2023-24 Academic Courses
Anthropology (ANTY)
This course is designed to introduce the student to the concepts and terms used in the study of man as a cultural and physical being. It addresses the basic divisions of anthropology - physical and cultural anthropology, including ethnology, linguistics and prehistoric archaeology. (Fall Semester)
Course Outcomes
- Demonstrate an understanding of the four fields of anthropology: physical anthropology, archaeology, linguistics, and ethnology.
- Demonstrate an understanding of the basic vocabulary of anthropology.
- Demonstrate an understanding of the sequence of human evolution during the past 4.5 million years.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course will cover introductory principles of human evolution and primate studies, human variation, hominid paleontology, and related contemporary issues in physical anthropology (i.e., disease and human adaptations, applied science in forensics, etc.). (Intermittently)
Course Outcomes
- Understand the scientific basics of evolutionary processes and biological adaptations in humans and primates.
- Discuss the fossil record of hominids.
- Relate human development with our non-human relatives.
- Understand human variation and culture.
- Relate to contemporary issues involving physical anthropology.
An introduction to social and cultural anthropology, this course emphasizes key concepts and the comparison of distinctive cultures, social, economic, and political systems, language, religions, esthetics and cultural change. The study of archaeology, ethnology and linguistics will be introduced. (Spring Semester)
Course Outcomes
- Demonstrate a basic understanding of the concepts of culture, cultural variability, cultural relativism, culture change, and ethnocentrism as basic to the anthropological study of humans.
- Demonstrate a knowledge and understanding of the range and variety of human patterns of social organization, belief, behavior, and language, past and present.
- Demonstrate awareness of self as a member of multicultural global community.
Chemical Addiction Studies (CAS)
Addiction affects all members of society, and the substance abuse counselor must be knowledgeable of differing cultural and ethnic needs where they are practicing. This course builds a solid foundation of multicultural competencies, understanding how working with clients and peers from diverse backgrounds and those with experiences, beliefs, and preferences which differ from our own can greatly enhance effective practice in the field of addiction treatment. (Fall and Spring Semesters)
Course Outcomes
- Identify the social, political, cultural, and environmental influence on the use and misuse of alcohol, tobacco, and other substances in distinct populations.
- Define the specific core issues, challenges, and factors associated with each group.
- Understand the myths, stereotypes, and stigma associated with each group and its implications for the recovery process and culturally sensitive interventions.
- Discuss issues sometimes noted as 'resistance to treatment' in a manner that demonstrates cultural awareness (i.e., verbal and nonverbal behaviors, barriers to treatment, etc.).
- Identify their own culture and values, and assess how one's own identity contrasts and interacts with those different from oneself.
- Understand the process of becoming culturally competent and identify areas of needed personal growth.
- Discuss appropriate social intervention strategies that are evidence based and culturally relevant for each group studied.
This course is an introduction to the field of addiction counseling. It focuses on current therapeutic trends, strategies, and modalities used in the treatment of addictions. Relapse and prevention strategies, along with treatment of special populations, will also be covered. (Spring Semester)
Course Outcomes
- List the current therapeutic strategies used in the treatment of addictions.
- Explain the various treatment modalities used in addiction counseling.
- Identify and understand the issues in addiction and the family.
- Identify and understand the strategies and the models of relapse and prevention.
- Identify and understand the various models of treatment for addiction of adolescent and adult populations.
This course provides students specific knowledge regarding the theories, research, and evidenced-based literature in addiction counseling services. Students will learn the overall scope of the problems of addictions, professional characteristics and principles of addiction counselors, and the ethical and legal responsibilities of professional behavior. In addition, this course facilitates development of addiction counseling skills and competencies, including case management, interviewing, and crisis intervention. (Fall Semester)
Course Outcomes
- Understand the incidence and prevalence of addictive disorders in Montana, the diverse demographic characteristics of persons admitted to state-funded treatment centers, and trend data regarding specific drugs of abuse in Montana.
- Understand the ethical and legal requirements based upon the NAADAC Code of Ethics, Montana statues that govern professional conduct for LAC counselors, federal laws on Confidentiality of Alcohol and Drug Abuse Patient Records 42 C.F.R.Part 2, and laws governing mandated reporting.
- Develop a therapeutic relationship.
- Apply evidence-based addiction counseling methodologies, case management, and transtheoretical models of change.
- Perform the basic skills of Cognitive Behavioral Therapy and Dialectical Behavioral Therapy.
- Practice Motivational Interviewing and other appropriate interviewing techniques.
- Understand how multicultural competency applies to these skills.
This course presents advanced knowledge in the counseling process and specifically addresses substance abuse. The objective is to increase the student's knowledge of counseling strategies. (Spring Semester)
Course Outcomes
- Demonstrate advanced skills of Cognitive Behavioral Therapy, Dialectical Behavioral Therapy, Motivational Interviewing, and other appropriate intervention techniques.
- Understand the characteristics of special populations in substance abuse counseling and how to modify clinical procedures to accommodate the needs of those special populations.
- Create clinical plans designed to prevent relapse for substance abuse clients.
- Develop and implement attainable discharge plans for substance abusing clients.
- Have a general understanding of medically assisted substance abuse treatment and counseling.
- Identify community groups who could help to sustain recovery when the client is discharged from treatment.
- Apply theory to addiction treatment.
- Develop treatment plans using the counseling/clinical techniques specifically for the individuals who are experiencing addiction.
This course will introduce the student to assessment and evaluation procedures used in addiction counseling. The student will be able to understand, describe, administer, and interpret the various testing and evaluation tools used in addiction counseling. (Spring Semester)
Course Outcomes
- Identify the various factors involved with psychological test development.
- Identify and understand the various assessment and evaluation tools used in substance abuse counseling including DSM 5 and ASAM Criteria manuals.
- Administer and interpret the various tests used in substance abuse counseling.
- Define case management and discuss the context in which case management services are delivered.
- Apply the values and ethics of human service delivery to assessment and treatment planning.
- Demonstrate case management skills with diverse at-risk populations and an understanding of the significance of incorporating differences in race/ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin and the impact of rurality on case management services.
- Articulate importance and methods of case management service delivery.
This course will introduce the student to gambling and gaming addictions. Content will include etiology, subtypes, stages, diagnostic criteria, theories associated with gambling and gaming addiction, and methods for assessment and treatment. Prevention and the impact on work and family relationships will also be considered. (Fall Semester)
Course Outcomes
- Upon successful completion of this course, the student should be able to:
- Identify when gambling/gaming behaviors constitute addiction.
- Evaluate the severity of gambling/gaming addiction.
- Provide assessment and treatment planning for gambling/gaming addiction.
- Compare and contrast treatment alternatives for gambling/gaming addiction.
This course will examine the presence of both addiction and mental illnesses in individuals needing mental health and substance abuse treatment. Content will include an understanding of the most common co-occurring disorders, as well as assessment and treatment planning. (Fall Semester)
Course Outcomes
- Identify common co-occurring disorders.
- Identify the presence of co-occurring disorders in individuals presenting for substance abuse treatment.
- Provide assessment and treatment planning for individuals with co-occurring disorders in substance abuse treatment.
