Salish Kootenai College 2016-2017 Academic Calendar Fall 2016 (2016_10) Faculty/Staff In Service September 19 - 21 New Student Orientation September 22 - 24 Classes Begin September 26 Last Day to Add October 3 Midterm October 31 – November 4 Winter Registration Begins November 7 Veterans Day Holiday November 11 Founders Week November 14-17 Thanksgiving Holiday November 23 - 25 Last Day to Withdraw December 3 Last Day of Classes December 9 Christmas Break (Students) December 12 – January 2 Christmas Break (Staff) December 22 - 24 New Year Break (Staff) December 30-31, January 2

Winter 2017 (2016_20)

Faculty Return January 3 New Student Orientation January 6-7 Classes Begin January 9 Martin Luther King Holiday January 16 Last Day to Add January 17 Midterm February 6 - 13 Spring Registration Begins February 13 Faculty/Staff In Service (No classes) February 20 Last Day to Withdraw March 10 Last Day of Classes March 17 Spring Break March 20-31

Spring 2017 (2016_30)

New Student Orientation April 2 Classes Begin April 3 Last Day to Add April 10 Faculty/Staff In Service (No classes) April 24 Midterm May 1 Fall 2017 Registration Begins May 15 Community Service Day (No classes) May 19 Memorial Day Holiday May 29 Last Day to Withdraw June 2 Last Day of Classes June 9 Graduation Day June 10

TABLE OF CONTENTS

Disclaimer...... ii About SKC...... 16 Assessment at SKC...... 20 Degrees Offered...... iii General Education Requirements...... 21 Baccalaureate Degree Programs Associate Degree Programs Academic Majors...... 34 Certificate Programs Business...... 34 Office/Business Technology...... 37 Tuition & Fees...... iv Chemical Dependency Counseling...... 39 Dental Assisting Technology...... 41 Introduction to Salish Kootenai College...... 1 Education...... 44 Core Themes...... 1 Early Childhood Education...... 45 Accreditation...... 1 Early Childhood Ecucation P:3...... 49 Degrees Offered...... 1 Early Childhood Education P:3 Minor...... 53 Location...... 1 Elementary Education...... 55 Board of Directors...... 1 Secondary Education Science...... 59 Our Students...... 1 Secondary Education Mathematical...... 64 Graduation Rate...... 1 Emergency Services...... 68 Our Faculty...... 1 Engineering...... 70 Branch Campuses...... 1 Fine Arts...... 74 Campus Tours...... 1 Forestry...... 76 General Science...... 81 Student Services Departments...... 2 Pre-Nursing...... 83 Enrollment Services Department...... 2 Highway Construction Training...... 85 Office of Admissions/Transfer Evaluation...... 2 Hydrology...... 87 Admissions Requirements...... 2 Information Technology...... 91 Residency Information...... 3 Liberal Arts...... 94 Placement Assessment...... 3 Life Sciences...... 96 Transfer of Credits into SKC...... 4 Mathematics...... 100 Transfer of Credits to Other Colleges...... 4 Media Design...... 102 New Student Orientation...... 4 Medical Assistant...... 104 Registration Process...... 4 Native American Studies...... 106 Records...... 4 Nursing...... 109 Transcripts...... 5 Office Professions...... 115 Graduation and Commencement Requirements...... 5 Medical Office Clerk...... 116 Educational Opportunity Center (EOC)...... 5 Psychology...... 117 Office of Financial Aid...... 6 Social Work...... 124 Cost of Attendance...... 6 Tribal Governance and Administration...... 129 Financial Aid Refunds...... 6 Tribal Historic Preservation...... 133 Satisfactory Academic Progress Standards...... 7 Wildlife and Fisheries...... 138 Types of Financial Aid...... 7 Work Study...... 7 Academic Minors Federal Direct Loan...... 7 Early Childhood Education P:3...... 53 SKC Scholarships...... 8 Tribal Scholarships...... 8 Workforce Development...... 143 Veteran’s Educational Benefits...... 8 Indigenous Research Methods...... 144 Glossary of Terms Related to Geospacial Science...... 145 Student Enrollment...... 8 National Parks Service ProRanger Career...... 146 Sequence of Academic Suspension Introduction...... 10 Career Center...... 11 Program and Course Description Key...... 148 Additional Services for Students...... 12 Course Abbreviation Key...... 149 Student Activities Department...... 15 Course Descriptions...... 150 Student Organizations & Clubs...... 15 Faculty and Staff...... 226 MISSION STATEMENT

MISSION STATEMENT:

The mission of Salish Kootenai College is to provide quality postsecondary educational opportunities for Native Americans locally and from throughout the United States. The College will promote community and individual development and perpetuate the cultures of the Confederated Tribes of the Flathead Nation.

