Science Education Graduate Course Catalog

Biology

• BIOE 513 Terrestrial Ecology of Plains and Prairies
• BIOE 519 Biology of Riparian Zones and Wetlands
• BIOE 520 Understanding & Managing Animal Biodiversity in the Greater Yellowstone Ecosystem
• BIOE 522 Birds of Prey of the Greater Yellowstone Ecosystem
• BIOE 523 Wildlife Ecology of the Northern Rocky Mountains
• BIOE 526 Symbiosis for Teachers: Eat, Prey, and Love
• BIOE 527 Teaching Evolution
• BIOE 536 Local Ecosystems for Teachers
• BIOE 585 Exploring Biology
• BIOE 593 Alpine Ecology
• BIOE 595 Marine Ecosystems for Teachers
• BIOE 596 Land Use Issues in the Greater Yellowstone Ecosystem
• BIOE 597 Ecology of Trout Streams
• BIOE 599 Advanced Ecology
• BIOH 585 Human Dissection for Teachers
• BIOH 586 AP Biology for Teachers
• BIOH 595 Anatomy & Physiology

Chemistry and Biochemistry

(CHEM rubric changed to CHMY rubric as of Fall 2009)

• CHMY 587 Exploring Chemistry
• CHMY 593 Kinetics, Equilibrium, & Thermodynamics
• CHMY 594 Science Lab Safety and Risk Management
• CHMY 595 Chemistry of the Environment - Water, Air, Earth
• CHMY 596 Exploring Organic Chemistry
• CHMY 597 Exploring Biochemistry I
• CHMY 598 Exploring Biochemistry II: Metabolism (Prerequisite: CHMY 597 Exploring Biochemistry I)
• CHMY 599 Atoms First-Primer for AP/IB Chemistry

Computer Science

• CSCI 581 Computer Science in the Classroom: Computational Thinking for Teachers 
• CSCI 582 Computer Science in the Classroom: The Joy & Beauty of Data
• CSCI 583 Integrating Computer Science in Science Classrooms

Earth Science

• ERTH 516 Northern Rocky Mountain Geology
• ERTH 519 Watershed Hydrology for Teachers
• ERTH 520 Fundamentals of Oceanography
• ERTH 521 Geology of the Moon
• ERTH 523 Weather for Elementary and Middle School Teachers
• ERTH 524 K-14 Earth System Science
• ERTH 525 Landforms for Elementary Teachers
• ERTH 527 Weather and Climate for Teachers
• ERTH 528 Understanding Climate Change
• ERTH 587 Invertebrate Paleontology for Teachers
• ERTH 594 Geology of Earthquakes
• ERTH 595 Historical Geology
• ERTH 596 Geology of Glacier National Park
• ERTH 597 Vertebrate Paleontology for Teachers 
• GEO 521 Dinosaur Paleontology I
• GEO 522 Dinosaur Paleontology II
• GEO 585 Mineralogy for Teachers

Education (MSSE Core)

• MSSE 501 Inquiry Through Science and Engineering Practices
• MSSE 504 Formative Assessment in Science Education 
• MSSE 505 Foundations of Action Research in Science Education
• MSSE 509 Implementing Action Research in Teaching and Learning 
• MSSE 575 Capstone Paper and Symposium

Education (electives)

• MSSE 502 Emerging Technology & the Science Classroom 
• MSSE 503 Integrating Literature into the Science Classroom 
• MSSE 506 Crime Scene Investigators: Forensics Science for Teachers
• MSSE 508 Statistics Bootcamp for Capstone Projects 
• MSSE 511 STEM Methods for Teachers
• MSSE 518 Master Teaching Strategies for Science Teachers 
• MSSE 536 Construction of Curriculum 
• MSSE 537 Contemporary Issues in Science Education: The 3 D's of NGSS 

Electrical Engineering

• EELE 508 Solar Cell Basics for Science Teachers

Engineering

• EGEN 511 Engineering Methods for Teachers

Health and Human Development

• NUTR 526 Nutrition for Fitness and Performance

Land Resources and Environmental Sciences

• LRES 557 Thermal Biology in Yellowstone National Park
  
• LRES 569 Ecology of Invasive Plants
• LRES 582 Streamside Science
• LRES 584 Principles of Soil Science for Middle and High School Teachers
• LRES 585 Water Quality in the Classroom for Teachers

Mathematics

• M 517 Advanced Mathematical Modeling for Teaching
• M 518 Statistics for Teachers
• M 520 Access and Equity in Mathematics Teaching
• M 521 Mathematics Learning Theory for Teaching
• M 525 Analysis for Teaching
• M 534 Research in Mathematics Education

Microbiology

• MB 533 Current Topics in Microbiology
• MB 536 Exploring Microbiology
• MB 540 Environmental Microbiology
• MB 541 Microbial Genetics

Physics

• PHSX 511 Astronomy for Teachers
• PHSX 512 General Relativity
• PHSX 513 Quantum Mechanics
• PHSX 514 Comparative Planetology
• PHSX 571 Electric Circuits & Magnetism
• PHSX 572 Space Science for Elementary Teachers
• PHSX 573 The Science of Sound for Teachers
• PHSX 574 World of Motion and Force
• PHSX 579 Special Relativity  (Formerly PHSX 405)
• PHSX 580 Conceptual Physics(Formerly PHSX 575)
• PHSX 582 Astrobiology for Teachers
• PHSX 584 Physics by Inquiry: Light and Color
• PHSX 586 Physics by Inquiry: Heat and Temperature
• PHSX 587 Physics by Inquiry: Geometric Optics
• PHSX 597 Physics of Renewable Energy for Secondary Teachers

Plant Sciences

• PSPP 521 Plant Science: It Grows on You
• PSPP 522 Insect-ology
• PSPP 547 Biomimicry
• PSPP 548 Flowering Plants of the Northern Rocky Mountains
• PSPP 549 Botany of Spices & Medicinal Plants for Teachers

Biology

BIOE 513 Terrestrial Ecology of Plains and Prairies
Credits: 1
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Joe Bradshaw, MSSE and Ecology Department, 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.

BIOE 519 Biology of Riparian Zones and Wetlands
Credits: 2
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Joe Bradshaw, MSSE and Ecology Department, 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.

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:

1. Who are the animals of the GYE? Field identification, species ecology and life histories, and species-specific habitat needs.

2. How are species distributed across the GYE? Where is diversity high versus low? Why might such patterns exist?

3. How well do the distributions of species overlap with (a) existing National Park lands, (b) other wildlife reserve lands, and (c) private lands?

4. 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.

Additional course fee of $100 will be added to student accounts to cover the cost of transportation.

BIOE 522 Birds of Prey of the Greater Yellowstone Ecosystem
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer (odd years)
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.

BIOE 523 Wildlife Ecology of the Northern Rocky Mountains
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Dr. David Willey, Department of Ecology, MSU-Bozeman

Course is on a waitlist, please email msse@montana.edu to be added to the list for the desired future term.

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:

1. Examine key principles of ecology, particularly population ecology, and review fundamental connections among species, populations, communities, and ecosystems.

2. 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).

3. 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 Friday, the course will be field-based. We will leave Bozeman on Tuesday and return to Bozeman on Friday 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).

This course has a waiting list. To enroll in this summer field course, email Holly Thompson at hollythompson@montana.edu.

Students are expected to provide the following minimum equipment for their camping needs:

1. One- or two-person, light-weight, non-bulky tent (no big, heavy “family” tents – we won’t have room for these); Tents also available through MSSE on a first-come-first-serve basis. Please contact MSSE to reserve a tent.

2. Sleeping bag and pad (no bulky air mattresses)

3. Basic cooking equipment + utensils (team-up with another student) – no big Coleman stoves or lanterns (bring small, lightweight, back-packing equipment)

4. Minimal clothing for one week (layers for hot and cold weather)

5. Bear spray - provided by MSSE

6. Personal toiletries, sunglasses, hat, daypack, water bottle, sunscreen, camera, field notebook and pen, etc.

7. Food for 1 day (we will restock food supplies on a daily basis, or as needed)

8. 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.

Additional course fee of $150 will be added to student accounts to cover the cost of transportation and camp fees.

Target Audience: K - 12 grade teachers and informal educators
Mode of Delivery: Online
Semester Offered: Spring
Instructor: Joe Bradshaw, MSSE and Ecology Department, MSU-Bozeman

This course is all about the relationships between organisms. These relationships are all around us from organisms such as lichens that are composed of two separate species that can’t live on their own to the complex relationships that exist between clownfish and anemones. The relationship can also be harmful such as with heartworms in dogs. The complexity of the relationships in the world around us gives numerous opportunities to connect with your school curriculum.

Mode of Delivery: Online
Semester Offered: Fall
Instructor: Dr. Louise Mead, Education Director, BEACON Center for the Study of Evolution in Action and Academic Specialist for the Department of Integrative Biology at Michigan State University

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.

Target Audience:  K - 12 educators
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Joe Bradshaw, MSSE and Ecology Department, MSU-Bozeman

This course is designed for all teachers. In this exciting course, you will be introduced to fundamental ecology concepts that result in the change of ecosystems. Each week you will be working on engaging ecology activities that can be incorporated into the classroom. You will generate a leaf collection. Perform a mark-recapture investigation of small macroinvertebrates. Carry out a bioassay to evaluate the influences of pollution. Identify invasive species in your local ecosystem and determine the stability and change of bird patterns using data sets from local ecosystems.