- Collaborate with other mental health professions in addressing the complexity of co-occurring disorders in substance abuse counseling.
This course is an introduction to the use of group counseling in substance abuse treatment. The stages of group development, leadership skills, and ethical concerns in this approach to substance abuse treatment are highlighted. (Fall Semester)
Course Outcomes
- Identify the stages of group counseling process for substance abuse counselors.
- Describe the characteristics of the stages of group development in substance abuse counseling.
- Demonstrate basic group counseling leadership skills for substance abuse counselors.
- Discuss diversity and ethical concerns associated with group counseling practice in substance abuse counseling.
This course explores the ethical and professional issues associated with substance abuse counseling. Diversity, values, morality, and the major ethical issues facing practitioners will be addressed. (Spring Semester)
Course Outcomes
- Discuss the basic issues which will be faced as a substance abuse counselor.
- Understand the laws pertaining to treatment, confidentiality, and client rights.
- Explain how diversity, values, and morality influence the counseling process and results.
- Analyze various ethical codes.
The clinical practicum provides the student with the opportunity take academic knowledge gained through course work and apply the knowledge in a clinical setting, where the student is provided an environment to discuss and apply learning in various situations. Clinical placements allow the student to develop, practice, and apply learned academic competencies in real life settings. (Intermittently)
Course Outcomes
- Apply analytical and problem solving skills to personal, social, and professional issues and situations.
- Demonstrate communication competence through the ability to read, write, speak, and listen, and use these processes effectively to acquire, develop, and convey ideas and information.
- Understand what it means to act ethically and responsibly, and reflect these through professional action.
- Demonstrate critical thinking and contextual competence regarding clinical experience.
- Explore the beginnings of professional identity while improving the knowledge, skills, and values associated with the profession.
Criminal Justice (CJUS)
This course introduces the student to the functions and practices of the agencies that make up the criminal justice system: police, courts, and corrections. The various stages in the criminal justice process are the focus. Ideological and organizational factors influencing decision-making throughout the criminal justice system are examined. (Fall and Spring Semesters)
Course Outcomes
- Understand the structure of and relationships between the three parts of the criminal justice system: law enforcement, courts, and corrections.
- Describe the practices of the police, courts, and corrections.
- Explain the interaction between and organization of federal, state, and local criminal justice agencies.
- Compare the major methods for measuring crime and evaluate sources of official crime statistics.
- Explain key periods in the historical evolution of American courts, law enforcement, and corrections.
The structure and organization of local, state and federal court systems and the roles and responsibilities of the key figures in the trial process are explored. Various problems faced by the judiciary are also addressed. (Fall Semester)
Course Outcomes
- Differentiate between the functions and roles of the various U.S. court systems.
- Describe the "dual system" of U.S. courts.
- Articulate the roles, responsibilities, limitations, and qualifications of each of the court's "work group" participants.
- Describe the organization and jurisdiction of each level of the U.S. Federal and Montana State court systems.
This course is an introduction to substantive criminal law, with appropriate examples from particular crimes. Historical development of substantive criminal law and its role in society is also covered. (Fall Semester)
Course Outcomes
- Describe the areas of criminal law that are vital to implementation of social justice.
- Explain the role of criminal law in the protection of society from deviant citizens.
- Utilize the MCA (Montana Code Annotated) to identify elements of the crime and penalties for specific Montana criminal statutes.
- Apply criminal law concepts to factual situations.
Institutional correctional systems at local, state and federal levels and community-based corrections, including probation and parole, are studied. The demographics of the prison population along with an examination of the inmate subculture and issues pertaining to special populations are also explored. (Spring Semester)
Course Outcomes
- Describe the role of corrections in the criminal justice system as an instrument of social control.
- Identify the different areas of the correctional process, including probation, community-based programs, parole, intermediate sanctions and alternative sentences.
- Explain the history of corrections in the United States.
- Differentiate between the population, operation, and jurisdiction of American jails and prisons.
- Understand the relationship between corrections and other criminal justice agencies and activities.
This course examines the police as a component of the criminal justice system, providing an overview of law enforcement agencies at the local, state, and federal levels, as well as an examination of their history and investigative responsibilities. Current issues and trends in law enforcement will be examined. (Spring Semester)
Course Outcomes
- Explain the police as a component of the criminal justice system.
- Define the role of law enforcement agencies at the local, state, and federal levels.
- Discuss the investigative responsibilities of law enforcement agencies on the local, state and federal levels. Discuss the history of policing in the United States.
- Discuss issues and trends in law enforcement, and how they relate to policing strategies, training, and procedures.
Covers the basic structure of law enforcement and the historical development of police departments, as applied to federal, state and municipal agencies. Examines current police practices and timely issues, such as police community relations, civil liability and ethics. (Spring Semester)
Course Outcomes
- Explain the nature of police bureaucracy and the various organizational structures of American law enforcement.
- Describe the various facets of police personnel systems, such as leadership, management, organization, discretion, ethics, and liability.
- Explain the various responsibilities of police administrators, such as staffing, directing, controlling, planning, decision making, budgeting, and evaluation.
- Understand the critical concerns facing American police including personnel, use of force, ethics, civil liability and police community relations.
A practical approach to criminal procedure that emphasizes the relationship between law and procedure is the focus. Up-to-date analysis of U.S. Supreme Court decisions affecting criminal procedures is reviewed. (Fall Semester)
Course Outcomes
- Understand that the law of criminal procedure consists of rules designed to balance the power of the government with the liberty and privacy of individuals.
- Learn the laws of arrest, search and seizure, interrogation, identification procedures and the exclusionary rule.
- Understand that the principles of the U.S. Constitution and how they are closely integrated with criminal procedure.
- Understand the Supreme Court's role historically in nationalizing criminal procedure to guarantee constitutional rights.
This course offers a supervised, structured learning experience at an approved business/organization. Students will receive training related to their field of study, enhance their academic learning, and gain exposure to the workplace. (All Semesters)
Course Outcomes
- Write a clear resume following acceptable rules of grammar and usage.
- Identify a minimum of four potential employers within their field of study and successfully interview for a job.
- Write measurable learning goals and objectives in conjunction with their site supervisor and internship instructor and make progress toward accomplishing those objectives.
- Self-evaluate and gain feedback on job performance.
Criminal Justice: Law Enforcement (CJLE)
This course will introduce students to the vocabulary and style of writing used in the criminal justice fields. Students will learn to write clear, concise and persuasive arrest reports, policy proposals, and other documents typically used in the criminal justice system. (Spring Semester)
Course Outcomes
- Document interviews and investigations through the use of accurate field notes.
- Write accurate police reports to assist in prosecutions.
- Complete various types of police report forms and criminal justice documents.
- Present investigative findings in a written form that is clear, complete, concise, and accurate.
This course covers 90 hours of instruction, approximately 60 hours lecture and 30 hours lab. Topics covered include police ethics and professionalism, criminal law, evidence and laws of arrest, communications, and report writing. Portions of the course will be conducted through practical applications. These include police patrol, defensive tactics and crowd control tactics, and firearms training. The course is not a substitute for the Montana Police Academy, but will give prospective reserve officers a minimum amount of instruction necessary to function as a reserve officer. The course covers areas of instruction mandated by requirements outlined in MCA 7-32-14: Qualifications for Appointment as a Reserve Officer. Actual appointment as a reserve officer is at the discretion of individual agencies. (Intermittently)
Course Outcomes
- Meet Montana state instructional requirements for reserve and auxiliary officers outlined in MCA 7-32-14 2.