Łu Scʔawʔawm Scntels:

Łu scntelsts łu Seliš Sqlsé Kʷtił Snʔac̓x̣łq̓ey̓míntn qes xʷíč̓ši t x̣est nwist npx̣pax̣tn x̣ʷl̓ sqlqélixʷ ye tl̓ šiʔélixʷ u tl̓ es mlk̓ʷmúlexʷ ye l ̓ st̓úlixʷ. N̓em es kʷupsts t Kʷtił Snʔac̓x̣łq̓ey̓míntn łu snl̓šéʔtn m̓ čnaqs snpx̣ʷtílštis m̓ qes čšt̓ims łu nk̓ʷúl̓mis uł Séliš, Sčłq̓tkʷmsčin u Sql̓sé Nk̓ʷnk̓ʷélixʷ.

Dr. Sandra Boham, President, Salish Kootenai College

I would like to extend a very warm welcome to you on behalf of everyone at Salish Kootenai College as you begin your college experience. I encourage you to learn from our accomplished faculty and enjoy the rich cultural environment. There are a many ways for students to get involved at SKC - through basketball, student leadership organizations and clubs. Spend time with your advisors and take advantage of undergraduate research opportunities and internships.

The need to develop the next generation of leaders is imperative. I encourage you to engage in your studies, become involved in student activities, contribute to your college community, and take advantage of as many opportunities to learn new skills that you can. It is our desire to make SKC an important part of your life, and we hope that you will come to call SKC home.

I know that you will be successful in whatever academic goal you set for yourself and we are honored to support you to achieve your dream for your future.

Congratulations and Welcome! DISCLAIMER

The Salish Kootenai College catalog is not a this catalog, as amended from time to time. No agent contract but rather a guide for the convenience of or employee of the College has the authority to warrant students. The College reserves the right to change or graduation, the attainment of any type of license, or withdraw courses, to change the fees, rules and calendar career goal. for admissions, registration, instruction, and graduation, The College does not accept any responsibility and to change other regulations affecting the student for delays in graduation or attainment of career goals body, at any time. The College reserves the right to resulting from errors in registration, cancelled courses, change policies or revise curricula as necessary. If the time schedule changes, changes in degree requirements, College decides to terminate a degree program, students or similar or related changes, or for errors resulting enrolled in that program will be provided written from consultation with or reliance upon any information notice. Students will be afforded a set time for program acquired from any college employee. Advisors’ completion, determined through a “teach out” plan signatures on pre-registration, drop-add or similar cards, established by the College and the academic department or forms do not necessarily indicate agreement with or which offered the degree program. approval of the student’s choice of courses, nor may they be construed in any way as a guarantee that the Student Responsibility for Catalog student’s choice of courses is sufficient for graduation or Each student is responsible for knowing the attainment of any career goal. information printed in this Catalog. Failure to read these regulations will not be considered an excuse Tribal College Requirements for noncompliance. Please check the SKC Student Salish Kootenai College is a tribal college. Under Handbook for additional information. The Student Federal law, the College is required to maintain an Handbook places full responsibility on the student for annual student count of at least 51 percent enrolled registering for appropriate courses and for fulfilling members of federally recognized tribes. all requirements for a certificate or degree set forth in DEGREES AND CERTIFICATES OFFERED AT SALISH KOOTENAI COLLEGE Bachelor of Social Work (B.S.W.) Associate of Arts Degree (A.A.) Business Management Bachelor of Arts Degrees (B.A.) Chemical Dependency Counseling Business/Entrepreneurship Early Childhood Education Psychology Early Childhood Education P-3 Tribal Governance and Administration Fine Arts Tribal Historic Preservation Liberal Arts Media Design Bachelor of Science Degree (B.S.) Native American Studies Early Childhood Education Psychology Early Childhood Education P-3 Tribal Governance and Administration Elementary Education Tribal Historic Preservation Forestry Hydrology Associate of Science Degree (A.S.) Information Technology Elementary Education Life Sciences Engineering Nursing Environmental Science Secondary Mathematics Education Forestry Secondary Science Education General Science Wildlife and Fisheries Hydrology Information Technology Associate Applied Science Degree (A.A.S.) Mathematical Science Business Technology Nursing Medical Assistant Wildlife and Fisheries

