivery: Distance
Semester Offered: Spring
Instructors:
Dr. Eric Brunsell, IPSE Department, MSU-Bozeman
Dr. John Graves, IPSE Department, MSU-Bozeman
Dr. Jewel Reuter, IPSE Department, MSU-Bozeman
Dr. Walt Woolbaugh, IPSE Department, MSU-Bozeman
A course in the design of classroom-based
educational research for practicing teachers.
Students will learn the basis of action research
in professional development and construct an action
research proposal based on their individual teaching
situation.
EDCI
509 Implementing Action Research in Teaching and
Learning
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructors:
Instructors:
Dr. Eric Brunsell, IPSE Department, MSU-Bozeman
Dr. John Graves, IPSE Department, MSU-Bozeman
Dr. Jewel Reuter, IPSE Department, MSU-Bozeman
Dr. Walt Woolbaugh, IPSE Department, MSU-Bozeman
A course in the implementation of
classroom-based educational research for practicing
teachers. Students will learn how to effectively
conduct action research based on their individual
teaching situation and its implications for their
professional development. Prerequisites
are EDCI 504 Evaluation and Measurement in Education
and EDCI 505 Foundations of Action Research in
Science Teaching and Learning.
EDCI
536 Construction of Curriculum
Credit: 3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. John Graves, IPSE & Department of Education,
MSU-Bozeman
So, you've been asked to participate
on the science textbook selection committee. Perhaps
you've been appointed to chair the committee to
write your school's science curriculum. If asked
by an administrator or a parent, could you describe
the curriculum you are currently teaching? All
teachers talk ABOUT curriculum, but have you ever
considered the factors that drive the construction
of curriculum? This course examines the philosophical,
historical, and social influences that drive the
construction of curriculum. Emphasis is placed
on science curriculum past, present, and future.
Where did it start? How has it evolved? What is
around the bend in the future? Current trends
such as standards, inquiry, and high-stakes testing
that influence curriculum will be considered in
relationship to your own teaching experiences.
After completing this course, science teachers
will be equipped with a greater understanding
of the workings of science curriculum development.
EDCI
537 Contemporary Issues in Science Education
Credit: 2
Mode of Delivery: Distance
Semester Offered: Summer
Instructors: TBA
This course is designed as an advance
organizer to the Master of Science in Science
Education Program (MSSE). It will provide students
with an overview of pertinent contemporary science
education issues and how students might go about
incorporating these topics into their graduate
program, action research course sequence and finally
their capstone project.
This course will help students learn the conceptual
underpinnings of modern approaches to science
education and professional development as they
relate specifically to teaching and learning science
at the middle and high school level. Topics covered
include: local, state and federal standards, national
reform efforts, technology in instruction, teaching
by inquiry, international comparisons of student
achievement, alternative assessment strategies,
teaching and learning styles and metacognitive
teaching/learning strategies.
Students in the course will attend a limited
number of MSSE final capstone student presentations,
analyze the culminating work of MSSE graduates,
discuss approaches to changing practice in their
science classroom and begin to formulate an intellectual
and practical approach to the education core requirements
of their graduate program.
The emphasis is on science as inquiry and the
teacher and students individually and collectively
engaged in the construction of new knowledge about
science teaching and learning.
EDCI 575 Capstone
Project/Symposium in Science Education
Credit: 3
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Peggy Taylor, MSSE Coordinator, MSU-Bozeman
Each Master of Science in Science
Education (MSSE) student, with the cooperation
of her or his graduate committee, identifies and
completes a science education capstone project.
Each project is designed to provide experience
and information that aids our understanding of
science teaching-learning or science curriculum.
The capstone project topic is identified during
the student's graduate program and relates to
science education in the student's educational
setting; it links multiple courses in the student's
program of study in both the core and science
content areas. A student begins the capstone in
the fall of the final year by submitting a brief
proposal to his/her advisor.
The results of each student's capstone
project is summarized in a written, professional
paper completed by mid-term of the final summer
session. In addition, during the final summer
session of a student's graduate program each student
presents their capstone project to their committee,
their classmates, and other interested persons
at the Symposium in Science Education.
Capstone
Projects from the Symposia in Science Education:
Abstracts
2007
Abstracts
2006
Abstracts
2005
Abstracts 2004
Abstracts 2003
Abstracts 2002
Abstracts 2001
Abstracts 2000
Abstracts 1999
EDCI
580 Master Stategies for Science Teachers
Credit: 2
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
Dr. John Graves, IPSE & Department of Education,
MSU-Bozeman
Becoming a master teacher is a process.
Once a teacher is comfortable with the content
being taught and the overall curriculum, the focus
can shift to instructional strategies. This course
will engage students in discussions and practice
regarding the construction, use and reporting
of numerous master instructional techniques. The
emphasis of the course is on classroom instruction
with the intent of informing and improving the
effectiveness of one's instruction. A classroom
in which to complete the required instructional
"assignments" is absolutely necessary.
EDCI
580 Teaching Inquiry in the Science Classroom
Credit: 2
Mode of Delivery: Campus and
Distance
Semester Offered: Summer alternate years (even)
Instructors:
Dr. John Graves, Department of Education, MSU-Bozeman
This course takes a practitioner's
look at the “art” of inquiry instruction
in the middle and high school science classroom.