- Have a working knowledge of criminal and constitutional law.
- Apply the principles of police ethics and professionalism.
- Describe the basics of investigative procedures and the collection of evidence.
- Write basic reports and communicate information in a clear and accurate manner.
- Assist in traffic and crowd control.
- Practice proper firearms handling and safety techniques.
Students will be introduced to techniques that will increase their ability to conduct efficient and productive interviews of witnesses, victims, and suspects. The course will cover techniques used during contact stops, calls for service and investigative interviews. Proper use of questioning, interview strategies and active listening techniques will also be discussed. (Fall Semester)
Course Outcomes
- Conduct effective, efficient and productive interviews of witnesses, victims, and subjects.
- Obtain essential information during contact stops, calls for service, and initial investigations.
- Possess a working knowledge of the legalities of an investigative interview.
- Utilize proper questioning, interview strategies, and active listening techniques.
- Demonstrate interview skills.
- Explain detection of deception (science vs. myth) and interrogation techniques.
Early Childhood Education (EDEC)
This course provides an overview of early childhood history, practice and relevant issues. It focuses on program philosophies and the importance of developmentally appropriate practices in early childhood settings. Students will learn of the unique needs of young children and families and about the professional opportunities in the field of early childhood education. (All Semesters)
Course Outcomes
- Recognize different types of program philosophies in early education.
- Understand early childhood in an historical context.
- Understand the need for developmentally appropriate program planning for young children.
- Set goals for future learning and professional growth and development in early childhood education.
This course assists students seeking their Early Childhood Child Development Associate (CDA) credentials by supporting the portfolio compilation process, preparing the student for the CDA assessment, and developing professional behaviors associated with entry-level professional roles in Early Childhood fields. It is advised, but not required, that students complete additional coursework that will prepare them to compile their portfolio and successfully complete the CDA assessment. (All Semesters)
Course Outcomes
- Prepare reflective statements of competence in the Child Development Associate (CDA) domains of learning.
- Write and maintain a professional philosophy statement.
- Present a well-organized, comprehensive professional portfolio containing the domains of learning for CDA credentialing.
- Pass the CDA assessment.
This course will explore when and how to use books and language to meet specific needs, and how to create an environment that encourages and promotes the emergence of literacy in young children. (Fall Semester)
Course Outcomes
- Understand the importance of language rich environments.
- Demonstrate current knowledge related to Language and Literature experiences.
- Plan and implement developmentally appropriate language activities for all children, regardless of ability or experience.
- Understand language acquisition as an important part of the developmental process and be able to recognize the sequence of language development in young children.
This course includes the development of child advocacy skills through awareness of the child's role in the family and society. Students will increase their understanding of diverse family structures and techniques to encourage parent-teacher partnerships. Students will learn about existing community resources and develop the ability to access resources to meet the needs of children and families. (Spring Semester)
Course Outcomes
- Explain the complex characteristics and importance of children's families and communities including home language, cultural values, ethnicity, socioeconomic conditions, family structures, relationships, stresses, childhood trauma and adverse childhood experiences, supports, and community resources.
- Create respectful, reciprocal relationships with families using a range of formal and informal strategies such as home visits, parent-teacher conferences, family nights, and transition planning into and out of early childhood programs including kindergarten.
- Promote and encourage family involvement in all aspects of children's development and learning including assisting families to find and refer resources concerning parenting, mental health, health care, and financial assistance.
- Demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines to encourage families participation in curriculum and program development as well as assessment of children's learning, including identification of children's strengths and needs.
- Collaborate with multiple stakeholders, including families and interdisciplinary professionals to meet the developmental needs of each child.
This course focuses on developing skills in using positive guidance techniques such as I messages, reflecting feelings, natural and logical consequences, providing choices, conflict resolution, developing positive behavioral interventions, self-concept development and enhancement, as well as children's pro-social skills. (Fall Semester)
Course Outcomes
- Evaluate principles of universal design for learning including direct and indirect guidance techniques.
- Review and critique guidance philosophies including the CSEFEL Pyramid Model for Supporting Social Emotional Competence, MBI PBIS (Positive Behavior Support), and Assertive Discipline in relationship to early childhood research, philosophy, and developmentally appropriate practices.
- Demonstrate a variety of guidance techniques and strategies that support positive relationships and assist children with security and self-regulation including "I" messages, reflecting feelings, natural and logical consequences, redirection, ignoring, exploring alternatives, conflict resolution and problem solving.
- Discuss developmentally appropriate methods for fostering self-esteem including the use of encouragement versus praise and responsibility.
- Discuss developmentally appropriate vs. inappropriate social behavior and the teacher's role in promoting a pro-social environment, creating a caring community of learners, and assisting children to develop friendship skills.
- Demonstrate developmentally appropriate self-concept and social activities, including multicultural/anti-bias curriculum, scripted stories, and solution kits.
- Describe and model culturally relevant guidance strategies.
This course emphasizes practical application of guidance strategies for promoting pro-social behaviors with individuals and groups of children through direct participation with children in a supervised lab setting. (Fall Semester)
Course Outcomes
- Identify and document challenging behaviors, conduct functional assessments, and develop positive support plans.
- Evaluate a peer in using direct and indirect guidance techniques.
- Evaluate own performance in using guidance techniques.
- Continue to develop dispositions consistent with the early childhood profession.
This course is designed to support educators in identifying and measuring behaviors, taking a close look at behaviors and how to support and/or reduce them and document behaviors for communication and collaboration opportunities. This course is taught by a Board Certified Behavior Analyst and will help prepare educators for the Registered Behavior Technician certification content. A student taking the course does not need to take the certification assessment, but will not be considered an RBT by just taking the course. The assessment for that certification is outside of the course and must be completed within 180 days of course completion. (Spring and Summer Semesters)
Course Outcomes
- Utilize behavior measurement.
- Conduct assessments used within the context of children's behaviors.
- Apply skills applicable to children's behaviors, collaboration, and behavior support.
- Explain strategies for how to reduce behaviors.
- Prepare students for the Registered Behavior Technician certification exam.
- Complete documentation and reports about behaviors.
- Explain and reflect on expectations for professional conduct and scope of practice.
This course focuses on the development of children's art and ways to implement developmentally appropriate art activities in learning environments for young children. It focuses on children's spontaneous art experiences as enhancers of creativity and self-esteem. (Spring Semester of Even Years)
Course Outcomes
- Demonstrate current knowledge related to creative art experiences.
- Plan and implement developmentally appropriate art activities for all children, regardless of ability or experience.
- Understand creative art as an important part of the developmental process and be able to recognize the sequence of art development in young children.