Certificate of Completion (C.C.) Dental Assisting Technology Emergency Services Highway Construction Training Medical Office Clerk Native American Studies Office Professions

Workforce Development Certificate Geospatial Science (GIS) Indigenous Research Methods TUITION & FEES

TUITION & FEES 2016 - 17 (Board approved May 14, 2015)

Quarterly Tuition Quarterly Tuition and Fees

Total Indian Montana Out of State Total Total Total Credit Hours Indian Total Fees* Montana Descendent Resident Non-Resident Indian Descendent Out of State Resident

1 $83.00 $101.00 $141.00 $285.00 $167.25 $250.25 $268.25 $308.25 $452.25 2 $166.00 $202.00 $282.00 $570.00 $188.50 $354.50 $390.50 $470.50 $758.50 3 $249.00 $303.00 $423.00 $855.00 $209.75 $458.75 $512.75 $632.75 $1,064.75 4 $332.00 $404.00 $564.00 $1,140.00 $231.00 $563.00 $635.00 $795.00 $1,371.00 5 $415.00 $505.00 $705.00 $1,425.00 $252.25 $667.25 $757.25 $957.25 $1,677.25 6 $498.00 $606.00 $846.00 $1,710.00 $273.50 $771.50 $879.50 $1,119.50 $1,983.50 7 $581.00 $707.00 $987.00 $1,995.00 $294.75 $875.75 $1,001.75 $1,281.75 $2,289.75 8 $664.00 $808.00 $1,128.00 $2,280.00 $316.00 $980.00 $1,124.00 $1,444.00 $2,596.00 9 $747.00 $909.00 $1,269.00 $2,565.00 $337.25 $1,084.25 $1,246.25 $1,606.25 $2,902.25 10 $830.00 $1,010.00 $1,410.00 $2,850.00 $358.50 $1,188.50 $1,368.50 $1,768.50 $3,208.50 11 $913.00 $1,111.00 $1,551.00 $3,135.00 $379.75 $1,292.75 $1,490.75 $1,930.75 $3,514.75 12 - 18 $996.00 $1,212.00 $1,692.00 $3,420.00 $401.00 $1,397.00 $1,613.00 $2,093.00 $3,821.00

Year Total Full Time $2,988.00 $3,636.00 $5,076.00 $10,260.00 $1,203.00 $4,191.00 $4,839.00 $6,279.00 $11,463.00

* Quarterly Fees ( see breakdown by credit above) Cost Description $70 Non-refundable registration fee $66 For campus recreation activities, student id and student activities fees $10 Technology fee

$21.25 Per credit fees (breakdown of per credit fees) $20 Per credit, up to 12 credits, for facilities expansion, improvements, maintenance $1.25 Per credit, up to 12 credits, for Student Government

Other possible fees Speciality program or course fees $5 Per credit per course for all on-line courses with location code of "HYB" & "DR" $100 Pre-Nursing program entry fee $300 Nursing program quarterly fee $250 Highway Construction Training quarterly lab fee (For other additional course fees, see quarterly schedule)