Required Materials: 1 package of radish seeds. Find locally in your town for approximately $2.50.

Credits: 3
Mode of Delivery: Online
Semester Offered: Spring
Instructor: Joe Bradshaw, MSSE and Ecology Department, MSU-Bozeman

BIOE 593 Alpine Ecology
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer (odd years)
Instructor: Dr. John Winnie, Department of Ecology, MSU-Bozeman

Our primary goals in this course will be to understand how altitude affects the structure, function and evolution of alpine and sub-alpine plants and animals, and to create ways to bring this understanding into the grade 6-12 classroom. A major theme of this class is constraint, which is really the theme of all ecology. Constraints are things that limit distribution and abundance of living things. We will explore and gather data describing the biotic (living) and abiotic (non-living) constraints of sub-alpine and alpine environments to infer how these factors affect the form, abundance and niches of a variety of plants and animals.

Through a mix of online, class and field work, students will move rapidly from basic concepts, to hands-on field work and data collection, to the synthesis and presentation of those data. In the field, students will collect data that can in turn be analyzed and interpreted later by their own students. During nightly break-out sessions, students will work on ways to integrate the material we gather in the field into multimedia presentations that can be used in teaching modules. Students will present and share data and teaching module components with each other on the last day of class.

For us to progress smoothly during the class week based out of MSU, 4 weeks of background reading and study are necessary. Pre-class week materials, including homework assignments, will be posted on the course’s Desire to Learn (D2L) website beginning mid-June.

Field Work: We will meet on the MSU campus in Bozeman and spend the week in Beartooth Mountains. During the day, students will work cooperatively to gather data, photos and (optional) video clips in the field, then in the evenings will work together to link visual materials back to the data. The goal here is to create a virtual field trip for primary and secondary level students, illustrating every aspect of a simple descriptive natural history study, from initial observations, to hypothesis generation, to data gathering, to data summary and finally to drawing overall conclusions.

Additional course fee of $150 will be added to student accounts to cover the cost of transportation and camp fees.

BIOE 595 Marine Ecosystems for Teachers
Credits: 3
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Dr. Tom McMahon, Department of Ecology, MSU-Bozeman

This course is designed for students to gain a broad understanding of structure and function of the world's marine ecosystems and a broad knowledge of the major conservation issues in the oceans including climate change, overfishing, coral reef loss, and ocean acidification. The course will integrate in-depth study of each of the major marine ecosystems with reading and discussion of major conservation issues. 

BIOE 596 Land Use Issues in the Greater Yellowstone Ecosystem
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer 
Instructor:  Dr. Chris Pavlovich, MSSE Program, MSU-Bozeman

Students will visit significant locations, both historical and modern, in southwest Montana by following the migration routes of large mammals of the Greater Yellowstone Ecosystem (GYE). Second only to the Sarenghetti of Africa, Yellowstone is home to eight migrating ungulate species. Connected to GYE communities and field research, students will explore niche migration of ungulate species, bear-human conflicts, ancient pronghorn birthing grounds amidst development, and the overlap of roads and migration routes. Topics will be analyzed through abiotic factors, such as climate and elevation, and human endeavors on the landscape. This course is focused on the intersection of human impacts and ecosystem functions. Background information is grounded in both scientific research and the ethos of place, including modern and traditional Indigenous perspectives. 

Additional course fee of $104 will be added to student accounts to cover the cost of transportation.

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:

1. 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.

2. 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.

3. 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.

Additional course fee of $200 will be added to student accounts to cover the cost of transportation and lodging.

BIOE 599 Advanced Ecology
Credits: 2
Mode of Delivery: Blended (Online and Field experience)
Semester Offered: Fall (winter/odd years)
Instructor: Dr. John Winnie, Department of Ecology, MSU-Bozeman

Our primary goals in this course will be to understand the theoretical underpinnings of basic ecological processes including population growth, competition, predator-prey interactions, trophic cascades, and to link theory to the real world using our own observations and field data. Through a mix of field and class work, students will move rapidly from foundational theory, to hands-on field work and data collection, to the basics of analyses. For us to progress smoothly during the class week, ~3 weeks of background reading and study are necessary. Pre-class work, will be posted on the course’s Desire to Learn (D2L) website in advance of the field week.

We will be based out of accommodations in or near Yellowstone National Park during our field week. We will spend each day in the field observing wildlife, studying field craft, generating hypotheses, learning about study design, and gathering data to test our hypotheses. Evening class work will be a combination of lecture, data analyses, and exercises designed to familiarize students with foundational ecological theories and the processes involved in hypothesis testing.

Physical Requirements. Field days will be long (up to 8 hours) and moderately strenuous. Students must be prepared to spend the better part of 5 days hiking, snowshoeing, and doing field work in cold weather at high elevation (~7000'). +). Those  coming from low elevation areas are encouraged to arrive early and spend a few days at or above 5000’ to acclimatize before class begins.

In addition there will be readings from the primary literature, in particular, research done in the GYE. These will be posted on the class D2L website content page.

Additional course fee of $250 will be added to student accounts to cover the cost of lodging and transportation.

BIOH 586 AP Biology for Teachers
Credits: 3
Mode of Delivery: Online
Semester Offered: Fall (even years)
Instructor: Shane Cullian, MSSE Department, MSU-Bozeman

Instructor: Scott Taylor, Cell Biology & Neuroscience - MSU

This course is designed for high-school level instructors who would like to develop an anatomy and physiology course but have not had exposure to A&P content during their academic preparation. The goal of the course is to help instructors gain a deep understanding of A&P principles in order to develop an A&P curriculum that integrates Next Generation Science Standards to the extent possible. Students will participate in online Connect assignments (provided free from McGraw-Hill) and participate in group discussions.

Chemistry and Biochemistry

CHMY 587 Exploring Chemistry
Credits: 3
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Dr. Amanda Mattson, Department of Chemistry and Biochemistry, MSU-Bozeman

This course is designed for teachers currently or potentially involved in teaching chemistry either as a stand-alone class in high school, or as a section in an integrated science class in the middle school or high school level. The material in a chemistry class or unit can be intimidating to both teachers and students. This class is intended to lead to a greater understanding of chemical concepts and how these concepts are applied to explain other areas of science as well as our daily lives. If you are an experienced chemistry teacher, you are most likely beyond the scope of this course.

Textbook: Chemistry in Context 10th Ed (American Chemical Society)

E-book with 6 month access: ISBN 9781260497052, Looseleaf text:  ISBN 9781260497069, Hardcover text: ISBN 9781260240849

CHMY 593 Equilibrium, Thermodynamics, & Kinetics 
Credits: 3
Mode of Delivery: Online
Semester Offered: Spring
Instructor: Dr. Amanda Mattson,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.

Textbook: Chemistry: Structures and Properties 2nd Ed - ISBN9780134293936, 1st Ed also accepted - ISBN 9780321729736

CHMY 594 Science Lab Safety and Risk Management
Credits: 1
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Dr. Zoe Pratte, Department of Microbiology and Cell Biology, MSU-Bozeman

This seminar provides information on safe school laboratory practices including protocols for chemical purchase, storage and disposal, as well as the use of personal safety equipment.  Fire control procedures will be addressed including a hands-on fire extinguishing experience.  Personal risk and liability will be discussed.  Biological lab safety issues will also be considered.

CHMY 595 Chemistry of the Environment: Water, Air, Earth
Credits: 3
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Amy Washtak, MSSE Department, MSU-Bozeman

• Weekly on-line discussions of a topic posed which is derived from the weekly narrative
• Concise weekly homework questions derived from chemistry concepts explored in narratives and textbook
• The development of two complete and original curriculum projects derived from course content and one original essay response pertaining to chemistry content.

Textbook: ISBN 9780198749974 - Environmental Chemistry: A Global Perspective, 4th Ed - (3rd edition is also acceptable)

CHMY 596 Exploring Organic Chemistry 
Credits: 3
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Dr. Robert DesEnfants,Department of Chemistry and Biochemistry, MSU-Bozeman

This online 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. Providing a solid foundation of basic principles of organic chemistry will allow teachers to describe and explain practical applications of organic chemistry.

A class discussion forum will be part of the course and allow teachers to share and explain teaching, demonstrations and lab activities from the course. In addition to on-line homework sets and exams, participants will also design a teaching project that uses course topics to develop an original teaching component to use in their own teaching setting. Participants will receive extra help with course topics through a chapter-by-chapter commentary.  Where appropriate, emphasis will be on applications of organic chemistry to everyday life.  

This course provides background for future courses in biochemistry for middle and high school teachers.

Textbook: ISBN 9781119106968 - Intro to Organic Chemistry 6th Ed (Brown - Wiley)(4th & 5th editions are also accepted)

CHMY 597 Exploring Biochemistry I 
Credits: 3
Mode of Delivery: Online
Semester Offered: Summer (odd years)
Instructor: Dr. Angie Sower, Department of Chemistry and Biochemistry, MSU-Bozeman

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. Written material will be provided on advanced topics.