This course will explore themes in early childhood: attachment, separation, autonomy, accomplishment, and failure. A foundation in which individual developmental needs of children can be assessed by parents and teachers will be provided. Early childhood themes will be looked at in the context of the dominant culture child, the bi-cultural child, and the child with disabilities. Students will be introduced to the techniques of observing, recording, and interpreting the behavior of children. Students will examine research, theories, issues, and stages in a social/political context. Students will learn the importance of parents as children's first and most important teachers. (Fall Semester)
Course Outcomes
- Recognize how the themes of early childhood influence and impact learning and behavior in group settings.
- Understand early childhood themes in a social/political context.
- Understand and respect diverse families and their influence on children.
This course provides students with the developmental foundation to applytheories, issues, and research in program planning for infants and toddlers. Students will be required to observe (at consistent intervals)and document infants and toddlers in group settings.Students will plan inclusive environments for infants and toddlers and learn about the importance of understanding families in a cultural context. (All Semesters)
Course Outcomes
- Analyze infant and toddler environments using developmentally appropriate practice as the criteria.
- Plan and implement appropriate curriculum for infants and toddlers.
- Recognize the importance of observation, documentation, and reflection in assessment and curriculum planning. Perform portfolio-based assessments of infants and toddlers.
- Develop successful relationships with a diverse population of families.
This course will focus on developmentally appropriate activities that construct scientific and mathematical knowledge in meaningful and long lasting ways for children using their spontaneous ideas and creativity. (Spring Semester)
Course Outcomes
- Define concept knowledge and identify the concepts children are learning.
- Understand how young children construct knowledge.
- Plan and implement developmentally appropriate math and science activities.
- Understand the appropriate uses of technology in environments for young children.
This course is designed to increase the understanding of children's rhythmic movement capabilities and the interaction of play in the development of cognitive, social, emotional and physical domains. Emphasis is on how teachers can use movement as a way of learning for young children. (Spring Semester)
Course Outcomes
- Recognize the importance of music and movement when planning curriculum for young children.
- Develop and implement music and movement activities with groups of children.
- Learn to utilize group times as music and movement venues.
- Plan environments that facilitate gross motor activities.
This course provides students with the developmental foundation to apply theories, issues, and research in program planning for preschoolers. Students will be required to observe (at consistent intervals) and document preschoolers in group settings. Students will plan inclusive environments for preschoolers and learn about the importance of understanding families in a cultural context. (All Semesters)
Course Outcomes
- Analyze preschool environments using developmentally appropriate practice as the criteria.
- Plan and implement appropriate curriculum for preschoolers.
- Recognize the importance of observation, documentation, and reflection in assessment and curriculum planning.
- Perform portfolio-based assessments of preschoolers.
- Understand the importance of successful relationships with diverse populations of preschool families and their children.
- Communicate with stakeholders about the transition from preschool to kindergarten.
The student will learn the principles and practices of administration and supervision of programs for young children. Areas covered include types of schools, maintenance and operation of the physical plant, regulatory agencies and legal requirements, personnel policies and practices, records, accounting, and communication procedure. (Every Other Spring Semester)
Course Outcomes
- Develop program goals utilizing a meaningful and relevant personal philosophy of early childhood education programs.
- Use effective communication techniques.
- Understand the business aspects of effective program maintenance.
- Have knowledge of the various types of Early Childhood Programs.
The student will learn and explore methods and materials for planning and implementing an integrated program for young children, including methods of planning developmentally appropriate activities to enhance children's development. Emphasis is on designing an environment for learning related to curriculum goals. (Spring Semester)
Course Outcomes
- Recognize and understand curriculum philosophies.
- Understand anti-bias curriculum philosophy and incorporate concepts into program planning.
- Plan developmentally appropriate curriculum activities.
- Students will be able to plan individualized curriculum goals for diverse population of young children.
- Students will be able to create, evaluate and select developmentally appropriate materials, equipment and environments.
This course provides close supervision at approved, quality early childhood education sites. Students will apply child development, curriculum and guidance knowledge while implementing and evaluating learning experiences in all areas of learning. Conducting group times, handling routines of the classroom and responding to the individual and group needs will be required. (Spring Semester)
Course Outcomes
- Successfully plan and present activities to groups of children.
- Plan and conduct relevant and developmentally appropriate group times.
- Manage transitions and routines.
- Respond appropriately to individual children's needs.
This course provides close supervision at approved, quality early childhood education sites. Students will apply child development, curriculum and guidance knowledge while implementing and evaluating learning experiences in all areas of learning. Students will work closely with families. Students will observe, assess and plan programs for individual children. (Spring Semester)
Course Outcomes
- Observe, assess and implement developmentally appropriate programs for individual children.
- Plan a family based activity or participate in family conferences.
- Work effectively with varying ages of children (birth to age 8).
- Participate in staff meetings or discussions regarding program planning for individual children.
- Reflect on field experience in a detailed, thoughtful, and professional manner.
- Create a professional portfolio to obtain or maintain a role as a professional early childhoood educator.
Economics (ECNS)
A critical study of social issues using the constructs of incentives and the role of markets and government policy, this course provides a framework of analytical tools useful in the analysis of contemporary social issues. The normative ramifications of government regulation and deregulation, market power, welfare policies, changing economic structures both in the U.S. and globally, and the implications of reliance on free markets to determine resource allocation and pricing are discussed in the context of economic analysis. (Fall and Spring Semesters)
Course Outcomes
- Demonstrate the technique of economic thinking by applying the basic concepts of economics to the analysis of current social issues and public policies.
- Understand how markets allocate resources, and be able to identify sources of market failure.
- Identify and analyze the role of government in resource allocation from both efficiency and equity standards. Discern the positive from the normative in economic analyses of social issues and public policies.
- Demonstrate various aspects of globalization from both the micro and macro perspectives.
- Evaluate the legitimacy of multiple perspectives to reach an informed conclusion.
This course is an introduction to the fundamental principles and concepts of individual, business, and government behavior, including basic economic analysis of choice and its consequences, and supply and demand. Additional analysis of the costs of production and theories of business firm output and pricing decisions, labor and wage determination, income distribution, politics, health care and environmental issues will be addressed. (Fall and Spring Semesters)
Course Outcomes
- Describe scarcity, its effect on choices, and the great part economics plays in our everyday lives.
- Demonstrate a working knowledge of the dynamics and elasticity of supply and demand.
- Describe utility, and the theory of consumer maximization.
- Discuss the organization of industry and describe how the costs of production, output, and price are determined in each of the four basic market structures.
- Describe profit maximization in product and resource markets.
- Describe income inequality and the distribution of wealth.
- Explain American Capitalism and other forms of economic organization.
- Explain market failure and its effects on natural resources and the environment.
- Explain how comparative advantage and the role of exchange rates affect global trade.
- Apply an appropriate reasoning framework for economic analysis.
- Effectively use relevant, adequate support details, examples, reasons, logical arguments, facts, and/or statistics in analytical essays.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course is an introduction to the fundamental principles and concepts of national economies, including basic economic analysis of choice and its consequences and supply and demand. The problems and proposed solutions of national economies are addressed, including unemployment and inflation, national income accounting, economic growth, fiscal and monetary policy, business cycle theories and international trade. (Fall and Spring Semesters)
Course Outcomes
- Describe scarcity, its effect on choices, and the great part economics plays in our everyday lives.