Refunds The registration fee is non-refundable. All other refunds are made according to the following schedule: * 1st week - 90% * 2nd week - 80% * 3rd week - 70% * 4th week - 60% A student who withdraws in the first week of the quarter without attending class may receive a 100% refund, less registration fee and $10 for the student identification card. For students on financial aid, refunds are applied first to student loans, then to Pell Grants, next to other government or foundation aid and lastly refunded to the student. Students paying their own tuition and fees receive the refund directly. INTRODUCTION Introduction to Salish Kootenai Board of Directors College The Salish Kootenai College Board of Direc- tors consists of seven members, each appointed by Core Themes the Tribal Council of the Confederated Salish and Salish Kootenai College identifies four Core ­Kootenai Tribes (CSKT) to a four year term of office. Themes that encompass the mission and vision of The Board directs the planning and development of the College. The Core Themes provide a focus for all the College. It formulates goals, objectives, and poli- activities at SKC. cies for SKC which are consistent with the guidelines 1. Provide Access to Higher Education for American stipulated by the U.S. Department of Education and Indians; the Confederated Salish and Kootenai Tribes. 2. Maintain Quality Education for Workforce or Our Students Further Education; 3. Perpetuate the Cultures of Confederated Salish and In fall 2015, 801 full- and part-time students Kootenai Peoples; and ­attended Salish Kootenai College. In that quarter, 74% 4. Increase Individual and Community Capacity for of students were Native American, 63% were female Self Reliance and Sustainability. and 37% were male. Students represented 70 tribes and 22 states and provinces. Accreditation Graduation Rate Salish Kootenai College is accredited by the Northwest Commission on Colleges and Universities. Of the 2008 cohort of full-time, first-time students, overall 59% graduated within 150% of normal­ time to Degrees Offered program completion (IPEDs data). Salish Kootenai College is a tribal college Our Faculty offering Baccalaureate Degrees in the Arts and Sciences, Associate Degrees in the Arts and Sciences, In 2015-2016, SKC employed 66 full-time and 36 Associate of Applied Science Degrees, Certificates part-time faculty members. The SKC faculty consists­ of Completion, and short-term Certifications. More of dedicated and professional educators. SKC’s faculty information about degrees and certificates can be is highly qualified: of full-time faculty members, 29% found on pages 34-137. Non-degree offerings for have doctorates, 55% have master’s degrees, and workforce development and continuing education are all are experts in their fields ofinstruction. ­ Faculty­ included on pages 138-140. ­members serve as academic advisors, classroom instructors and participants on department and Location ­institutional committees. Many faculty members are Salish Kootenai College is located in Pablo, actively engaged in scholarly or creative endeavors. Montana, the center of the Flathead Indian Reservation. SKC faculty members also contribute many hours of The College is directly across Highway 93 from the community service each year. headquarters of the Confederated Salish and Kootenai­ Branch Campuses Tribes. The Flathead Reservation is surrounded on the east, west, and south by mountains. To the north In addition to the main campus in Pablo, Montana, is Flathead Lake, the largest natural freshwater lake Salish Kootenai College assists the development of west of the Mississippi River. The beautiful Flathead Spokane Tribal College by contracting to offer our River winds its way through the Reservation from accredited programs and assist with management at north to south. Within the Reservation’s boundaries are two sites at Wellpinit, Washington, and Spokane, the National Bison Range in Moiese and the Ninepipe Washington. ­National Wildlife Refuge. Numerous recreational areas Campus Tours are accessible both on and near the Reservation. Campus tours for groups or individuals are ­scheduled by appointment. Please contact Juan Perez at 275-4978.

1 STUDENT SERVICES Services for Salish Kootenai Applying for Admissions to Salish Kootenai ­College ­Students College: All Applicants are required to submit the Salish Kootenai College does not discriminate on the basis of race, ethnicity, national origin, gender, ­following documents: age, or disability in admission or access to educa- 1. Application for Admission tional programs or college activities. Because SKC is 2. Additional special admissions applications a tribal college, some academic programs may have are required for students seeking admissions tribal preference policies explained in their admissions in: Highway Construction Training, Dental materials. Inquiries concerning Title VI, IX, and Sec- Assisting Technology, Nursing and 3rd year tion 504 may be referred to: Rachel Andrews-Gould, Social Work.

STUDENT SERVICES Title IX Coordinator, (406) 275-4985; or the Montana Human Rights Commission, 1236 Sixth Ave., PO Box 3. Official, certified high school transcript from 1728, Helena, MT, 59624, (800)542-0807 or (406) an accredited high school approved by the 444-2884. Department of Education with graduation date Salish Kootenai College offers comprehensive OR official copy of G.E.D. scores. student services. These services are detailed in this 4. Official, certified transcript from other section, and additional information can be located on institution(s) of higher education (as the SKC web pages, www.skc.edu. ­appropriate) Further information for students can be found in 5. Declaration of Major Form the SKC Student Handbook, available online and on 6. The Board of Directors and Administration disc through the Enrollment Services Department. support the Montana Immunization Law requiring students born before January 1, 1957 Enrollment Services Department to have a T.B. skin test within the last five The Enrollment Services Department is one of the years. Students born after December 31, 1956 departments students generally have first contact with must provide documentation of a T.B. Skin prior to enrolling at Salish Kootenai College. This test taken within the last five years and two department is located in the Bookstore Building and doses of MMR – measles, mumps & rubella. ­includes the following offices: Admissions,Transfer ­ A health care provider signature is required to Credit Evaluation, Educational­ Opportunity­ Center, verify immunizations. Registrar, Retention and Records­ ­Management. 7. Verification of residency, if a Montana ­Resident. Office of Admissions/Transfer Evaluation Additional required Admissions documents The Office of Admissions provides students with for Tribal Members or 1st/2nd generation the necessary information and paperwork to enroll at descendents SKC and register for classes. Applicants who are enrolled tribal members or 1st/2nd generation descendents of enrolled tribal mem- Admissions Requirements bers of a federally recognized tribe must submit the All prospective students must apply for admis- following documents: sion. The criterion for admission is any one of the • Official verification of tribal enrollment or 1st ­following: or 2nd generation descendent of a federally • have earned a Diploma from an accredited high ­recognized tribe school; • have earned a General Education Diploma Optional forms to be completed by all (G.E.D.) Certificate ­interested Applicants • Financial Aid Forms (FAFSA) • Housing application • Child Care application