Required Textbook: ISBN 9780321707338 - Principles of Biochemistry 5th ed. (Moran - Prentice Hall)

CHMY 598 Exploring Biochemistry II: Metabolism (Prerequisite: CHMY 597 Exploring Biochemistry I)
Credits: 3
Mode of Delivery: Online
Semester Offered: Summer (even years)
Instructor: Dr. Angie Sower, Department of Chemistry and Biochemistry, MSU-Bozeman

This course is designed to serve as the second semester of a two-semester sequence of biochemical principles. The course will build on topics covered in CHMY 597 (Exploring Biochemistry I) such as carbohydrates, lipids, proteins and nucleic acids. The proposed course will investigate the metabolism of each of these biological molecules while exploring applications of these topics to a classroom setting. The textbook will be used as a basis for the course but students will be required to utilize materials from various resources including chapter summaries, scientific journals, and material compiled on the students' part.

Students will be assessed through the following methods:
• online discussions of a topic related to the weekly material
• homework sets and/or unit/chapter exams that reflect the application of material from weekly content (composed of multiple-choice questions)
• final exam (composed of multiple-choice questions)

Required Textbook: ISBN 9780321707338 - Principles of Biochemistry 5th ed. (Moran - Prentice Hall)

CHMY 599 An Atoms-First Primer for AP/IB Chemistry Teachers
Credits: 3
Mode of Delivery: Online
Semester Offered: Fall (odd years)
Instructors: Dr. Amanda Mattson, Department of Chemistry and Biochemistry, MSU-Bozeman

This course is designed to introduce teachers of Advanced Placement (AP) or International Baccalaureate (IB) Chemistry courses to an Atoms-First pedagogy in the teaching of their courses. The course is an optional content course for students in the MSSE and certificate programs at MSU, but will also attract teachers needing continuing education credits for re-licensure. The textbook and its ancillary materials will be used as the primary basis for the course. However, students will also be encouraged to use additional internet resources as needed. An Atoms-First pedagogy approaches teaching AP/IB Chemistry with emphasis on first building a robust atomic understanding before moving to more difficult chemical concepts. Students in the course will finish by developing a lesson plan using this pedagogy that could be used for a high school AP/IB chemistry course.

Textbook: Chemistry: Structures and Properties 3rd ed. ISBN13: 9780138095505 + Access code for Mastering homework. Used and rental books may require a separate purchase of an access code for the Mastering homework.

Computer Science

Credits: 2
Mode of Delivery: Online
Semester Offered: TBD
Instructor: Hunter Lloyd, Computer Science Department, MSU-Bozeman

This course examines the computing field and how it impacts the human condition. Exciting ideas and influential people are introduced. A gentle introduction to computational thinking using the Python programming language is provided. The course also introduces participants to robotic platforms.

The Gianforte School of Computing will provide a FULL tuition waiver for Montana teachers who enroll in CSCI 581: Computational Thinking for Teachers. To be considered, the MSSE graduate student must be a teacher within the state of Montana; must be willing to become certified to teach a dual enrollment course at their high school or incorporate some of the course content into an existing class at their high school; and must provide a letter of support from their school. For more information, contact MSSE at msse@montana.edu.

Credits: 2
Mode of Delivery: Online
Semester Offered: TBD
Instructor: Hunter Lloyd, Computer Science Department, MSU-Bozeman

The Gianforte School of Computing will provide a FULL tuition waiver for Montana teachers who enroll in CSCI 582: Joy and Beauty of Data. To be considered, the MSSE graduate student must be a teacher within the state of Montana; must be willing to become certified to teach a dual enrollment course at their high school or incorporate some of the course content into an existing class at their high school; and must provide a letter of support from their school. For more information, contact MSSE at msse@montana.edu.

Credits: 3
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Dr. Jake Chipps, Department of Mathematical Sciences

This course gently introduces foundational concepts in computer science and how computing can be used to further engage K-12 students in scientific inquiry. Through experiential, project-based learning, learners will explore and develop computational tools for learning and conducting scientific inquiry.

Free Online Textbook: https://runestone.academy/ns/books/published/thinkcspy/index.html

Earth Science 

ERTH 516 Northern Rocky Mountain Geology
Credits: 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 outdoor physical activity. Students are expected to hike in moderate mountainous terrain in order to accomplish course goals, namely hands-on field experience with geologic observations and interpretations. Interested students should contact the MSSE office to register for the course and to communicate their ability to meet the physical fitness requirements for the course. Please email Holly at hollythompson@montana.edu.

Required Textbook: ISBN 978-0-87842-696-6 - Roadside Geology of Montana - 2nd ed.

Additional course fee of $100 will be added to student accounts to cover the cost of transportation.

This course increases science teacher understanding of watershed hydrology and the relation to water quality and quantity through discussion, lecture, readings, and assignments.  An ancillary goal is to fully prepare teachers to implement course knowledge into their classroom by designing age appropriate watershed hydrology lesson plans throughout the course that will be ready for implementation in their classroom/teaching setting as individual lesson plans or a complete unit.  

By the end of the course, expected learner outcomes are that students will 1) have a deep understanding of the relationships among watershed hydrology, water quality, and water quantity, 2) know how water inputs and outputs are measured, 3) understand how human modification of watersheds influences surface and ground water flow 4) understand how to access and manipulate online water data, and 5) have the skills and knowledge to implement lesson plans designed in this course appropriate for use in the student’s educational setting.

Textbook Requirement: ISBN-13978-1421413730 - Elements of Physical Hydrology, 2nd ed. (Hornberger and Wiberg)

Mode of Delivery: Online
Semester Offered: Summer and Spring (even years)
Instructor: Dr. Sean Griffin, Marine Science

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.

Lynn Powers, MSSE Department, MSU-Bozeman

This course is designed for practicing teachers who want to understand more about the Moon and its history and relationship to Earth. We will explore theories for its formation and the geologic processes involved in its evolution, including the differentiation of its layers, volcanic activity, and impact cratering, with each discussion encompassing comparisons between the Earth and Moon.  We will investigate the Moon’s orbital characteristics (revolution, rotation, phases and eclipses) and explore current and upcoming missions to the Moon (the material will be connected to National Science Education Standards). During this course you will interactively participate through a combination of presentations, assigned readings, on-line discussions, classroom exercises and dynamic activities.

Participants must purchase some craft items for activities (play-doh, baking soda and gelatin for volcanos, etc.). Other materials for use in the course will be sent to participants, including hand-held spectrometers and rocks.  Some of these are to be returned at the completion of the course.

Target Audience: K-8 grade teachers
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Robyn Gotz, Earth Science Department, MSU-Bozeman

The course is designed to increase content knowledge and understanding of weather processes. It exposes teachers at the elementary and middle school level to using kit-based, hands-on instruction to facilitate the teaching and learning of weather concepts (meteorology). Weekly discussions encourage reflection on learning and teaching and help solidify weather concepts. will also maintain a weather observations journal in which they will apply their skills and knowledge. Assignments and quizzes are included to help with knowledge acquisition.

Learner outcomes for this course:

• Manually observe common weather variables using weather instrumentation
• Evaluate the effectiveness of weather-based teaching activities for the K-8 classroom
• Instruct students in the use of weather instrumentation
• Demonstrate and guide hands-on scientific inquiry using kit-based weather activities
• Interpret and analyze surface weather maps

Required Materials: All necessary materials will be shipped to students. A $46 charge will be charged to student accounts to cover the cost of materials. If you live abroad, please notify us of your foreign address so that materials can be sent to you directly. Contact MSSE at msse@montana.edu.

ERTH 524 K-14 Earth Systems Science
Credits: 3
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Robyn Gotz, Earth Science Department, MSU-Bozeman

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.

Optional textbooks/Materials: A used geology or physical geography textbook.
The instructor will provide reading materials online. There is no required text, but participants are encouraged to obtain a used geology or physical geography textbook to use as a reference - particularly if they have never taken an earth science class.

Target Audience: K-8 grade teachers
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Suzanna Carrithers Soileau, Land Resources and Environmental Sciences, MSU-Bozeman

Do you take scenic drives, walks, or bike rides and wonder how the landscapes around you were formed? Have you taken trips to national parks or through other scenic areas and wondered how America's landscapes can be so different from coast to coast? In this online course we will investigate our landforms and the processes that shaped some of the most prominent and spectacular landmarks and features across the country. To do this, we will look at a variety of landscapes and investigate how they came to look like they do. Through hands-on labs, we will model landforms and encourage sharing and discussions of additional teaching ideas in this course. The principles you learn will increase your confidence in teaching science in general as well as landforms in particular.

By taking this course, students will:

• Articulate the mechanisms behind the development of mountains, volcanoes, valleys, hills, and coastal areas through geologic processes.
• Apply the portfolio of activities they developed in the course to enhance elementary student curriculum through hands on experiential learning of landform science.
• Develop landform science activities that illustrate the broader relationship to other earth sciences, as well multidisciplinary opportunities in art, history, civics, etc.
• Use and demonstrate creative and critical thinking skills when addressing potential barriers to implementing landform science in their classroom.
• Evaluate K-6 student comprehension of landform science through a variety of assessment tools and techniques.
• Value the network/community of practice developed through in-class sharing and discussions of teaching ideas and approaches to landform study.