- Demonstrate a working knowledge of the dynamics of supply and demand.
- Describe capitalism, other types of economic systems, and the economic organization of the United States. Discuss the views of the most prominent economic thinkers and philosophers.
- Discuss the techniques of calculating Gross Domestic Product.
- Describe the problems of the macro-economy (unemployment and inflation) and analyze monetary and fiscal policies.
- Discuss the American banking system and analyze its impact on the economy.
- Discuss the importance of economic growth and describe the factors that affect growth.
- Describe how comparative advantage and the role of exchange rates affect global trade.
- Apply an appropriate reasoning framework for economic analysis.
- Effectively use relevant, adequate support details, examples, reasons, logical arguments, facts, and/or statistics in analytical essays.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course consists of undergraduate research under the supervision of a full-time faculty member. This course may be repeated for a total of four credits. Students receiving financial aid or veteran's benefits should check with the Financial Aid Office before repeating this course. (Intermittently)
Course Outcomes
- Demonstrate appropriate use of data sources of information in electronic and print formats.
- Develop an appropriate research questions and/or hypothesis conducive to empirical data available.
- Conduct a literature review.
- Communicate an understanding of the topic investigated in written and/or oral form.
Education (EDU)
A critical analysis of public education and the role of classroom teachers in today's public schools. This course examines how public schools developed and changed over the last 100 years and how teachers' roles have evolved accordingly. Current challenges facing teachers, societal expectations of teachers and public schools, as well as the expectations of teacher candidates and teachers are discussed. (Fall and Spring Semesters)
Course Outcomes
- Upon successful completion of this course, the student should be able to:
- Discuss the role of public education and of classroom teachers in today's public schools.
- Summarize how public schools developed and changed over the last 100 years and how teachers' roles have evolved accordingly.
- Describe the current challenges facing teachers in terms of society's expectations of teachers and public schools.
- Visualize the classroom as a place of work, community, inclusion, and infinite promise.
- Explain the expectations of teacher candidates and teachers, and why those expectations are in place.
An introduction to public education and its place in society, this course is a preview of the teaching profession: preparation, rewards, development, structure, support, and control of schools in America. Numerous educational topics will be introduced including effective schools research, philosophies of education, career goals, and Gallup Poll results. A minimum of 45 hours of classroom observation are required. (Fall and Spring Semesters)
Course Outcomes
- Explain the philosophies underlying education in American school systems.
- Explain a variety of practices common to educational settings in grades K-12.
- Be familiar with career options open to education majors.
- Participate/observe in classroom settings.
- Consider personal potential as a teacher.
This course is designed to put theory into practice by working with instructional strategies in reading, writing, and math. Children's individual needs are addressed through differentiation, using adaptations, accommodations, and modification of strategies and outcomes. Real time data is utilized to adjust instruction in individual and small group settings. (Fall and Spring Semesters)
Course Outcomes
- Upon successful completion of this course, the student should be able to:
- Define the terms Adaptation, Accommodation, and Modification and give examples of instruction meeting each definition's parameters.
- Demonstrate a variety of techniques for teaching reading, math, and written language.
- Manage individual and group instruction.
- Demonstrate how to create adaptations based on student needs.
- Record and report types of data regarding student behavior in response to instruction.
This course examines the classroom practices that impact elementary-aged children's learning, motivation, and development within an educational, familial, and societal context. Topics include physical, cognitive, and psychosocial developmental growth of children. (Fall Semester)
Course Outcomes
- Describe how learning and development are related, and make application to educational practice.
- Describe how socioeconomic and culture factors interact with learning.
- Describe how cognitive development processes interact with student learning and apply this knowledge within the scope of one's anticipated practice.
- Discuss positive and negative aspects of various instructional practices and understand the impact of various teaching methodologies on learning outcomes.
- Analyze data related to characteristics of effective teachers and cite research about effective instruction.
- Understand and describe the contextual elements of professional education that make it complex.
This course consists of a survey of children's books with an emphasis on their use in the K-8 classroom. The history and current genres of children's literature will also be covered. Students will become aware of selection criteria, award-winning books, and strategies for sharing books with students. (Spring Semester)
Course Outcomes
- Read and respond to a full range of children's books representing a full range of genres.
- Recognize literary elements of children's literature.
- Use criteria to select appropriate children's literature.
- Understand the importance of presenting multicultural and international literature to children, including American Indian literature.
- Identify ways to integrate children's literature across the curriculum.
- Read children's books aloud with fluency.
- Defend the use of controversial children's books in the classroom.
The purpose of this course is to teach pre-service educators how to use and manage technology in educational settings and communicate methods and reasons for using technology. This course focuses on the computer and its educational applications for pre-service teachers. An emphasis is placed on integrating computer tools into class instruction. (Fall and Spring Semesters)
Course Outcomes
- Develop an exploratory, experimental approach to technology with a willingness to try new applications and tools.
- Define various types of learning styles and strategies and explain how technology can support the diverse needs of learners.
- Operate available computer hardware and associated peripherals.
- Evaluate resources for their potential for achieving instructional objectives.
- Plan instruction that incorporates technology in appropriate ways.
- Create learning activities and products with the following software that will enhance instruction and personal productivity:
- Word processing software
- Spreadsheet software
- Presentation software
- Web development software
- Graphic design software
- Graphic organizer software
- Curriculum specific software
- Email and Internet software
- Recognize various implications for computer use in K-12 schools and other educational settings.
- Reflect on literature related to using technology in educational settings.
- Access, evaluate, and utilize online educational resources.
- Explain and give concrete examples of how all the technologies learned in this class can be used to enhance instruction and personal productivity.
- Observe and apply use of instructional technology resources in the school setting.
This course is designed to provide the student with an introduction to theory and methods used in elementary art instruction. (Fall and Spring Semesters)
Course Outcomes
- Develop specific art activities for elementary children.
- Understand and be able to develop a scope and sequence for a sequential visual arts curriculum.
- Model the use of various art media and techniques.
- Develop skills, knowledge, and a working vocabulary in art production, art history, art criticism, and aesthetics. Demonstrate teaching methods which are age appropriate.
- Understand the health and safety aspects of art production including materials, tools, and equipment.
- Understand and appreciate related fine arts areas of dance, film, music, literature, theater, and the applied arts and their relationships to visual arts.
This course is designed for elementary education students only. The course will acquaint (or reacquaint) students with music fundamentals, music theory, and methods for teaching or supervising music in the elementary classroom. (Fall and Spring Semesters)
Course Outcomes
- Practice basic music skills, concepts, and notation (beat, rhythm, meter, melody, harmony, tone color, note values, form, instrument recognition, etc.).
- Practice how to teach singing, moving, listening, instrument integration, and creating music in the elementary classroom.
- Write age appropriate lesson plans that explore the relationship between the arts and other curricular areas.
- Consider the importance and role of music/art education in careers, life, and work.
- Utilize music to teach art, math, history, social studies, science, reading, and writing.
- Understand the impact of child development, learning modalities, and teacher modeling on lesson development.