2 STUDENT SERVICES STUDENT SERVICES Additional admissions application for any of the Your actions during the 12-month waiting period will following majors: be used to determine whether you are in the state as a 1. Highway Construction Training bona fide resident or merely for educational purposes. The decision on your residency will not generally 2. Social Work – 3rd year depend on just one factor. The following are some of 3. Nursing the things you can do that will support a claim of bona 4. Dental fide residency: • License a vehicle if you operate one in Montana­ Special Admission for High School Students • Be physically present in Montana, not out of state, A currently enrolled high school student may for more than a full year apply for admission to take regular college courses. • Not be claimed as a tax exemption by residents of This special admissions program has been established another state to serve high school students who wish to supplement their educational program with college level course • File a Montana resident income tax return (this is work. Students applying for admission under this important for all who claim residency in Montana, program must complete the regular admissions regardless of the amount of earnings) procedure and provide documentation of approval by • Only register for six (6) credits or less per semes- parents and high school officials. Other admissions ter (including summer school) during the twelve requirements and procedures are defined in the month waiting period. Registering for more than admissions materials. 6 credits creates a strong presumption that you are High school students are admitted under an here for education purposes, and may disqualify “Ability to Benefit” provision. Once admitted, high you from achieving in-state status. At the end school students are subject to all SKC policies and of your twelve month waiting period you must procedures, as defined in the SKC Student Handbook provide copies of your driver’s license, vehicle and the College Catalog. registration, voter’s registration and your earnings For more information about applying to SKC for the twelve months and return it to the Regis- while in high school, please contact the SKC trar’s Office for review. This documentation can Admissions office at 275-4855 be submitted to the Registrar’s Office up to 30 days in advance of the petitioners start date and no Residency Information later then the “last day to add” day of the quarter Registrar’s Office is responsible for residency clas- for which the status is sought. When a student sification of previously enrolled and currently enrolled petitions or meets the requirements, a change in students. Salish Kootenai College classifies all stu- classification, if granted, will not be retroactive dents as either in-state or out-of-state as determined by and will become effective at the term of registra- the Montana residency rules. This classification affects tion. Reclassification is not automatic and will not fee determinations. It is each student’s responsibility occur unless the individual so petitions. to secure and review a copy of the policy. Failure to be aware of the rules will not be a cause for granting any Placement Assessment Information exceptions to them. A copy of the policy is available All new and returning students who intend to in this catalog and the student handbook. With certain pursue a college certificate or degree and who have not exceptions, in order to be eligible for in-state status, completed an Associate Degree or higher are required a person must meet a 12-month durational residency to take a Placement Assessment to assess skills in test. You will have to demonstrate a bona fide intent reading, English, and mathematics. The assessment­ to become a Montana resident. The 12-month period process occurs during or prior to new student does not start until some act indicative of intent to ­orientation and registration. The Assessment must be establish residency is taken. Mere presence in Mon- ­completed before registering for classes. tana will not serve to start this period. Sufficient acts The Placement Assessment supports student to start the period are: obtaining a Montana driver’s ­success by helping students to register for the correct­ license; registration of a motor vehicle in Montana; sequence of courses and build their college-level skills purchase of home in Montana; or filing of a resident as needed. Academic advisors use the assessment­ Montana tax return. The 12 months must be completed to recommend courses, including any support or by the “last day to add” day to qualify for that term. ­developmental classes that may be indicated by the 3 STUDENT SERVICES