Each week’s work will include text reading assignments, participatory lab activities, participation/evaluation exchange in on-line discussions, and written homework assignments.

Suggested/optional textbook: Reading the Earth, Landforms in the Making (Wyckoff) ISBN-10: 0967407508 or ISBN-13: 978-0967407500

Target Audience: 9-12 grade teachers
Mode of Delivery: Online
Semester Offered: Spring
Instructor: Robyn Gotz, Earth Science Department, MSU-Bozeman

Few subjects within Earth Sciences are as far reaching as the study of weather (meteorology) and climate (climatology). We plan our days based on the current weather, plant food supplies based on seasonal forecasts, and develop economies based on regional climate. Weather and climate also explain major biogeographic patterns and influence physical processes shaping Earth.

The course goals for teachers in grades 9-12 are to:

• Increase weather and climate content knowledge,
• Increase pedagogical skills related to teaching weather and climate,
• Create a "tool-kit" of teaching activities relating to weather and climate, and
• Engender changes in teacher-participants' classrooms that lead to an increased quantity and quality of weather and climate related instruction.

These goals are accomplished through course readings, using a range of on-line resources, development and maintenance of a local weather journal and participant discussions on weather and climate and on developing classroom activities. This course is designed for practicing science teachers at the high school level. 

Required textbook: Understanding Weather & Climate 6th or 7th edition (Aguado & Burt). 

Used or new text (physical or ebook) is fine for the class. You do not need a text that comes with access to Mastering Meteorology, though you will have access to animations, tutorials, mock exams and other study resources if you have access to either of those resources.

Target Audience: 8 - 14 grade teachers
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Robyn Gotz, Earth Science Department, MSU-Bozeman

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 and research-based best practices for teaching 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. 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.

Throughout the course, students will read and discuss recent research studies on teaching and learning about climate change and evaluate their own teaching and learning within the context of these studies.  Students will create classroom teaching activities using the content and pedagogical knowledge gained in the course.

In light of the changes we have already observed, and the projected future changes it is imperative that we equip our teacher and educators with the tools to better prepare and motivate the next generation of scientists in this field. In this course we will build an understanding of climate change and how it will impact our future.

The course goals for teachers in grades 8-12 are to:

• Increase content knowledge about climate change,
• Increase pedagogical skills related to teaching climate change topics,
• Create a "tool-kit" of teaching activities relating to climate change, and
• Engender changes in teacher-participants' classrooms that lead to an increased quantity and quality of climate change related instruction.

These goals are accomplished through a highly structured series of on-line lectures, quizzes, participant discussions, and online activities. This course is specially designed for practicing science teachers at the upper middle to high school level.  There is a prerequisite requirement of Weather and Climate for Teachers (ERTH 527) or an equivalent.

Required Readings:

ERTH 594 Geology of Earthquakes
Credits: 1
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Dr. Dave Lageson, Department of Earth Sciences, MSU-Bozeman

Geology of Earthquakes is a field-based course that examines the causes and consequences of earthquake activity in the Northern Intermountain Seismic Belt (NISB) of western Montana. We will study landforms that tell the story of geologically recent earthquake activity in the region (i.e., neotectonic deformation), and investigate new and old building construction practices in the Bozeman area for their potential “performance” during an earthquake. The course will feature a day-long trip to the famous Hebgen Lake earthquake site in the southern Madison Range.

Required Textbook: ISBN 978-0-87842-696-6 - Roadside Geology of Montana - 2nd ed.

Additional course fee of $50 will be added to student accounts to cover the cost of transportation.

ERTH 595 Historical Geology
Credits: 3
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Dr. Dan Lawver, Department of Earth Sciences, MSU-Bozeman

Special Goals:  The course will provide a rigorous overview of the evolution of Earth and its life forms with a focus on the major trends and interactions between geology and life. Additionally, the course will address the primary methods that geologists use to investigate the history of our planet. Throughout the semester students will be required to participate in online class discussions (via Zoom), complete weekly chapter summaries, and a class project. The class project will require students to create lesson plans designed to adapt content from the course to their own classrooms. 

Textbook: ISBN 9781119228349 - Earth Through Time 11th edition  (Levin - Wiley)

ERTH 596 Geology of Glacier National Park
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Callan Bentley, Associate Professor of Geology, Piedmont Virginia Community College

This field course will focus on four general geological topics: (1) sedimentology and stratigraphy: interpreting Earth surface history as preserved in strata, (2) structural geology and tectonic history, (3) paleontology, and (4) glaciers, glacial geomorphology, and climate change, all revealed by the wonderful outdoor laboratory of Glacier National Park and the surrounding region. Daily expectations include hiking up to 9 miles, tent camping, outdoor cooking, and driving long distances.

Physical fitness requirements: In order to study the field geology of Glacier National Park, 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 MSSE Office 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 MSSE office.

Additional course fee of $250 will be added to student accounts to cover the cost of transportation, camp fees, and materials.

ERTH 597 Vertebrate Paleontology for Teachers 
Credits: 3
Mode of Delivery: Online
Semester offered: Spring (even years)
Instructor: Dr. Dan Lawver, Department of Earth Sciences, MSU-Bozeman

This course will focus on the evolution of vertebrate life throughout Earth’s history. As a result of this course, students will demonstrate an understanding of evolutionary processes. Through class discussions and assignments, students will identify the vast diversity of both extinct and extant vertebrates, and their interrelationships with one another. At the end of the course, students will be able to:

• Describe the evolution and processes involving in organismal change through time
• Identify the diversity within vertebrate clades
• Describe phylogenetics and the interrelationships of vertebrates
• Create a unit of study specific to their teaching situation that incorporates major course content specific to the evolution of vertebrate life

Textbook: ISBN: 978-1-118-40755-4 - Vertebrate Paleontology 4th Ed. (Benton-Blackwell) Available online

GEO 521 Dinosaur Paleontology I
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer 
Instructors: Dr. Dan Lawver, 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 its 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 Strand Union Building (south entrance) 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 at 4pm 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.

Additional course fee of $250 will be added to student accounts to cover the cost of transportation, lodging, food and materials.

GEO 522 Dinosaur Paleontology II (Prerequisite GEO 521 Dinosaur Paleontology I)
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer (even years)
Instructor: Dr. Dan Lawver, 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.

Additional course fee of $250 will be added to student accounts to cover the cost of transportation, lodging and materials.

Credits: 1
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Dr. Dave Lageson, Department of Earth Sciences, MSU-Bozeman

This course covers fundamental chemical concepts used in mineralogy, including (but not limited to): 

a) Crystallography and crystal chemistry
b) Physical properties of minerals as related to their crystal structures and chemistry
c) Anion classification and naming of minerals
d) Gemstones versus everyday minerals (i.e., what makes a gemstone special?)
e) Identification of minerals in hand specimen (lab work)
f) Identification of minerals in rocks (lab work)
g) Brief introduction to thin-section analysis and various analytical techniques of mineral analysis

Required Textbook: ISBN 978-0-87842-696-6 - Roadside Geology of Montana - 2nd ed.

Education

MSSE 501 Inquiry through Science and Engineering Practices
Credit: 2
Mode of Delivery: Online
Semester Offered: Fall, Spring, Summer
Instructor: Dr. John Graves, MSSE Department, MSU-Bozeman

This course takes a practitioner's look at the art of inquiry instruction appropriate to all learning settings, including, but not limited to classrooms, museums, planetariums, etc. Using many of the current pedagogical approaches of instruction including constructivism, misconceptions, the 5 E learning model, 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 through the lens of the Science & Engineering Practices as outlined in A Framework for K-12 Science Education. Course assignments include readings, reflections on Science & Engineering Practices, discussions and the completion of an individualized inquiry project. Students in the course can expect a highly active, fully engaging, professionally stimulating class session each week. 

John has over 35 years of experience with middle school and university instruction. He has a passion for inquiry instruction and models thought-provoking, challenging examples of research-based best practices of inquiry instruction through the Science & Engineering Practices. The emphasis of the course will be on helping teachers gain the skills necessary to improve inquiry teaching in their teaching settings.

Choose the text that best supplements the level you teach:

ISBN:  9781452244457 -  Teaching High School Science through Inquiry and Argumentation 2^nd Edition (Llewellyn - Sage)

MSSE 502 Emerging Technology & the Science Classroom 
Credits: 2
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Dr. Nicholas Lux, College of Education, Health & Human Development

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:

1. Articulate a rationale for using Internet-based technology during instruction.
2. Use a web aggregator and social bookmarking to increase efficiency in information gathering.
3. Develop an initial personal learning network.
4. 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.
5. Create a plan for integrating at least three Web 2.0 tools into current instructional efforts.

MSSE 503 Integrating Literature into the Science Classroom
Credits: 3
Mode of Delivery: Online
Semester Offered: Spring
Instructor: Joe Bradshaw, MSSE Department, MSU-Bozeman

Integrating Literature into the Science Classroom is a 14 week, 3 credit course. Cross-level instruction will be utilized for elementary, middle, and high school instructors. It provides an effective way to integrate master teaching strategies with current practices of teachers. The goal of this course is to engage and equip teachers in the area of science and literacy by integrating science-related literature into science classrooms. The course supports the integrated approach to providing reading and science instruction.

                  ISBN 0590689088 - Look to the North (George - Harp) 1998

The sixth required reading is a book of personal interest. Must have a science-related theme.

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 instructional settings (classrooms, museums, aquariums, outdoor schools, etc.) 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.

Textbook: ISBN: 978-1-119-86016-7 - Classroom Assessment Techniques (Angelo - Wiley) 

This course presents an overview of action research for practicing teachers and informal science educators. Students will explore the conceptual underpinnings of action research in science education as they relate specifically to curriculum, teaching and learning of science. Students will gain experience in data collection and analysis, and will prepare an action research proposal based on their individual teaching situation.

AND Mertler Action Research textbook (edition TBD)

MSSE 506 Crime Scene Investigators: Forensics Science for Teachers
Credits: 2
Mode of Delivery: Online
Semester Offered: Spring (even years)
Instructor:  Dr. Marcie Reuer, MSSE Department, MSU-Bozeman

This course will focus on developing an understanding of forensic science discipline that teachers can apply to the classroom. Topics covered will include blood, DNA analysis, fingerprinting, forgery, computer forensics, physical and trace evidence, ballistics and the autopsy process. Using critical thinking, science and engineering practices, science disciplinary content, case studies, forensics labs and more, teachers will plan and perform forensic investigations in their classrooms.  Join the class for an exciting learning experience to solve the crime!

Instructor: Brian Theroux, MSSE Department, MSU-Bozeman

This course is a practical introduction to data 'wrangling' for students in the MSSE program. Our goal is to give you a basic foundation in dealing with the sorts of data that arise from MSSE projects, point you in the right direction on how to talk about your data, ideas for data display and some suggestions for analysis. No background in statistics is expected or required, although we do expect basic math skills! This brief introduction will not rely on any programming skills. Specifically, we will:

1. Show you how to use Google sheets as a basic database to securely store your data.
2. Show you strengths and weaknesses of various methods to graphically display your data.
3. Coach you through basic study design principles so that you know how to talk about your data in an intellectually honest way.
4. Talk about the use of summary statistics such as mean, median and range to tell a story about your data.
5. Discuss the perils and joys of more complicated statistical analyses.
6. Provide a series of templates to help you analyze your data.
7. Discuss the significance of qualitative data such as personal interviews and how to triangulate diverse data types to enrich analysis. 

A course in the implementation of action 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 MSSE 504 Formative Assessment in Science Education and MSSE 505 Foundations of Action Research in Science Teaching and Learning.

AND ISBN 9781544324395 - Action Research: Improving Schools and Empowering Educators 6th ed. (Mertler - Sage)

MSSE 511 STEM Methods for Teachers 
Credits: 2
Mode of Delivery: Online
Semester Offered: Spring (odd years)
Instructor: Dr. John Graves, MSSE Department, MSU-Bozeman

This class is designed to give K-12 teachers a basic understanding of a broad range of topics of STEM education. These courses are specially designed to help you integrate inquiry-based science, technology, engineering and mathematics (STEM) into the classroom while improving content and pedagogical knowledge in each of these areas.

MSSE 518 Master Teaching Strategies for Science Teachers 
Credits: 3
Mode of Delivery: Online
Semester Offered: Spring (odd years)
Instructor: Dr. Kate Solberg, MSSE Department, 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 or teaching setting such as museum, planetarium, zoo, outdoor school in which to complete the required instructional "assignments" is absolutely necessary.

Textbook: ISBN 9780133749304 - Models of Teaching (Joyce - Pearson)

MSSE 536 Construction of Curriculum 
Credits: 2
Mode of Delivery: Online
Semester Offered: Summer (odd years)
Instructor: Dr. Marcie Reuer, MSSE & 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 or develop instructional materials for an informal science education setting such as a museum or zoo. 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.

MSSE 537 Contemporary Issues in Science Education: The 3 D's of NGSS 
Credits: 2
Mode of Delivery: Online
Semester Offered: Summer (even years)
Instructor: Dr. Marcie Reuer, MSSE Department, MSU-Bozeman

The course is designed to survey the three dimensions of the Next Generation Science Standards: science & engineering practices, crosscutting concepts and disciplinary core ideas.  Each dimension will be examined with emphasis on the interconnectedness of the dimensions.  The course will help teachers of science, regardless of level or content, teaching in formal or informal settings to better understand the underpinnings of NGSS and to develop strategies to implement NGSS dimensions in their teaching. Weekly assignments include online readings, discussion among colleagues and reflection and application of the content.

Textbook: The Next Generation Science Standards: For States, By States. NGSS Lead States. 2013. Washington DC: The National Academy Press.

https://www.nap.edu/catalog/18290/next-generation-science-standards-for-states-by-states

MSSE 575 Professional Capstone Paper & Symposium in Science Education
Credits: 3
Mode of Delivery: Online (spring) and Campus (summer)
Semester Offered: Spring (2 cr.), Summer (1 cr.)
Instructor: Dr. John Graves, MSSE Director, 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.

Electrical Engineering

EELE 508 Solar Cell Basics for Science Teachers
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Dr. Todd Kaiser, Electrical & Computer Engineering, MSU-Bozeman

Grant support is available from the Department of Electrical and Computer Engineering for ELEE 508 Solar Cell Basics.  To be considered for funding support, the MSSE graduate student must meet at least one of the following criteria: . 
1)      Graduate student is a member of an underrepresented minority and/or
2)      Graduate student teaches in a setting that serves a large population of underrepresented students
For more information, contact MSSE at msse@montana.edu

Solar Cell Basics is a course for science educators, to train them to teach principles of solar cells. The course is designed to help science teachers, grades 6 to 12, understand the operating principles and the fabrication processes of modern solar cells that convert light energy to electrical energy. The course has a laboratory component in which solar cells will be fabricated in the Montana Microfabrication Facility (MMF). Each student will process 4 inch silicon wafers using the various steps necessary to make solar cells.

Participants should have an understanding of basic chemistry and physics principles.

Additional course fee of $50 will be added to student accounts to cover the cost of materials.

Engineering

Dr. John Graves, MSSE, MSU-Bozeman

This course is designed to introduce the concepts of engineering technology design to equip teachers of science to meet and exceed emerging standards of teaching engineering process K-12. A balanced approach of engineering processes and educational pedagogy will be the cornerstones of the course.

Textbook: ISBN 978-1111645823 - Engineering Design, An Introduction 2nd edition. Karsnitz, O'Brien, Hutchinson, 2013

Health and Human Development

Instructor: Lindsay Kordick, MS, RD, LN, EPc, HHD Department, MSU-Bozeman

Land Resources and Environmental Sciences

LRES 557 Thermal Biology in Yellowstone National Park
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Dana Skorupa, Department of Chemical & Biological Engineering, MSU-Bozeman

Yellowstone National Park (YNP), one of the world’s largest active volcanoes, is home to over 14,000 geothermal features which serve as unique ecosystems for many uncharacterized and uncultured extremophilic microorganisms. This course will introduce you to the unique Bacteria, Archaea, and Eukarya inhabiting YNP’s geothermal features. You will learn how microorganisms influence hot springs, contribute to the cycling of nutrients, and how these unique organisms are used in a variety of biotechnology applications. You will also visit Yellowstone’s geothermal systems on a two day field trip, and through your collective experiences, you will give a pitch presentation for a thermal biology instructional model. Finally, during laboratory sessions, you will be introduced to several thermal-biology related labs you may wish to modify and incorporate in your classroom.
Learning outcomes:

• Explain how and why thermophilic microorganisms are important in geothermal environments
• Identify relevant theory and methods for thermal biology teaching labs
• Design a draft thermal biology instructional model using course content
• Practice scientific oral communication

Physical Fitness Requirement: Field trips will require walking distances of approximately 6.5 miles round trip with 387 feet of elevation gain at high elevation (7000 ft.) and will involve being in the field for the majority of the day. Weather may vary!

Provided materials: The “Living Colors - Microbes of Yellowstone National Park” (2015) book will be provided to you for free. Students are required to bring the Living Colors book and microbial wheel on our field trip to Yellowstone.

Additional course fee of $150 will be added to student accounts to cover the cost of transportation and camp fees.

LRES 569 Ecology of Invasive Plants in the Greater Yellowstone Ecosystem
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Rebecca Hurst, Department of Ecology, MSU-Bozeman

This five-day course includes 4 days taking data in the field making measurements on exotic invasive plants at a range of sites from the Gallatin Valley to the Gallatin National Forest. We take one full-day field trip to Yellowstone National Park. Each day starts with a 1-hour lecture introducing a subject area then the class goes to a different field site each day to collect data. Students return to the computer lab to analyze the data and answer questions about the observations/measurements. This course directly involves students in monitoring plant populations by contributing to long-term datasets and assessing the distribution, invasive potential and impact of several non-indigenous species in otherwise pristine mountain environments.

The questions that we will examine are:

1. How does one determine the local distribution of a rare species?
2. Can we detect change in non-indigenous plant populations that will allow us to judge them as invasive?
3. What should be the criteria for determining if a non-indigenous plant species can have a significant impact on a plant community?
4. What should be the criteria for determining if a non-indigenous plant species can have a significant impact on the ecosystem they inhabit?

Students will read the most current theories on what makes species invasive and what conditions invite or detour non-indigenous plant species. At least 1/3 of the field time will be used to discuss how these theories apply to our system.

Data analysis will place each student with a computer and include the use of Excel and R software. Each student will analyze a different portion of the field data. Integration of field ecology into K-12 classes will be discussed throughout the course. 

Additional course fee of $104 will be added to student accounts to cover the cost of transportation.

Target Audience: 
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Amber Hemphill, Department of Land Resources and Environmental Sciences, MSU-Bozeman

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.

Required Textbook to be purchased prior to the start of class by students: Field Manual for Water Quality Monitoring 13th ed. (Mitchell & Stapp) , ISBN 978-0757555466

Other lab materials will be sent to you by the MSSE office shortly before the beginning of the course. A fee of $80 will be charged to your student account to cover the cost of the materials. Items will need to be shipped back at the cost of the student. 

Students living abroad are not able to take this course due to shipping restrictions related to lab equipment.

Target Audience: Middle and high school teachers
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Suzanna Soileau, Land Resources and Environmental Sciences, MSU-Bozeman

Playing with DIRT! At your age? Believe it or not, soil (to some known as "dirt") is part of all of our lives on a daily basis. And, as environmental issues such as water quality, waste management, ecological biodiversity, land resource carrying capacity, and alternative land uses continue to gain more attention from the public, increasing demands will be placed on earth science, physical science, geology, geography, and general science teachers for curriculum to support our understanding of these issues. Soil science is not a new science, but one that has gained much attention and interest in the past decade. And, the study of soil science has taken on new, "real-life" meaning and significance in the last decade. Today scientists spend a great deal of time studying the soil-like materials of distant planets, the remote reaches of the earth, and even under the ocean floors.

The goal of this course is to introduce teachers to the basic principles of soil science as an integral part of the curriculum for environmental sciences, ecology, earth science, geology, water quality, and geography. The course is structured around twelve basic soil concepts, beginning with the significance of soil in our everyday lives and progressing through soil formation, the physical and chemical properties of soils, and the role soil and the earth play in environmental management today and in the future. This course is filled with "how to" classroom teaching opportunities and resources. A good share of the course addresses contemporary issues and readings. We'll integrate teaching DIRT with math, language arts, geography, social studies, artistic expression, chemistry, physics, and biology.

You'll learn about the soil in your own school yard or back yard, who to contact to get local "experts" and how to get your students more interested in environmental studies. This course is "hands on", participation oriented.

What goes on in the DIRTY DOZEN?

• Study the significance of soil and the processes involved in soil formation and differentiation (did you know that all soils have names and identities and more than 14,000 different "soils" are recognized in the United States alone?).
• Learn how to use such readily available resources as National Geographic, Science, and other popular magazines to introduce students to soil science and develop lessons that are fun in the classroom.
• Develop better understanding of the relationship between soil and water quality, crop and vegetation management, and environmental science.

Required Textbook/Materials: Soil Science Simplified 5th ed. (Kohnke & Franzmeier) ISBN 13:978-1478629078; 10:47862907X https://www.amazon.com/Science-Simplified-Fifth-Donald-Franzmeier/dp/147862907X

All other lab materials will be sent to you by the MSSE office. A fee of $70 will be charged to your student account to cover the cost of materials. If you live abroad, please notify us of your foreign address so that materials can be sent to you directly. MSSE at msse@montana.edu.

Target Audience: Designed for secondary earth science, physical science, geology, geography, and environmental science teachers.
Mode of Delivery: Online
Semester Offered: Spring (even years)
Instructor: Suzanna Soileau, Land Resources and Environmental Sciences, MSU-Bozeman

Science teachers face challenges and issues that can require integrated background knowledge on multiple science topics as well as diverse teaching approaches in the classroom. Water Quality in the Classroom is a 'must' course for teachers involved in any aspect of biological sciences. Water quality can be called an "integrating" science, in that it serves as a platform for expanded applications of chemistry, physics, biology, mathematics, geology, earth science, political and social sciences, and creative arts.

Water Quality in the Classroom has three central foci: 1) increase student knowledge and assessment skills about the physical, chemical, and biological aspects of water quality investigations, 2) develop and implement new pedagogies for teaching water quality concepts in the secondary school science classroom, and 3) increase student awareness and understanding of some of the more significant global water quality issues that science teachers, their students, and their communities will face in the 21st century. This course teaches water quality concepts and how to demonstrate, explain, and teach them in the science classroom. Course format includes weekly "kitchen counter" experimentation, library and independent research, written homework, discussion.

Required Textbook to be purchased prior to the start of class by students: Field Manual for Water Quality Monitoring 13th ed. (Mitchell & Stapp) , ISBN 978-0757555466

Other materials will be sent to you by Montana State University shortly before the beginning of the course. A $25 fee will be charged to your student account to cover the cost of materials. If you live abroad, please notify us before registering so we can determine if materials can be shipped to your foreign address. msse@montana.edu

Mathematics

Instructor:  TBD, Mathematics Education, MSU-Bozeman

This course provides teachers with a sound understanding of modeling as a mathematical practice, as a context for teaching and reinforcing mathematics concepts, and as a means to integrate mathematics with other STEM disciplines.

Course goals include:

• Examine the nature of mathematical modeling and how it compares to other types of problems and tasks. Discover how mathematical modeling is approached at different grade levels (e.g., elementary) and in different contexts (e.g., STEM disciplines).
• Compare and contrast desirable habits of mind in mathematics, science, and engineering with a focus on modeling across STEM disciplines. Explore pedagogical practices that foster modeling in the context of effective STEM instruction.
• Recognize the role of mathematics and modeling in a person’s ability to make the well-founded judgments needed by engaged and reflective citizens.
• Solve a variety of modeling problems in mathematics and related STEM disciplines. Evaluate and critique lessons and tasks against mathematical modeling criteria.
• Design activities and lessons that incorporate authentic (mathematical) modeling.

Instructor:  TBD, Mathematics Education, MSU-Bozeman

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.

This course is designed to engage students using a modeling and simulation approach to inference. This course uses pedagogical principles that are founded in research, such as weekly small group discussion activities, in addition to the collection of weekly homework assignments. In this course, students will be exposed to numerous examples of real-world applications of statistics that are designed to help them think like statisticians and develop a conceptual understanding of statistics. Upon completion of this course, students should have an understanding of the foundational concepts of data, variation and inference, as well as an appreciation for the fundamental role that statistics plays in a host of disciplines, such as business, economics, law, and medicine.

Instructor:  TBD, Mathematics Education, MSU-Bozeman

Study of the social context of schooling in the U.S. through the lens of access and equity in mathematics education. Key content themes and connections in algebra, geometry, probability/data analysis, number, and measurement with a focus on mathematical practices. Exploring, extending, designing, and teaching equity-oriented classroom activities for middle/high school students and reflecting on issues of access, equity, and student outcomes

Instructor:  TBD, Mathematics Education, MSU-Bozeman

Microbiology

MB 533 Current Topics in Microbiology 
Credits: 3
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Dr. Elinor Pulcini, Department of Microbiology, MSU-Bozeman

This course will provide an inquiry based examination of current microbiology related topics. Topics may vary from semester to semester and will be selected by the assessment of what is considered “newsworthy.”  Topics could include but not be limited to hospital acquired and community acquired infections, antibiotic resistance, immunizations, food safety and drinking water. Emphasis will be placed on the ramifications of issues with respect to industry, medicine, and personal health. A review of literature will provide background information for the topics in order to provide teachers sufficient and correct information to hold discussions regarding these topics in their classrooms. 

All materials are supplied in the course or as ejournals through MSU Library Proxy access.

MB 536 Exploring Microbiology
Credits: 3
Mode of Delivery: Online
Semester Offered: Summer (even years)
Instructor: Dr. Zoe Pratte, Department of Microbiology and Cell Biology, MSU-Bozeman

The goals of the course are to provide science educators with fundamental knowledge of microbiology that will allow them to expand and enhance their teaching activities in this subject. Teachers will gain an appreciation of the biology of microorganisms through reading, web searches, assignments and discussions on the life and death of microorganisms, the microbial world and microorganisms in their environments. They will also learn how a fundamental knowledge and understanding of microbiology can be applied in daily life as well as in biotechnology and in studying complex issues such as the origins of life. The course will provide a sound grounding in microbiology for students who intend to take courses on infectious diseases and environmental microbiology.

Textbook: Prescott’s Microbiology, 12^th ed., by Willey  (McGraw-Hill)^, ISBN #978-1265123031. 10th and 11th editions are acceptable.

MB 540 Environmental Microbiology
Credits: 3
Mode of Delivery: Online
Semester Offered: Summer (odd years)
Instructor: Dr. Zoe Pratte, Department of Microbiology and Cell Biology, MSU-Bozeman

The course will provide students with fundamental knowledge of environmental microbiology. Through reading assignments and discussions on freshwater, marine, food and soil microbiology, students will gain an appreciation of how microorganisms maintain the biosphere in a balanced state. Students will also learn how this fundamental knowledge of microbial ecology has been exploited by man to remediate soils contaminated with toxic wastes and waters polluted with residential, industrial and agricultural waste.

Textbook: Prescott's Microbiology, 12^th ed., by Willey  (McGraw-Hill) ISBN10: 1264088396 | ISBN13: 9781264088393

MB 541 Microbial Genetics
Credits: 3
Mode of Delivery: Online
Semester Offered: Spring
Instructor: Dr. Elinor Pulcini, Center for Biofilm Engineering, MSU-Bozeman

This course is designed to provide an understanding of the fundamentals of genetic processes in bacteria (prokaryotes). Why bacteria instead of higher organisms or eukaryotes?

1) The study of bacterial genetics has provided much of the understanding of fundamental genetic processes for all organisms, especially through the use of in vivo and in vitro genetic tools.

2) Prokaryotic genetics is somewhat simpler than eukaryotic genetics due to the organization of the cell, its genome and transfer of genetic information. However, the basic concepts such as transcription, translation, mutation, and recombination are similar if not identical in all organisms.

3) The short generation time of bacteria lends themselves to genetic studies. Bacterial genetics labs are becoming easier to use, are relatively inexpensive and provide an ideal platform for genetic studies in the secondary school setting. It is critical that science teachers then understand the fundamental processes of genetics particularly as they apply to microorganisms.

Physics

Target Audience: Middle and high school teachers
Mode of Delivery: Online
Semester Offered: Fall
Instructor: Lynn Powers, MSSE, MSU-Bozeman

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. Students are responsible for acquiring the textbook in time for the first day of class -- see below for details. 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.

Textbook: ISBN-10: 1319039448, ISBN-13: 978-1319039448 - Universe, 11^th Edition (Freedman - Macmillan)

Prerequisites: Undergraduate calculus-based physics course, or per instructor approval

What do we mean by "curved spacetime"?  As you fall toward a black hole, how much time do you have left according to your watch or according to someone watching you fall from far away?  What will you see as you get closer and closer to a black hole?  What is like inside a black hole?  What will happen at the central crunch point?  Is it possible to travel through a black hole to another universe?

Einstein’s theory of general relativity gives you answers to these questions.  General relativity is a theory of gravity.  Starting from a simple definition of spacetime geometry and some math, you will be able to answer every possible question about light paths and particles trajectories around the black hole as well as around familiar gravitating bodies, such as the Earth and Sun.  General relativity can also describe geometry of the Universe and how it evolves in time starting from the Big Bang.

The course starts with stellar evolution: how stars form and die.  Then, we examine the idea of spacetime curvature and the Schwarzschild geometry for a non-rotating black hole.  We calculate the trajectories of light and particles inside and outside the black hole.  We will be exploring event horizons, singularity, Hawking radiation, and rotating black holes.  In the second half of the semester, we will apply general relativity to the entire universe.  We will learn the Big Bang, forms of energy driving the expansion of the universe, different cosmological models, and how our universe might end.

NOTE: Participants should have mathematical skills in undergraduate-level calculus, trigonometry, and algebra.  They should know how to take derivatives and find a maximum and a minimum of a function, and should be able to integrate polynomial functions.  Also, participants need to be familiar with the basic principles in modern physics and special relativity.  Some knowledge of astronomy would be helpful.

Exploring Black Holes: Introduction to General Relativity (Wheeler, Taylor - Addison, Wesley) ISBN 9780201384239 You can download Exploring Black Holes from the author's website - free download

AND

An Introduction to Modern Cosmology, 3rd Ed (Liddle - Wiley) -ISBN-10: 9781118502143 or ISBN-13: 978-1118502143

Prerequisites: You are expected to have had an introductory physics course and possess a working knowledge of elementary differential and integral calculus.

In the conventional teaching of quantum mechanics, there are three well-accepted and equivalent approaches: Schrödinger’s  wave  mechanics, Heisenberg’s matrix mechanics, and Feynman’s path integrals. In a college textbook, learning any of the three will heavily rely on well-versed math knowledge no less than linear algebra and/or partial differential equations. Amazingly, Richard Feynman was able to summarize his approach to a simple command  that all quantum particles, such as photons and electrons, should "Explore all paths".  In his popular book, QED, The Strange Theory of Light and Matter, he explained this idea and how to use it to study a quantum particle’s behavior using just vector addition and multiplication.

In this course, we will begin with Feynman’s book to learn and practice his idea of explore all-paths. Then, we will expand this idea to study the difference between the paths taken by quantum and classical particles. Finally, we will further explore how a quantum particle propagates in space and time, which will lead us to the wave function. These will be achieved without solving equations. Instead, we will use simulation software modules developed based on explore-all-paths to study quantum particles in different settings including those presented in Feynman’s book. The  homework assignments are mainly simulation based as well. We will also use an online discussion forum where we can exchange thoughts, questions, and comments related to the subject. 

Textbooks: QED, The Strange Theory of Light and Matter (Feynman - Princeton University Press). There are three editions so far. (1985,  2006,  and 2014).  A copy of any of these will work. 

Target Audience: K-12 science teachers
Mode of Delivery: Online
Semester Offered: Summer
Instructor: Jason Marcks, MSSE, MSU-Bozeman

Is there ice on Mercury? Why isn't Pluto a planet? As viewed by the modern astronomer, the Solar System includes more than 100 diverse worlds interacting as a dynamic system. This online course for K-12 in-service teachers focuses on fundamental questions driving NASA's exploration of the Solar System: How did it form? What's in it? How is it arranged? What does the study of other worlds (planets, moons, asteroids, and comets) teach us about our own? How do we learn about other worlds? How are these worlds similar and different? How do they interact, forming mini-systems within the Solar System? What are their surfaces, atmospheres, and interiors like, and how do we know? By taking advantage of NASA's virtual presence in the Solar System, course participants will learn about the "new" Solar System and how to engage their students in the wonder of exploration.

Online resources will be provided in the course. No textbook required.

Instructor: Ben Spicer, MSSE, MSU-Bozeman

This course is designed for practicing teachers who are teaching or planning to teach electricity and magnetism as part of the science curricula in their classrooms. Its broad purpose is to introduce core concepts in electric circuits and magnetism, and to help teachers by increasing their understanding of the underlying physics so that they may use their curricular materials more effectively. Students will engage with each concept using guided inquiry home experiments, online simulation labs, quizzes, and peer discussion.  

At the end of this course a student should be able to: 

• Demonstrate a foundational understanding of the basic principles underlying electric circuits. 
• Identify and explain common phenomena using conceptual models of electricity and magnetism 
• Engage in productive dialog with other science teachers about the relevance of a conceptual understanding of electricity and magnetism 

Required Materials: All lab materials will be sent to you by the MSSE office. A fee of $100 will be charged to student accounts to cover the cost of materials. If you live abroad, please notify us of your foreign address so that materials can be sent to you directly. Contact MSSE at msse@montana.edu.

PHSX 572 Space Science for Elementary Teachers

Instructor: Jason Marcks, MSSE, MSU-Bozeman

The Sun rises, the Sun sets. There must be more to life than that. There is. The patterns of day and night - of the Sun, Moon, planets, and stars - are complex and wonderful. Some are very easy to figure out if you have the right tools; others take a bit of practice. All can be studied at different levels, and so can be used for different grade levels and for the focus of scientific inquiry.

This course is intended for elementary school teachers who use hands-on curricula. The topics include the Moon and lunar phases, patterns and changes in the night sky, the Sun’s appearance over the day and over the year at different locations on Earth, and some keys to understanding the surface patterns of planets and other worlds in our Solar System. Throughout the course are ways of learning about student ideas, limitations, and misconceptions. Each week, participants work through a selection of activities and contribute to asynchronous online discussions. The available activities focus on each week’s topic, but each participant is encouraged to choose activities that will best contribute to her or his own learning and teaching needs. Many of the activities parallel student activities in popular space science curriculum kits, though most are geared for adult learners. At the same time, participants experience a long-term observation-based inquiry. Discussions provide a way for participants to learn about a wide assortment of activities, exchange tips and ideas, and bounce thoughts and questions off colleagues as they work through their own understandings.

Participants examine and deepen their own understanding of space science, uncover and correct misunderstandings, and explore different ways of learning particular topics. In doing so, participants gain skills to support inquiry-based learning and guided kit use among their students. Resources include a Teacher’s Guide, star wheel, and access to templates participants and their students can use to make tools to understand space science. Internet resources are used throughout the course. Activities use household materials.

Online resources will be provided in the course. No textbook required.

Sound, Energy, and Waves - Fun Conceptual Physics for Grades K-8. In this exciting seven-week online course we will investigate principles of Sound. Conducting and observing hands-on, “ears-on” science is easy and fun! You will record the principles you learn in a science notebook and share your investigations with other teachers through collaborative assignments and weekly discussions. This is a course that allows you to play as you learn.

By participating in this course, you will...

• Have a clearer conceptual understanding of how sound works and what it is.
• Know how to examine sounds by looking at the whole "sound system" (force vibration, medium, receiver).
• Learn about sound energy and how it moves through a medium.
• Examine how the properties of materials affect the sounds you hear.
• Learn about ears and how they work.
• Experience the true Scientific Method and collaboration.

This is a conceptual physics course that is designed especially for elementary and middle school teachers with little or no formal training in science. Teachers with significant previous experience teaching physical science are welcome, but are encouraged to contact MSSE for more information at msse@montana.edu.