Using many of the current pedagogical approaches
of instruction including constructivism, misconceptions,
models of inquiry instruction, the learning cycle,
reflective practice, conceptual change theory
and others, students in this course will critically
examine their current instructional practice and
together craft new approaches to teaching inquiry
in the science classroom. Course assignments include
readings, reflections on classroom discussions
and content, evaluation of inquiry research by
MSSE graduate candidates and the presentation
of an inquiry-based mini-lesson. Students in the
course can expect a highly active, fully engaging,
professionally stimulating class session each
week.
John has over 25 years experience with middle
school and university instruction. He has a passion
for inquiry instruction and will model thought-provoking,
challenging examples of research-based “best
practices” of inquiry instruction. The emphasis
of the course will be on helping teachers gain
the skills necessary to improve inquiry teaching
in their own classrooms.
Teacher Quote
The
inquiry science notebooks are working amazingly
in my classroom. My students are writing and
exploring more than I ever would have asked
them to. The students having ownership over
the labs is really awesome.
Florida
Teacher
EDCI
580 Technology in the Science Classroom
Credit: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. John Graves, Department of Education, MSU-Bozeman
This course provides instructional technology professional development for practicing 7-12 science educators, promoting the use of appropriate instructional technology in the classroom. Teachers will study instructional technology practices through classroom exercises that demonstrate the use of technology to enhance instruction. "Hands-on" experience with technologies in a classroom setting will include both instruction and practice/application time for teachers. Integrating strategies to use instructional technology in current teaching practices will be explored. Technologies include, but are not limited to, the following: Smartboard, videoflex camera, GIS software, integrating internet, video, data probes and PalmPilots.
MSSE
580 Web Tools for Teachers
Credit:3
Mode of Delivery: Distance
Semester Offered: Summer
Instructor:
Dr. Eric Brunsell, Department of Education, MSU-Bozeman
This class will provide educational technology professional development to practicing science teachers. The purpose of the course is twofold. First, the course will assist educators in effectively using the web to enhance their professional learning. Second, the course will assist educators in using web tools, many of which students are already comfortable with using in social settings, to enhance student learning and ownership. The specific goals of this course include the following:
- Articulate a rationale for using Internet-based technology during instruction.
- Use a web aggregator and social bookmarking to increase efficiency in information gathering.
- Develop an initial personal learning network.
- Explore a variety of Web 2.0 tools and example projects, including blogs, wikis, Google Docs, Google Earth, podcasting, screen capture, and photo sharing services, for professional growth and enhancing instruction.
- Create a plan for integrating at least three Web 2.0 tools into current instructional efforts.
Electrical Engineering
EE 580 Computer Microchip Manufacturing for Teachers
Credit:2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor:
Dr. Todd Kaiser,
MSU-Bozeman
This course introduces the principles of microfabrication with a laboratory component that produces NMOS transistors on a four inch silcon wafer. This transistor is the building block for modern integrated circuits, memory and microprocessors.
Geography
GEOG 580 Global Warming, Climate Change & Our Environment
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall or Spring
Instructor:
Dr. Irina Soha,
MSU-Bozeman
Study the "hot topic" of global warming by exploring the geography of climate change and resultant wildlife changes in the mountains and plains of the US and Russia. A primary objective of this course is to become skilled at using interactive methods for teaching future generations about global change issues.
Basic concepts and projections of climate change and impacts of global warming are studied. Other course activities include: in-class experiments on the greenhouse effect; calculating greenhouse gas emissions of your own household, assessing potential effects of climate change on individual wildlife species and ecosystems, word games, observing weather patterns and rising sea levels using the simplest of instruments, and studying cloud types.
Health
and Human Development
HDFN
524 Teaching Adolescent Nutrition
Credit: 2
Mode of Delivery: Distance
Semester Offered: Spring
Instructor:
Mary Stein, Department of Health and Human Development,
MSU-Bozeman
Nutrition habits of children and
teens are known to have an impact on their present
and future health, their ability to learn and
physical performance (athletics). However, many
of these young people are not making the grade
nutritionally. For example:
• The rate of obesity has doubled in the
past decade
• Symptoms of adult diseases (diabetes,
hypertension, heart disease) are showing up in
younger children and teens largely due to poor
nutrition habits
• During the important growth period of
adolescence many teen diets lack the recommended
amounts of such vital nutrients as calcium, iron
and zinc
• According to a recent study done by the
US Department of Agriculture, only 1% of children
met all of the nutrition recommendations of the
Food Guide Pyramid
• Eating disorders are on the rise
Throughout this course teachers will investigate
various content areas applicable to adolescent
nutrition. These areas include:
• Current concerns and health statistics
relative to adolescent nutrition,
• Key nutrients of concern in adolescent
diets,
• Sports nutrition,
• Dietary supplements,
• Eating disorders and body image,
• The Food Guide Pyramid and nutrition label
interpretation,
• Food safety
• The important role of the school environment
in supporting sound nutrition.
Selected classroom resources, which
engage the student and provide for experiential
learning, will be highlighted for all content
areas. Course participants will be required to
complete weekly reading assignments, take part
in online discussion (asynchronous), complete
weekly or bi-weekly activities and complete a
course project related to the development and
implementation of a lesson plan on one of the
topics covered.
HDFN
526 Nutrition for Fitness and Performance
Credit: 3
Mode of Delivery: Distance
Semester Offered: Fall
Instructor:
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