assessment scores. ments in effect at the institution to which the student • Students who have completed between 0-30 col- transfers. Credits accepted for transfer into another lege credits are required to take a full Placement institution are determined solely by that institution. Assessment. A student who plans to transfer to another college or university should: • Students who have completed more than 30 col- lege credits, but have not yet earned an Associate 1. Meet with a transcript evaluator at the institution;­ Degree or higher, are required to take math and and English Placement Assessments. The results of the 2. Maintain a copy of the catalog for the year the assessment will be used to determine the need for student entered SKC and all course syllabi­ for supplemental courses, tutoring, or other assistance. coursework in case the transcript evaluator at the • Students who have completed an Associate Degree other institution needs further details about SKC STUDENT SERVICES or higher are not required to take a Placement As- courses. sessment. However, academic departments may New Student Orientation (NSO) request that students who completed their college degree more than five years ago take a math and/ New Student Orientation is scheduled prior to the or English Placement Assessment to determine the beginning of each quarter in order to provide students need for tutoring or other assistance. with information related to their academic careers at SKC. New Student Orientation is designed to provide­ Placement Assessments are coordinated by the new students with pertinent information related Department of Academic Success, located across from to ­student responsibilities; campus overview; and the Big Knife Building. The Assessment is adminis- ­academic advising with an Advisor. tered on a weekly basis throughout the year. Notice of Placement Assessment dates is posted in the SKC Student ID Cards class schedule. Students may also call the Depart- ment of Academic Success (406.275.4792) for as- Student ID cards are issued at the A. Mathias sessment dates. Students do not need to sign up ahead Building after the student is registered for classes. of time. The Placement Assessment is timed, so it is ­Students are issued one card per quarter and if lost or important that students arrive on time. stolen the replacement fee is $10.00. Transfer of Credits into SKC Registration Process Schedules are available on-line on the SKC web page Transfer Evaluation occurs with the Transfer during Pre-Registration and Registration. Students will Evaluator located in the Bookstore Building need to complete, in coordination with their Advisor, the (275-4928). Please note the following guidelines: “Registration card” and “Declaration of Major” (if chang- • Courses being transferred into SKC must be from ing majors) when registering every quarter. This paper- a regionally accredited institution; work is obtained in the Enrollment Services Department. • Only courses with a “C” grade or above can be Registration for on-line coursework can be obtained by transferred into SKC; contacting the Enrollment Services Department. The • Transfer courses are not included in the grade college is developing online registration. Students will be point average (GPA) of the student at SKC; advised of changes in the registration procedures. • A minimum of 15 credits of a certificate; 30 Records credits of an associate degree; or 60 credits of a The Records Manager maintains information bachelor degree must be earned at SKC prior to regarding students’ academic records at SKC and all graduation. permanent academic records as submitted to SKC. The • As with any other institution of higher education, Records Manager is also responsible for collecting­ SKC reserves the right to determine courses for information such as address, major area of study, transfer into the College. etc. This information is required for reporting to the Federal Government for determination of funding, and Transfer Credits to Other Colleges also for maintaining accurate mailing addresses. Per- The Salish Kootenai College student who expects sonal data changes such as change of address, marital to transfer credits to any other institution of higher status, change of major, or change of advisor, should learning will be expected to meet the program require- be reported to Enrollment Services as soon as possible. 4 STUDENT SERVICES STUDENT SERVICES Transcripts 4. For transfer students, a minimum number of All transcript fees are paid to the Business Office. ­quarter hours of credit must be earned at SKC Receipt must be presented at Enrollment Services for ­immediately preceding graduation: printing of transcripts. Request for transcripts should Associate Degree 30 credits be directed to the Records Manager. Transcripts are Bachelor Degree 60 credits processed on Tuesdays and Thursdays and can be 5. Students must complete the minimum number of picked up after 3 p.m. on these designated days or are credits required for the degree: mailed out the next business day. A driver’s license or photo identification with signature is required with Certificate of Completion 45 credits transcript requests. Email requests for transcripts Associate of Arts Degree 90 credits will not be accepted. Signature and photo ID needed. Associate of Science Degree 90 credits Transcript Request forms are located in the Enrollment Services Department or a student can submit a written Associate of Applied request that must include all of the following informa- Science Degree 90 credits tion in order for the request to be processed: Bachelor of Arts Degree 180 credits • Full Name Bachelor of Science Degree 180 credits • Other names used 6. Students must complete the general education exit • Mailing Address assessment. • Social Security Number 7. All substitutions/waivers/transfer forms for poten- • Birth date tial graduates are due to the Transfer Evaluator no • Whether currently enrolled or dates when previ- later than December 31 of the year in which gradu- ously enrolled; ation is expected. • Address where transcript(s) is to be mailed 8. Students must complete an application for gradu- ation and submit it by the due date of each year to • Enclose a check or money order at $3.00 per tran- the Registrar’s Office.Graduation ­ applications are script; initiated with the student’s advisor, and then sub- • Signature (to be verified with SKC records) mitted to the Registrar. After the Registrar reviews • Phone number the graduation application,­ students who will be • