2014 Summer Online Courses

Online courses offer a flexible alternative to attending the traditional classroom by delivering a variety of educational resources via the Internet. Whether you're working a summer job, leaving Bozeman for a few months, or just trying to fit an extra class into your schedule, you can still begin or continue your MSU education by enrolling in one or more online courses.

Is Online Learning Right for Me?

Take the Quiz

About Online Courses

Summer 2014 Online Course Offerings

How Do Online Courses Work?

Online courses—also known as distance delivery courses—use a personal computer to connect participants from across the country and around the world via the Internet. Distance courses at MSU are offered on Desire2Learn, an online course delivery tool that allows students and instructors to interact with each other as a learning community on the Web.

Generally speaking, in an online course, you can expect to:

  • connect via the Internet with a personal username and password
  • participate in a course with set start and end dates (many classes have been developed with a structure similar to traditional on-campus courses with due dates tied to assignments, readings, and other course-related activities)
  • proceed through course requirements together with your class, but be able to access the course at a time of day that is convenient to you
  • make a time commitment that is about the same as for an on-campus course

Is Online Learning Right for Me?

Learning at a distance requires a different set of resources than traditional face-to-face learning. If you're thinking about taking an online course but are not quite sure if you're ready to make the commitment, take the interactive quiz to help you decide.

Whether it's face-to-face or online, a typical three-credit course offered over six weeks requires approximately 20 hours of time per week (in the classroom and outside of class). Such a course is equivalent to a half-time load.

Online instruction provides a level of flexibility that students find attractive. Also, with appropriate effort, the level of student-to-student and student-to-teacher interaction can exceed that of a face-to-face class. However, success in this environment requires a personal commitment and responsibility that is often much greater than that required in a face-to-face class. Before registering for an online course, think carefully about whether or not you have what it takes to be successful.

Learning to Use Desire2Learn

Information on how to use Desire2Learn is available via the Desire2Learn login page.

Required Equipment

At a minimum, online courses require:

  • A computer running either Windows XP or higher or Mac OS 10.X.X
  • A current browser
  • Internet access

To ensure that you are using a supported browser and your settings are optimized for the best possible online learning experience, go to the Desire2Learn login page.

How to Register

  • Registrar Courses
    You must be admitted to MSU in order to enroll in online courses offered through the Registrar; refer to the Admissions page for more information. Registration for online courses is done in the same manner as that for on-campus courses.  Refer to the Registration page for more information.  Online courses and on-campus courses are listed together, along with Course Reference Numbers (CRN), in the Summer Class Schedule.
  • Extended University Courses
    If you would like to register for a course through Extended University, please visit Extended University's credit course page for a listing of summer course offerings and information on how to register for Extended University courses.

Fees

Getting Started

  • Prior to the first day of class, Extended University students will receive notification (via email or regular mail) with information regarding required materials and how to login. Students enrolled in courses through the Registrar should check their official MSU email box for this notification.
  • MSU-Bozeman participants may use either their first.last Desire2Learn username or their NetID to login to Desire2Learn (D2L). Important: With either ID, D2L requires participants to use the password associated with their NetID to log in to D2L. Find out your first.last D2L username and/or your NetID via the Secure Area of MyInfo.
  • Set your NetID password at MSU's Password Help Page.
  • Once you know your first.last D2L username or NetID, you can login to Desire2Learn; use either Username coupled with your NetID password.

Summer courses will be made active by the first day of class.

For More Information

For more information about online learning, visit the Distance Learning Resources page. You'll find links to information about Desire2Learn as well as a full range of student services, library resources, and a comprehensive FAQ page.

2014 Summer Session Dates

Session Dates

First session (6 weeks)

May 12-June 20

Second session (6 weeks)

June 23-Aug. 1

Full semester (12 weeks)

May 12-Aug. 1

Intersession Dates vary; see individual courses

The following courses will be offered fully online during Summer Session 2014.

Undergraduate Courses

Enroll through Registrar

Course  Course Title Duration Credits Instructor
AMST 401R Seminar in American Studies 6 weeks (first session) 4 cr Robert Rydell
ANTY 252IS Mysteries of the Past 6 weeks (first session) 3 cr Michael Neeley
ANTY 343 Popular Culture – Japan 6 weeks (first session) 3 cr Tomomi Yamaguchi
BGEN 242D Introduction to International Business 6 weeks (first session) 3 cr Mike Kroff
BGEN 499 Business Senior Seminar 6 weeks (first session) 4 cr Myleen Leary
BMGT 205 Professional Communication Fundamentals 6 weeks (first session) 3 cr Tammy Olsztyn
BMGT 335 Management and Organization 6 weeks (first session) 3 cr Virginia Bratton
BMIS 311 Management Information Systems 12 weeks (full semester) 3 cr Jerry Carvalho
BMKT 325 Principles of Marketing 6 weeks (first session) 3 cr TBA
CHTH 205 Drugs and Society 6 weeks (first session) 3 cr TBA
CHTH 435 Human Response to Stress 6 weeks (offered both first and second sessions) 3 cr Dawn Tarabochia
COA 205 Introduction to Coaching 12 weeks (full semester) 3 cr Craig Stewart
COA 405 Advanced Concepts in Coaching 12 weeks (full semester) 3 cr Craig Stewart
CS 145RA Web Design 6 weeks (second session) 3 cr Hunter Lloyd
ECIV 220CS Civil Engineering and Construction: From the Ancient to the Modern 6 weeks (first session) 3 cr Anders Larsson
ECIV 331 Engineering Hydrology 6 weeks (second session) 2 cr TBA
EDU 370 Integrating Technology into Education 8 weeks (May 6-June 27) 2 cr Nicholas Lux
EELE 203 Circuits II for Engineering 12 weeks (full semester) 4 cr James Becker
EGEN 201-002 Engineering Mechanics: Statics 6 weeks (first session) 3 cr Anders Larsson
EGEN 202-002 Engineering Mechanics: Dynamics 6 weeks (first session) 3 cr

Daniel Miller

EGEN 205-002 Mechanics of Materials 6 weeks (second session) 3 cr TBA
EGEN 335-002 Fluid Mechanics 6 weeks (first session) 3 cr Kathryn Plymesser
FCS 101IS Individual & Family Development and Well-Being: Lifespan 6 weeks (first session) 3 cr Holly Hunts
FCS 261 Adult Development and Aging 6 weeks (second session) 3 cr Sandra Osborne
FCS 263 Relationships and Family Systems 6 weeks (first session) 3 cr TBA
FCS 371 Research Methods in Health and Human Development 8 weeks (June 9-Aug. 1) 3 cr Craig Stewart
HSTA 102IH  American History II 6 weeks (first session) 4 cr Tim LeCain
HSTR 101IH Western Civilization I 6 weeks (first session) 4 cr David Cherry
HSTR 160D Modern World History 6 week (first session) 4 cr Brett Walker
HTH 220 Human Sexuality 6 weeks (first session) 3 cr TBA
KIN 221 Health Anatomy and Physiology 8 weeks (June 9-Aug. 1) 3 cr Ryan Johnson
LIT 285D Mythologies 6 weeks (first session) 3 cr Marvin Lansverk
LSCI 121 Electronic Library Research Skills 6 weeks (first session) 2 cr James Thull
M 121Q College Algebra 6 weeks (first session) 3 cr TBA
MART 145RA Web Design (cross-listed with CS 145RA) 6 weeks (second session) 3 cr Hunter Lloyd
MUSI 101IA Enjoyment of Music 6 weeks (first session) 3 cr Kirk Aamot
NUTR 221CS Basic Human Nutrition 12 weeks (full semester) 3 cr TBA
PHL 101IH Introduction to Philosophy: Reason and Reality 6 weeks (first session) 3 cr Prasanta Bandyopadhyay
PSCI 210IS Introduction to American Government 6 weeks (first session) 3 cr Elizabeth Shanahan
PSYX 375 Behavior Modification 6 weeks (first session) 3 cr Shawna Heiser
RLST 100D Introduction to the Study of Religion 6 weeks (second session) 3 cr Holly Grether
RLST 203D Buddhist Traditions 6 weeks (first session) 3 cr Holly Grether
SOCI 101IS Introduction to Sociology 6 weeks (second session) 3 cr Scott Myers
SOCI 332 Sociology of the Family 6 weeks (first session) 3 cr Danielle Hidalgo
SOCI 434 Sociology of Human Sexuality 6 weeks (first session) 3 cr Danielle Hidalgo
STAT 216Q Introduction to Statistics 6 weeks (offered both first and second sessions) 3 cr TBA
TE 250CS Technology and Society 12 weeks (May 12-Aug. 1) 3 cr Lidia Haughey
US 121US Education, Social Issues, and the Digital Age 6 weeks (second session) 3 cr TBA
WRIT 101W College Writing I 6 weeks (first session) 3 cr Josef Verbanac

Course descriptions available here.

Course schedule available here (select Term, Subject, and Search Class).

Nursing--Undergraduate and Graduate Courses

Summer 2014 Courses

Enroll through Registrar

Course Course Title Credits
NRSG 115 Nursing as a Profession 2 cr
NRSG 220 Foundations of Ethical Nursing Recitation 2 cr
NRSG 258 Principles of Pathophysiology 3 cr
NRSG 503 Curriculum Development 3 cr
NRSG 519 Pharmacotherapeutics for Middle Age Adults 1 cr
NRSG 526 Family Mental Health Nursing II 6 cr
NRSG 529 Psychopharmacotherapeutics Across the Lifespan 3 cr

Course descriptions available here.

Course schedule available here (select Term, "NRSG" for Subject, and Search Class).

Education--Graduate Courses

Summer 2014 Courses

Enroll through Registrar

Course Course Title Credits
EDCI 531 Contemporary Issues in Education 3 cr
EDCI 532 General School Curriculum 3 cr
EDCI 534 Literacy Assessment and Instruction 3 cr
EDLD 526 Evaluating School Programs 3 cr
EDLD 534 Data Driven Decisions 3 cr

Course descriptions available here

Course schedule available here (select Term, "EDCI," "EDLD," or "TE" for Subject, and Search Class).

Summer Master's Degree Programs

Note:  The following programs include both online and on-campus courses.  Only the Summer 2014 online offerings are listed below.  For complete program details and course listings, please see the Summer Master's Degree Programs page.

Master of Science in Mathematics (Mathematics Education option)

Enroll through Registrar

M 523 - Number Structures for Teachers, 3 cr.

Enroll through Extended University

M 518—Statistics for Teachers, 3 cr.

Master of Science in Science Education (MSSE)

Enroll through Extended University

Course Course Title Credits
BIOE 513 Terrestrial Ecology of Plains and Prairies 1 cr
BIOE 519 Biology of Riparian Zones and Wetlands 2 cr
BIOE 591 Anatomy and Physiology 3 cr
CHMY 591 Exploring Chemistry for Teachers 3 cr
CHMY 591 Data Driven Decisions 3 cr
CHMY 591 Chemistry of the Environment: Water, Air, Earth 3 cr
EDCI 536 Exploring Biochemistry for Teachers II 3 cr
MB 591 Construction of Curriculum 3 cr
MSSE 501 Biofilms: The Biodiversity of Slime 3 cr
MSSE 591 Inquiry through Science and Engineering Practices 2 cr
MSSE 591 Capstone Data Analysis 2 cr
MSSE 591 Web Tools for Science Teachers 3 cr

Course descriptions available here.

Course schedule available here.

National Teachers Enhancement Network (NTEN)

About NTEN

The National Teachers Enhancement Network (NTEN) is one of the country's most-established online professional development programs for teachers. Courses are designed to help elementary, secondary and community college teachers develop a deeper understanding of science concepts while interacting with and learning new techniques from other teachers and researchers around the globe.

NTEN faculty are university scientists, engineers, mathematicians, and science educators, all experienced in online teaching. Through NTEN, educators can also access professional resources and discuss issues with other educators online. NTEN was created by Montana State University and originally funded by the National Science Foundation. NTEN is part of the National Science Teachers Association (NSTA) Institute, and members receive a discount on some courses.

How is NTEN different from other online science programs?

  • NTEN strives to teach science concepts, not just educational methods
  • NTEN faculty practice a hands-on, inquiry-based style that mirrors the classroom and sparks new ideas
  • NTEN facilitates connections among participants, so that teachers learn best practices from colleagues around the world
  • NTEN credits come from Montana State University, a top-tier public research institution

For general information and registration:

http://eu.montana.edu/NTEN
(406) 994-6812
(800) 282-6062

Registration for Summer will open in March!

Summer 2014 Courses

Enroll through Extended University at eu.montana.edu/NTEN

BIOL 591—Plant Science: It Grows on You

June 3-July 21, 1 credit
Designed for K-8 grade teachers
This course will look at familiar seeds and their early growth into seedlings (with experimentation with the seedlings). You will grow the little mustard known as Brassica, the Wisconsin Fast Plant. It is called the fast plant because it goes from seed to seedling to mature plant with flowers and fruits, and back to seed, in six weeks. In order to get the plant to grow satisfactorily, you must have a grow-light (shipped as part of your materials) that can be on 24/7 (24 hours a day all week) for the entire six weeks, and you must get the seeds planted on Day 0.

The goals of this course are to:

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

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

CHMY 591—Environmental Measurement: Sensors and Electronics for Research

June 16-Aug. 15, 3 credits
Designed for 9-12 grade teachers
Chemists and scientists in other fields can profit from an understanding of the electronic principles involved in the use of common environmental sensors—sensors for measurement of light, high resolution measurement of temperature, colorimetery, turbidity, and thermocouple high temperature measurements—and the simple electronic circuits that support them. These circuits are also suitable for pH and pressure measurements. This course's "hands-on" approach introduces digital voltmeters and simple DC circuits, operational amplifiers, basic principles of digital logic and counting circuits, and analog-to-digital conversion.

EDCI 591—Environmental Science Education: Summer Ecological Field Studies

June 30-Aug. 15, 3 credits
Designed for 6-12 grade teachers
This course is designed for educators of children in grades 6-12 to learn and practice basic ecological field techniques and integrate them into their instruction. This course focuses on summer field ecological studies including stream, forest, plant and bird studies. All studies will be completed outdoors in your local environment. A wide variety of field study techniques will be presented and the participants will share the results of the studies. Basic ecological concepts will be presented in the context of the field studies. Participants will have many opportunities to share their views on a variety of topics related to the environment and education. This course is a great opportunity to meet and interact with educators throughout the U.S. whose work focuses on ecology and young people.

Summer ecological field study activities will include:

  • Herbarium compilation
  • Local flora description; plants species list
  • Vertical structure of a forest
  • Grass, canopy and flying invertebrates population
  • Birds' nesting behavior
  • Complex comparative description of small rivers and streams
  • Study of aquatic invertebrates and assessment of environmental status
  • Plankton investigation in the near shore part of lake or pond
  • The estimation of ecological situation of grasslands and meadows using ecological ordination techniques
  • The estimation of ecological health of the forest based on leaf symmetry observations

This is a practical course in teaching about the environment and working with children. We are looking for a good distribution of 6-12 grade educators and would like representation from as many regions of the U.S. as possible. This will help insure a wide variety of results and good opportunities to compare ecosystems and regions of the country. We also want individuals who are planning to implement the field study techniques in their classroom or with groups of students in informal settings. We will encourage you to share how you will adapt or adopt these techniques to your own teaching and ecological situation. Everyone's situation is different and we can learn much from each other. It is not required that you actually teach these field studies to children as part of the course but we do encourage you to do the studies with other people who can share their impressions of the activity with you.

EDCI 591—History of Space Flight and Space Technology

June 2-Aug. 15, 3 credits
Designed for 6-12 grade teachers
The purpose of this course is to introduce space science concepts associated with exploration and technology to build core knowledge that can be incorporated into the classroom.

Upon successful completion of this course, students will be able to do the following:

  • Timeline robotic exploration and development from 1958 to 2009
  • Timeline human exploration from 1961 to 2009
  • Understand scientific breakthroughs accredited to the space program
  • Understand the historical significance of space flight and the impact it has had on national identity
  • Evaluate the potential for future exploration and utilization of solar system resources

ERTH 591—Fundamentals of Oceanography

June 2-Aug. 8, 3 credits
Designed for 7-12 grade teachers
Fundamentals of Oceanography offers an introduction to the physical, biological, chemical and geological processes of the ocean and its ecosystems.  Teachers will learn about the complex interactions between these properties, their influence on terrestrial ecosystems and the impacts humans have on these processes.  Exciting laboratory exercises can be adapted to be offered at any grade level.

ERTH 591—Understanding Climate Change

June 16-Aug. 8, 3 credits
Designed for 9-12 grade teachers
The science of climate change is a complex subject that balances the physical record and scientific fact with politics, policy, and ethics. This course explores the science of climate change. Students will learn how the climate system works, what factors cause climate to change across different time scales and how those factors interact. We will also explore how climate has changed in the past and how scientists use models, observations and theory to make predictions about future climate. Finally we will examine the possible consequences of climate change for our planet.

The course explores evidence for changes in land and ocean temperature, changes in the cryosphere, sea level and acidity change due to global warming. Students will learn how climate change today is different from past climate cycles and how satellites and other technologies are revealing the global signals of a changing climate. Finally, the course looks at the connection between human activity and the current warming trend and considers some of the potential social, economic and environmental consequences of climate change.

HDFN 580—Food and Nutrition across the Elementary Curriculum

June 2-July 17, 1 credit
Designed for K-8 grade teachers 
Enroll in this six-week, one-credit graduate course and enhance:

  • Your personal understanding of food and nutrition concepts and issues
  • Your exposure to hands-on activities and lesson-plans appropriate across disciplines in the elementary classroom
  • Your ability to be a knowledgeable resource/team member for your school's/district's School Wellness Committee
  • Your understanding of "Farm to School" and the role of school gardens in the elementary curriculum

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

June 9-Aug. 10, 3 credits
Designed for 8-12 grade teachers
The primary goal of this course is to increase the water resource knowledge of students through hands-on, field-based curriculum. To accomplish this, students will be asked to adopt a local stream and perform lab assignments "in the field" to better understand hands-on water quality monitoring techniques. The course will improve the teaching skills of secondary science teachers utilizing distant delivery technologies. By completing this course, secondary science teachers will have a better understanding and hands-on working knowledge of the characterization and quantification of water quality as it relates to secondary school science curriculum and environmental issues on a global scale. Curriculum standards will be linked to each lesson plan so that teachers can easily incorporate the content into their core curriculum. 

MATH 518—Statistics for Teachers

June 9-July 25, 3 credits
Designed for 9-12 grade teachers
Stochastic concepts including probabilistic underpinnings of statistics, measures of central tendency, variability, correlation, distributions, sampling, and simulation. Exploratory data analysis including experiments, surveys, measures of association and inferential statistics. Discussion of methods for teaching statistics in secondary mathematics and science.

MB 542—Microbial Ecology

May 27-Aug. 15, 3 credits
Designed for 7-14 grade teachers
This course will provide students with fundamental knowledge of microbial ecology and its methods. The ecology of microorganisms in relation to nutrition, growth, control, metabolism, biogeochemical cycling, natural environments and microbial interactions will be covered. Readings from the text and other sources, discussions, and assignments will be included to facilitate learning and for evaluation.  This course is intended for middle, high school, and lower level college teachers, as well as others in education roles e.g. at nature facilities such as zoological and national parks.

NUTR 524—Teaching Adolescent Nutrition

June 16-Aug. 8, 2 credits
Designed for 6-12 grade teachers
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
  • During the important growth period of adolescence many teen diets lack the recommended amounts of key nutrients essential for optimal growth
  • According to a recent study done by the U.S. Department of Agriculture, only one percent of children met all of the nutrition recommendations of the 2010 Dietary Guidelines for Americans
  • Eating disorders are on the rise, particularly in young men

Throughout this course teachers will investigate various content areas applicable to adolescent nutrition and discuss if and how a School Wellness Policy can influence these nutrition topics. Teachers will want to obtain a copy of their school's or school district's wellness policy if it has one.

These content areas include:

  • Current concerns and health statistics relative to adolescent nutrition
  • Key nutrients of concern in adolescent diets
  • Sports nutrition
  • Dietary supplements
  • Eating disorders and body image
  • Using the MyPlate tool to create a daily meal plan
  • The 2010 Dietary Guidelines for Americans
  • 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), submit two short assignments, and complete an independent course project: either 1) develop two nutrition lessons that make use of resources reviewed in class, or 2) develop a plan for implementing a major objective of the school wellness policy.

PHSX 491—Conceptual Physics

June 23-Aug. 10, 3 credits
Designed for 7-12 grade teachers
This course describes the workings of the world around us. The everyday: how a ball moves when it is thrown, the forces you feel on a roller-coaster, what happens when you turn on a light switch; and the esoteric: time and space from the perspective of Einstein's relativity, the basic structure of atoms and nuclei. The course is mostly at the conceptual level, with some simple algebraic problem solving. A unique feature of the class is a series of at-home experiments using simple materials to illustrate some basic ideas of physics. 

PHSX 511—Astronomy for Teachers

June 2-Aug. 22, 3 credits
Designed for 6-12 grade teachers
Astronomy has long been a subject that captures the imagination of young students and provides a framework for teaching many kinds of science. This course, specially designed for practicing science teachers at the middle and high school levels, serves as a survey of topics in astronomy, with special emphasis on the latest advances. The topics are closely aligned with the concepts emphasized in the NRC National Science Education Standards. Our textbook is a very complete, very up-to-date, very readable source that teachers will want to keep as a reference. Our instructional strategy focuses on readings from the textbook, exercises that clarify the concepts and collaborative internet group discussions that correct misunderstandings and deepen insights.

PHSX 513—Quantum Mechanics

May 27-Aug. 8, 3 credits
Designed for 9-12 grade teachers
Can quantum mechanics be made SIMPLE? What lies behind wave functions and Schrödinger's wave equation? How is the microscopic world really put together? Can one explore the peculiar quantum world without resorting to complicated mathematical treatment? In his popular little book, QED, The Strange Theory of Light and Matter, Richard Feynman reduces the rules of quantum mechanics to a simple command for the electron and the photon: Explore all paths. In 1948 Feynman proved that this command leads to all the same results as the usual quantum wave mechanics. 

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

PHSX 591—The World of Motion

June 2-July 17, 1 credit
Designed for 3-8 grade teachers
In this fast-moving six-week course, we will focus on the fascinating concepts of measurement and motion, and how they relate to hands-on physical science in the elementary classroom.

The goals of this course are to:

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

PHSX 591—Electric Circuits and Magnetism

June 16-Aug. 10, 2 credits
Designed for 5-8 grade teachers
This two-credit course is designed for practicing teachers who are teaching basic electric circuits as part of the science curricula in their classrooms. Its broad purpose is to introduce experienced teachers to core concepts in electric circuits, as those ideas relate to modern hands-on, inquiry-oriented science curricular materials. By helping teachers improve their understanding of the underlying physics, this course will enable them to teach electric circuits more effectively.

The specific course goals are as follows:

  • To deepen teachers' understanding of basic physics principles underlying electric circuits
  • To enhance teachers' ability to convey concepts of electric circuits through inquiry approaches to learning
  • To encourage the sharing of resources and pedagogical methods among course participants
  • To strengthen teacher knowledge and confidence in teaching electric circuits, and to develop their ability to critically analyze and use commercially available resources
  • To briefly introduce magnetism, differentiating electric charge and magnet poles and observing the connection between an electric current and a magnetic field
This course will be taught as an online, D2L-based course involving significant student-instructor and student-student interaction, student team participation in course homework assignments, and independent study. The time commitment will be approximately 11-12 hours per week for eight weeks. Course work will involve a mixture of online discussion, hands-on (lab-type) activities, readings from assigned and independently researched sources, and online quizzes.

School Library Media Certification Program

The online School Library Media Certification Program is housed in the Dept. of Education in the College of Education, Health & Human Development and is delivered through MSU Extended University.

If you are interested in acquiring certification to become a school library media specialist or taking recertification credits, please consider joining us.  The Library Media website contains most of the information you need in order to plan your route to certification and to select courses.

We have received official approval from accreditation officials in Alaska, Colorado, Idaho, Montana, Oregon, South Dakota, North Dakota, Washington, and Wyoming. Many other states accept our program as well. Our education programs are accredited by the Montana Office of Public Instruction and the Montana Board of Public Education, and we participate in the National Association of State Directors of Teacher Education and Certification's (NASDTEC) Interstate Contract.

Library Media Program website:  www.montana.edu/libmedia/index.html

Summer 2014 Courses

Enroll through Extended University

Course Course Title Credits
EDCI 545 Organization of Information in School Library Media Center 3 cr
EDCI 546 The School Library Media Specialist 3 cr
EDCI 549 Applications of Literature for Children and Young Adults 3 cr
EDCI 598 Internship in Library Media 3 cr

For additional information about admission contact:

Library Media Program
Montana State University
P.O. Box 172880 
Bozeman, MT  59717-2880
Tel: (406) 994-3120
Fax: (406) 994-3261
E-mail: libmedia@montana.edu
Location: 222 Reid Hall

Family Financial Planning

MSU offers a Master of Science Degree in Health & Human Development with an option in Family Financial Planning through the Great Plains Interactive Distance Education Alliance.  The entire program is delivered online through Extended University and a consortium of eight state universities, including MSU.  Students enrolled in the degree program have first priority to enroll in the courses.  Students not enrolled in the program may register if room is available.

Summer 2014 Courses

Enroll through Extended University

Course Course Title Credits
HDFP 525 Retirement Planning, Employee Benefits, and the Family 3 cr
HDFP 545 Family Economics 3 cr
HDFP 550 Housing and Real Estate 3 cr
HDFP 560 Financial Counseling 3 cr
HDFP 572 Case Studies 3 cr
HDFP 575 Professional Paper 3 cr
HDFP 576 Professional Practicum 3 cr

To learn more about the program, contact:

Janine Hansen
jhansen@montana.edu
(406) 994-5240

Or visit the

Family Financial Planning website.

Licensed Addiction Counselor Certificate Program

The Licensed Addiction Counselor Certificate Program provides the required coursework credits towards the Montana Licensed Addiction Counselor credential. It also meets the criteria for the national Master Addiction Counselor certification.

The program is administered by the Dept. of Health & Human Development and is offered completely online by MSU Extended University. You must be accepted into the program to take courses.

Summer 2014 Courses

Enroll through Extended University

LAC 505—Cross-Cultural and Ethical Considerations in Addictions Counseling, 3 cr.
LAC 507—Theory of Counseling in Addiction Settings, 3 cr.

For more information, contact:

Lisa Brown
Extended University
lisa.brown@montana.edu
(406) 994-3062

Or visit the website:

http://eu.montana.edu/online/degrees/LAC

Educational Leadership -- Superintendent Certification

The Superintendent Certification Program provides the required coursework for current principals to receive their superintendent endorsement by the Montana Office of Public Instruction.

The program is administered by the Dept. of Education and is offered completely online by MSU Extended University.

Summer 2013 Courses

Enroll through Extended University

Courses to be announced.

For more information, contact:

Lisa Brown
Extended University
lisa.brown@montana.edu
(406) 994-3062

Or visit the website:

www.montana.edu/wwweduc/grad/edlead/