History: American (HSTA)
This course is a comprehensive introductory history of Colonial, Revolutionary, Jeffersonian, Jacksonian, and Civil War era America. (Fall Semester)
Course Outcomes
- Evaluate documents from early colonial to Reconstruction.
- Synthesize ideas and information focusing on the settlement of the colonies and formation of the United States.
- Analyze the behaviors, ideas, and institutions associated with the Americas from the colonial era through Reconstruction.
- Explain competing interpretations of the colonial era through Reconstruction.
- Constructing an historical argument supported by evidence.
- Evaluate multiple perspectives to arrive at and articulate a conclusion.
This course is a comprehensive introductory history of America from the Gilded Age (1870s) to the present. (Spring Semester)
Course Outcomes
- Evaluate documents from Reconstruction to the present.
- Synthesize ideas and information focusing on the emergence of the United States as a world power.
- Analyze the behaviors, ideas, and institutions associated with the Americas since Reconstruction.
- Explain competing interpretations of American history since Reconstruction.
- Construct an historical argument supported by evidence.
- Evaluate multiple perspectives to arrive at and articulate a conclusion.
This course examines the historic background of the civil rights movement in the United States and discusses the events at the core of the movement in the 1950s and 1960s, putting the civil rights movement in the context of US political, social, and economic history. (Intermittently)
Course Outcomes
- Evaluate multiple perspectives to arrive at and articulate a conclusion.
- Analyze the historic events from 1865 forward that made a civil rights movement necessary in the United States.
- Identify and evaluate the significance of a range of leaders, organizations, events, issues, strategies, achievements, and unfulfilled agendas in the African American "long civil rights movement between the 1920s to present.
- Describe and explain the key events in the civil rights movement of the 1950s and 1960s.
- Discuss and give examples of the dynamic interplay of international, national, and local power and ideology, as African Americans have broken through barriers to citizenship and expanded the scope of self-determination (or alternatively, how they have coped with setbacks, white resistance, and changing socioeconomic conditions and power relations limiting their freedom).
- Discuss and give examples of how leaders, organizations, and local activists have understood and acted upon related issues of civil rights and economic justice, education, jobs, physical violence, public welfare, Voting, public and private economic power.
- Demonstrate concretely your understanding of how race, class, and gender have structured freedom movements and the social, cultural, economic and political contexts that inform these movements.
This course is an examination and evaluation of the political, social, cultural, economic, and geographic heritage of Montana as a territory and a state. (Fall and Spring Semesters)
Course Outcomes
- Identify the major political, economic, and cultural events and personages in Montana history.
- Recognize their role in the on-going debate over the meaning and destiny of Montana.
- Identify the major periods of development in the state's history.
- Identify major geographic features as they relate to historic events and themes.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
History: World (HSTR)
This course covers prehistoric days to the mid-17th century, with emphasis on the political, social, cultural, and economic aspects of the great civilizations of the earlier period, and the revolutions in politics, commerce, industry, and science which ushered in the modern era. (Fall Semester)
Course Outcomes
- Identify the emergence of early civilizations.
- Understand the key role of classical Greece in Western Civilization.
- Comprehend the broad influence of Rome from republic to empire.
- Explain the rise of Christianity in Western and Eastern rites.
- Recognize the influence of Byzantine and Islamic culture in the Middle Ages.
- Identify the major elements of Medieval society and culture.
- Show the reasons for the decline of Medieval society.
- Describe the Reformation and its impact on society.
- Understand the emergence of the early modern state.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course covers early 1500s to the present with emphasis on the rise of national systems, and the on-going revolutions in Western Civilization with attendant philosophic, economic, and political conflicts and influences. (Spring Semester)
Course Outcomes
- Provide a survey of historical events, including the economic, religious, social and political events of the periods studied.
- Discern the contributions of earlier societies to the development of the Western tradition as we know it today.
- Focus on understanding the bonds between the past and present.
- Demonstrate how various factors contribute to cultural change.
- Differentiate between various methodologies of historians.
- Discuss various stages of development in each new society studied.
- Demonstrate knowledge of a common heritage for Western civilizations.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course traces the European impact on Africa, Asia and the Americas in terms of imperialism and industrialization up to World War II. An examination of the rise of Communism and Fascism in Europe and the development of nationalism in underdeveloped countries will also be covered. (Fall Semester)
Course Outcomes
- Engage with the discipline of history by asking historical questions, forming historical arguments, and participating in historical debates.
- Analyze the behaviors, ideas, and institutions associated with world history from the end of the nineteenth century to the beginning of World War II.
- Contextualize the varied impact of modern world phenomena (including Industrialization, the Great Depression, and World War I) across multiple global regions.
- Discuss competing interpretations of the early twentieth century.
- Evaluate the legitimacy of multiple perspectives to reach an informed conclusion.
This course traces the course and impact of World War II with particular emphasis on the breakup of the European colonial empires and the emergence of new nations in Africa and Asia; examines the rise to world dominance of the United States and the Soviet Union, the background of the Cold War, and the course of "West" and "East" relations since 1945; and discusses the historical origins of major international problems (such as Middle East tensions, Latin American revolution, Third World crises, etc.). (Spring Semester)
Course Outcomes
- Ask historical questions, form historical arguments, and participate in historical debates.
- Analyze the behaviors, ideas, and institutions associated with world history from the beginning of World War II to the collapse of Communism.
- Contextualize the varied impact of modern world phenomena (including the Second World War, the Cold War, decolonization, and the relationship between the developed and underdeveloped worlds) across multiple global regions.
- Discuss competing interpretations of the second-half of the twentieth century.
- Articulate an understanding of the role of culture within local and global societies.
- Evaluate the legitimacy of multiple perspectives to reach an informed conclusion.
- Demonstrate awareness of self as a member of a multicultural, global community.
This course is an introduction to the Western Civilization background, American development, and current global implications of environmental issues. (Fall Semester)
Course Outcomes
- Identify and explain the importance of the people and events in the environmental movement in the United States over the past two centuries.
- Describe the changes in how people in the United States have looked at the natural world over the past two centuries.
- Discuss the importance of major historical events that have redefined the relationship between humans and nature, such as the ColumbianExchange, Industrial Revolution, and energy derived from fossil fuels.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
Human Services (HS)
This course is an overview and orientation to the field of human services and related helping fields. Students will be able to identify basic helping skills and areas of knowledge needed for working with people. There will be a review of theoretical perspectives, careers, social policies, issues, and controversies in the field of human services. (Fall and Spring Semesters)
Course Outcomes
- Evaluate multiple perspectives to arrive at and articulate a conclusion.
- Understand a broad overview of the fields of Human Services and Social Work, including an historical perspective up through current issues and controversies.
- Discuss theoretical perspectives and basic helping skills.
- Identify target populations, social policies, prevention, education, etc.
- Demonstrate knowledge in the following areas: Participant empowerment, Communication, Assessment, Community and service networking, Facilitation of services, Community living skills and supports, Education trainingand self-development, Advocate, Vocational educational and career support, Crisis intervention, Organizational participation and Documentation.
This course will introduce the student to service planning and the continuum of care in Human Services and Addiction Counseling. Students will understand and demonstrate activities associated with case management such as consumer identification, outreach, prevention relapse, assessment of needs, service planning, advocacy referral, etc. (Fall Semester)
Course Outcomes
- Identify the various types of treatment models used in Human Services including addictions.