Required Textbook/Materials: All reading materials will be found in D2L. Lab kit materials will be sent to you by the MSSE office shortly before the beginning of the course. A fee of $80 will be charged to your student account to cover the cost of the materials. 

Students living abroad may not beable to take this course due to shipping restrictions related to lab equipment.

Instructor: Ken Taylor, Department of Physics, MSU-Bozeman

In this course we will focus on the fascinating concepts of measurement and motion, and how they relate to hands-on physical science in the elementary and middle school classrooms.

The first 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

Astrobiology is the study of the origin, evolution, distribution, and destiny of life in the universe. It defines itself as an interdisciplinary science at the intersection of physics, astronomy, biology, geology, and mathematics, to discover where and under what conditions life can arise and exist in the Universe. The course topics will cover the discovery of planetary systems around other stars, the nature of habitable zones around distant stars, the existence of life in extreme environments. These concepts will serve as a foundation to study possible extraterrestrial ecosystems on places in the solar system like Mars and Europa. Students will also investigate the methods used in the ongoing search for extra-terrestrial intelligence (SETI) and search for Earth-like planets. The overarching theme of the course will be to help participants gain a fundamental conceptual understanding of the central topics of astrobiology and to empower teachers to bring these topics into their classroom by proving experiences using the instructional activities aligned with the Next Generation Science Standards, Framework for K-12 Education, and the National Academies Astrobiology Science Strategy for the Search for Life in the Universe.

Required Textbooks: 

Life in the Universe, 5th Edition ISBN-13: 978-0691241784. 4th edition is also acceptable.

PHSX 584 Physics by Inquiry: Light and Color
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer (even years)
Instructor: Ken Taylor, Department of Physics, MSU-Bozeman

Physics 584 is entirely laboratory based. Instead of absorbing facts from a lecture, the students make observations and build scientific models to account for their observations. The course emphasizes the development of basic concepts and reasoning skills, and efforts are made to actively engage students in the learning process. Staff-to-student ratio is of necessity high (two instructors for approximately 14 students), and interactions with staff are through Socratic dialog: the instructors do not give answers but help the students to find their own. Available computer technology is utilized as appropriate.

The course will begin with a careful investigation of light and shadows, leading to an understanding of pigments, colored lights, and the interaction of the two.

The curriculum used will be the Physics by Inquiry modules developed by the Physics Education Group at University of Washington. This curriculum is based on two decades of research on student misconceptions. Each activity is designed to elicit those misconceptions known to block learning, and to allow the student to confront and resolve the difficulties.

Required Textbook: Lillian C. McDermott and the Physics Education Group, Physics by Inquiry, First Edition, (John Wiley & Sons, 1996), Volume I. - ISBN 978-0471144401

PHSX 586 Physics by Inquiry: Heat and Temperature 
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer (odd years)
Instructor: Ken Taylor, Department of Physics, MSU-Bozeman

Physics 586 is one-week long and entirely laboratory based. Instead of absorbing facts from a lecture, the students make observations and build scientific models to account for their observations. The course emphasizes the development of basic concepts and reasoning skills, and efforts are made to actively engage students in the learning process. Staff-to-student ratio is of necessity high and interactions with staff are through Socratic dialog: the instructors do not give answers, but help the students to find their own. Available computer technology is utilized as appropriate.

The course will explore the differences between the concepts of heat and temperature. This will include a study of heat capacity, specific heat, phase change, and heat transfer. The in-service teachers will also conduct a careful investigation of light, color, and geometrical optics.

The curriculum used will be the Physics by Inquiry modules developed by the Physics Education Group at University of Washington. This curriculum is based on two decades of research on student misconceptions. Each activity is designed to elicit those misconceptions known to block learning, and to allow the student to confront and resolve the difficulties. Students are often presented with several opportunities to confront the same misconception in increasingly rich contexts to insure that they are completely free of the misconception. This teaching approach has a three-fold advantage when used with future teachers: 1) They come away from the class with a clear understanding of the physics based on their own experience; 2) They acquire an awareness of those difficulties with which their future students are likely to be struggling; 3) Most importantly, they acquire a self-confidence in their ability to do science, to face unknown situations and find their own answers. Their teaching will be free of references to higher authority.

Textbook: ISBN 978-0471144403 - Physics by Inquiry Vol 1

PHSX 587 Physics by Inquiry: Geometric Optics for Teachers
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer (even years) 
Instructor: Ken Taylor, Department of Physics, MSU-Bozeman

An in-depth and hands-on exploration of basic physics principles. The course will begin with a careful investigation of geometrical optics, leading to an understanding of pinhole cameras, lenses, and prisms. This class is for middle school and high school science teachers. 

Physics 587 is entirely laboratory based. Instead of absorbing facts from a lecture, the students make observations and build scientific models to account for their observations. The course emphasizes the development of basic concepts and reasoning skills, and efforts are made to actively engage students in the learning process. Staff-to-student ratio is of necessity high (two instructors for approximately 14 students), and interactions with staff are through Socratic dialog: the instructors do not give answers, but help the students to find their own. Available computer technology is utilized as appropriate.

The course will begin with a careful investigation of geometrical optics, leading to an understanding of pinhole cameras, lenses, and prisms.

The curriculum used will be the Physics by Inquiry modules developed by the Physics Education Group at University of Washington. This curriculum is based on two decades of research on student misconceptions. Each activity is designed to elicit those misconceptions known to block learning, and to allow the student to confront and resolve the difficulties.

Required Textbook: ISBN 978-0471144410 - Physics by Inquiry Vol 2 

Instructor: Dr. Nicholas Childs, Department of Physics

Plant Sciences & Plant Pathology

Instructor: Chris Pavlovich, MSSE Program

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 either participate in this class with more experimentation with your plants.

Required Textbook: Botany for Gardeners, 3rd Edition, by Brian Capon. ISBN 978-1604690958

Materials:

• Basic Seed Set. Item # 157950. This can be ordered at Carolina.com for approximately $15.
• Wisconsin Fast Plants Trial-sized Get Acquainted Kit. Item #158690. This can be ordered at Carolina.com for approximately $13.
• Individual plant light. Item #666900. This can be ordered at Carolina.com for approximately $28. You can use your own florescent bulb.

Instructor: Joe Bradshaw, MSSE and Ecology Department, MSU-Bozeman

PSPP 547 Biomimicry: The Technology of Biology 
Credits: 2
Mode of Delivery: Online
Semester Offered: Spring (even years)
Instructor: Robyn Klein, Department of Plant Sciences & Plant Pathology and MSSE, MSU-Bozeman

Grades 7-12 teachers will:

a.  Practice biomimicry, a design tool that can be used to inspire technological innovation and bring relevancy to science curriculums. 
b.  Learn how biology can inform design for diverse industry disciplines such as engineering, architecture, chemical products, land management and communications.
c.  Apply these skills to biology, chemistry and physics science courses for grades 7 to 12.

Skills needed for this course :

A sense of adventure and wonder
A love of nature
An ability to cooperate with a group
An appreciation of patterns and beauty
A willingness to step out of your comfort zone

Textbook: The Biomimicry Resource Handbook (hardcopy recommended), available at: https://biomimicry.net/product/biomimicry-resource-handbook-hardcopy/

PSPP 548 Flowering Plants of the Northern Rocky Mountains
Credits: 2
Mode of Delivery: Campus
Semester Offered: Summer
Instructor: Robyn Klein, Department of Plant Sciences & Plant Pathology and MSSE, MSU-Bozeman

A field oriented study of the flowering plants of Montana with an emphasis on plant keying skills. Objectives are 1) to identify the parts of flowering plants and become familiar with botanical terms, 2) to learn morphological characteristics of common plant families, 3) to learn how to use a plant key to successfully identify flowering plants, 4) to apply plant identification skills to the classroom. Discussion will emphasize application of these skills and botanical texts to the classroom.

Textbook: Plant Identification Terminology: An Illustrated Glossary 978-0964-0221-64, Second Edition

Additional course fee of $100 will be added to student accounts to cover the cost of transportation.

Between 50,000 to 70,000 plants are currently in use for the flavor, fragrance, dietary supplement, cosmetic, and botanical product markets around the world. Plants are used as medicine by 80% of the world’s population. The global botanical supplement market is projected to grow from USD 40.54 billion to 80.54 billion by 2028. The growing awareness of health and wellness is drawing consumers to natural resources. And yet, most of us don’t know where vanilla, turmeric, or echinacea comes from, how it is grown, or the part that is used. How many chemical compounds are in coffee other than the one we are familiar with?

The major outcome of this course is for teachers to become familiar with dozens of botanical species now popular in cooking, in beverages, and in dietary supplements. This course will focus on where these plant species grow and are cultivated, their botanical nomenclature, plant anatomy, main chemical compounds and their bioactivity, research, and their role in history. The course will explore the value of these plants for agriculture, health care, and in sustainable harvesting and conservation around the world. The course is intended to assist K-12 teachers in applying these discoveries to their science classes in order to make science more relevant.

While teachers may be interested in this information for their own health, the focus of this course is not on herbal medicine. The focus is on the plants themselves, their nomenclature, geographical origin, uses, and the industries involved in supplying them to the market.

To request a course syllabus, please email msse@montana.edu