- Identify the where, when, and how of referral services.
- Identify and understand the steps involved in the continuum of care model.
- Identify and demonstrate the activities involved in case management.
- Identify and understand the various models of treatment for addiction of adolescent and adult populations.
Basic interviewing and interpersonal communication skills will be introduced and practiced. As basic skills are mastered, the class will move into the skills associated with counseling and crisis intervention. Theoretical and conceptual information related to effective intervention will be presented. Practical guidelines and techniques that will apply to a wide variety of intervention settings will be discussed and practiced. (Fall Semester)
Course Outcomes
- Gain knowledge and experience in interviewing and intervention, and the two will be integrated into a beginning level of understanding for effective counseling.
- Apply specific dynamics and techniques for specific problems.
Native American Studies (NASX)
The traditional cultures of North America: the origin and distribution of native populations, their life ways prior to European contact, and the consequences of contact between Indians and non-Indians in North America after 1492 are explored. (Spring Semester)
Course Outcomes
- Describe the basic characteristics of the Native American cultural areas of the United States.
- Recognize the key figures in Native American history (including art, literature, politics, and the sciences).
- Explain Indian history prior to 1492.
- Discuss current problems, issues, and concerns of American Indians.
- Demonstrate awareness of self as a member of a multicultural global community.
The traditional cultures of Indian nations associated with Montana; their lifestyles prior to European contact; Montana reservations and tribal governments; and current issues facing Montana's Indian people are explored. (Intermittently)
Course Outcomes
- Explain the basic characteristics of the tribes which have an association with Montana.
- Describe key figures in Native American history as they pertain to Montana (including art, literature, politics, and the sciences).
- Explain Montana Indian history prior to 1803.
- Recognize current problems, issues, and concerns of American Indians.
- Demonstrate awareness of self as a member of a multicultural global community.
Political Science (PSCI)
Students will explore the nature, purpose, and forms of the American government; relationship between function and structure; dynamics of political change; governmental problems of modern society; emphasis upon constitutional principles, political processes, public opinion, interest groups, political parties, elections, congress, the Presidency, and the Courts. (All Semesters)
Course Outcomes
- Describe American political values, culture, institutions, and processes.
- Analyze what is distinct and significant about American political experience and legacy.
- Participate meaningfully and effectively in the American political system.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course reviews the evolution of the nation-state system and survey of contemporary international actors, issues, and forces for stability and change. (Fall Semester)
Course Outcomes
- Explain current events using different theoretical perspective at the individual, domestic, and systemic level of analysis.
- Place human behavior and cultural ideas into a global framework and explain complex interdependence.
- Demonstrate an awareness of the diverse ways humans structure their social, political, and cultural lives.
This course analyzes the various attempts (from Plato to Marx) to explain, instruct, and justify the distribution of political power in society. Emphasis is placed upon those theories whose primary concern is to define the nature of the ethical "good" society. (Spring Semester)
Course Outcomes
- Discuss the main contributions of the long political theory debate in Western Civilization.
- Compare the diverse strands of thought which have created the modern political world.
- Consider the individual ethical choices involved in political panaceas for a "good society."
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
- Examine the nature of human experience and/or artistic expression.
Psychology (PSYX)
This course is the scientific study of human behavior and mental processes. Topics include (but are not limited to) the history and disciplines of psychology, research methods, the biological bases of behavior, human development, sensation and perception, consciousness, cognition, intelligence, learning, memory, motivation, emotion, personality, stress and coping, disorders and their treatments, and social psychology. (All Semesters)
Course Outcomes
- Define psychology, its core constructs, and what psychologists do.
- Trace the historical roots and current evolution of psychological fields and relevant theoretical perspectives.
- Outline the scientific method and identify the ways in which social scientists research and draw conclusions about psychological content.
- Describe the basic principles of thoughts, feelings, and behaviors, including their biological and environmental influences.
- Apply psychological ideas and perspectives to deepen understanding of self, others, and the world.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course is a study of substance use and abuse in society, relative to controlled substances in general, and to specific classes of drugs as well. Personal and societal attitudes and responses toward the drug phenomenon are explored. (Fall and Spring Semesters)
Course Outcomes
- Identify the various categories and effects of psychoactive substances, tracing their histories, uses, and abuse.
- Describe drug abuse prevention and treatment models.
- Develop awareness of the role(s) of drugs in society.
- Demonstrate skills associated with how the social scientist views and uses information regarding drugs.
This course is an examination of the stages of normal development with the intent to provide a broad, comprehensive background in the study of human development from conception through the end of life. The basic theme will focus on what can be done to facilitate the development of more fully functioning individuals at each particular stage of life and how culture and ethnicity influence development over the life span. (Fall and Spring Semesters)
Course Outcomes
- Define Developmental Psychology and what developmental psychologists do.
- Describe the relationship of developmental psychology to other branches of psychology and related disciplines.
- Describe and explain the major research methods and measures used in developmental psychology.
- Define the major concepts, theories and phenomena in developmental psychology.
- Apply the major developmental psychology findings to practical problems.
- Understand the influence of culture and ethnicity on development.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course presents current research on neuroscience and physiology of aging; explores factors that influence health and have implications for preventive measures in disease and health disorders in the aging; examines nature of health problems and methods of assessing physical, cognitive, and psychological need; and explores aging effects on client and caregiver. (Fall Semester)
Course Outcomes
- Define the psychology of aging and its effects on various psychological, emotional, and physical processes.
- Describe how diseases affect aging and psychological, emotional, and physical processes.
- Identify important cross-cultural considerations in the psychology of aging.
- Understand the complexities of research on the psychology of aging.
- Apply research findings on the psychology of aging to problem-solving and practice with aging adults.
This course is an introduction to the scientific study of abnormal behavior as a way to describe, predict and explain psychopathology.Topics include classification schemes, the major disorders, and appropriate therapies. (Fall and Spring Semesters)
Course Outcomes
- Define abnormal psychology and describe the historical and theoretical evolution of the concept of abnormality.
- Determine the complexities of research on the study of abnormality.
- Highlight important cross-cultural considerations in the identification and study of abnormality.
- Define major concepts, phenomena, and symptoms associated with recognized mental disorders within the most recent edition of the Diagnostic and Statistical Manual of Mental Disorders.
- Understand the theoretical bases of major therapy approaches, and how these approaches impact treatment.
An exploration of the basic neural mechanisms underlying behavior, including topics such as: the neuron, the impulse, the synapse, the central and peripheral nervous systems, psychoactive drugs, reproduction, emotion, learning and memory, communication, and neurological and psychiatric disorders. (Fall and Spring Semesters)
Course Outcomes
- Define biological psychology, its history, and what biological psychologists do.
- Identify the primary research methods in biological psychology, applying scientific concepts and methods of inquiry to the central nervous system (CNS) and related areas.
- Describe the major theories, concepts, and phenomena in biological psychology, including the different cells and anatomy that compose the central nervous system (CNS), electrical and chemical activity in the CNS, and anatomy and physiology of the sensory and motor systems.
- Apply biological psychology to practical problems and behaviors such as sleep, anxiety, reinforcement, memory, and language.
- Evaluate the legitimacy of multiple perspectives to reach an informed conclusion.
- Apply scientific concepts and methods of inquiry.
The study of human behaviors as social beings, and how social situations affect individual behavior is the basis of this course. Topics include aggression, prejudice, conformity, communications, and a variety of social experiences. (Fall and Spring Semesters)
Course Outcomes
- Define social psychology, its historical context, and what social psychologists do.
- Describe and explain the major research methods and measures used in social psychology.
- Explain the major theoretical perspectives, concepts, and phenomena in social psychology, applying these to practical problems.
- Critically evaluate published research in social psychology, generating hypotheses through theory and research findings.
This course is an introduction to the use of group counseling in substance abuse treatment. The stages of group development, leadership skills, and ethical concerns in this approach to substance abuse treatment are highlighted. (Spring Semester)
Course Outcomes
- Identify stages of group counseling process for substance abuse counselors.
- Describe the characteristics of stages of counseling group development for substance abuse counselors.
- Identify and demonstrate basicgroup counseling leadership skills for substance abuse counselors.
- Identify ethical concerns associated with group counseling practice in substance abuse counseling.
An introduction to theory and research on human and animal learning, this course addresses scientific principles, theories, and applications related to learning, including (but not limited to) classical, operant, and instrumental conditioning, social learning, and other types and approaches to learning. (Spring Semester)
Course Outcomes
- Define the psychology of learning and how it applies to psychological work.
- Understand the historical context that influenced the development of learning theories.
- Describe the relationship of learning to other branches of psychology and related disciplines.
- Outline and explain the major research methods and assessments of learning.
- Define the major concepts and phenomena in the psychology of learning.
- Apply the major psychology of learning findings to practical problems.
Religious Studies (RLST)
This course examines religion as a universal aspect of human culture. Through this academic approach to the subject, numerous religious traditions will be studied. Common elements such as symbols, rites, scriptures, language, and mythologies will be examined. (Intermittently)
Course Outcomes
- Identify and discuss a range of religious beliefs and practices worldwide.
- Compare and contrast religious traditions with regard to aspects of myth, symbolism, values, and ethics.
- Evaluate ways in which historical forces have informed social and political issues and conflicts within and between various religions.
- Address the social impact of development and change of religious cultures, both historically and in the contemporary era.
- Discuss secular, fundamental, and ecumenical movements of the modern and contemporary eras.
- Demonstrate awareness of self as a member of a multicultural global community.
Social Work (SW)
This course presents an introductory overview of human services, educating students about programs and problems in meeting social welfare needs. Emphasis is on the complexity of social services along with their historical development. The course analyzes the values, attitudes, economic, and political factors that affect the provision of social services. Potential solutions to social problems and basic clinical skills are also examined. (Fall and Spring Semesters)
Course Outcomes
- Trace the history of social welfare and social welfare reform in theU.S. and cross-culturally as a response to human need emerging from inequity.
- Analyze discrimination and prejudice in U.S. society in relation to ethnicity, gender, age, and sexual orientation.
- Discuss the political nature of historic and contemporary welfare debates.
- Comprehend contemporary social welfare programs and policies.
- Express a broad understanding of social work relative to its history, professional standards, ethics, andvalues.
- Demonstrate beginning knowledge about generalist social work, practice interventions/clinical skills, documentation, policy formulation, and research.
- Evaluate multiple perspectives to articulate and arrive at their own conclusions.
This course is designed to prepare students for direct social work practice by introducing social work as a profession. Content includes an examination of goals, guiding philosophies, and basic assumptions of social work practice. Emphasis is on the generalist framework of social work practice. In addition, students will develop the analytical and practical skills of listening, relationship building, assessment, intervention, documentation, and evaluation. (Fall and Spring Semesters)
Course Outcomes
- Demonstrate understanding of the goals, philosophies, theories, treatment models, and referrals related to generalist practice in social work, including models and treatment for addiction.
- Identify phases of the planned change process (preparation, engagement, assessment, intervention, and evaluation) and develop the key theoretical and empirically-supported understandings, skills, roles, and activities associated with each (such as listening, relationship building, documentation, etc.).
- Demonstrate comprehension of the values base of the profession and its ethical standards and principles, and practice accordingly by exploring and reflecting upon personal values and beliefs as they relate to the knowledge, skills, and anti-discrimination bases of social work practice.
- Develop the ability to analyze, formulate, and influence social policies, including understanding the connections between social problems and social policies.
- Demonstrate professionalism in behavior, appearance, and communication.
Sociology (SOCI)
A course designed to introduce the student to the concepts and terms used in the study of man as a social being, it addresses group life of humans: culture, society, association, institutions, collective behavior, and social interaction. (All Semesters)
Course Outcomes
- Describe the discipline of sociology and discuss its concepts.
- Describe the ways in which sociological concepts explain our lives as social beings.
- Understand the ways in which social change impacts subsistence patterns, marriage patterns, economic and political patterns, and religious systems and groups.
- Discuss relationships of people in groups.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
This course investigates popular culture, its nature, its role in our lives and its broad effects on society and democratic ideals. (Spring Semester)
Course Outcomes
- Analyze the development of the distinction between "highbrow" and "lowbrow" culture in the closing decades of the 19th century.
- Recognize the ongoing proliferation of popular culture in virtually all areas of life.
- Identify recent theories and debates about the relationship between culture and society.
- Explain the role of gender differences in popular culture.
- Describe the impact teenagers have had on popular culture since the middle of the 20th century.
Using a variety of sociological perspectives, this course looks at the relationship between race, gender, and class in the United States and around the world. Emphasis is on historical and comparative analysis, distribution of power, conflict and reconciliation, and social change. (Fall and Spring Semesters)
Course Outcomes
- Differentiate between race and ethnicity; sexuality and gender; minority and majority groups.
- Generate a sociological understanding of these concepts - which includes the idea that these are socially constructed notions.
- Describe the origin of minority group status, the significance of the origins of interracial and interethnic contact.
- Evaluate the major forms of minority/majority relations including discrimination, segregation, assimilation, pluralism, and separatism.
- Interrogate the concept of whiteness.
- Demonstrate self-reflexivity and be able to critically interrogate one's own ideas concerning these issues.
- Explain changing demographics in the United Sates and the effect that will have on all aspects of society (the demographic breakdown of our classrooms, neighborhoods, workplaces).
- Demonstrate awareness of self as a member of a multicultural global community.
- Evaluate the legitimacy of multiple perspectives to reach an informed conclusion.
- Evaluate multiple perspectives to arrive at and articulate their own conclusion.
- Demonstrate awareness of self as a member of a multicultural global community.
This course explores theories of causation, social function and treatment of juvenile delinquency; specific attention to juvenile court systems and correctional/treatment methods as they relate to deviance prior to adulthood. (Fall Semester)
Course Outcomes
- Describe the basic social theories of juvenile delinquency.
- Describe the procedures used by society in the management of deviance prior to adulthood.
- Understand the establishment and operation of the court systems and correctional facilities for juveniles.
- Understand the problems of crime prevention and rehabilitation.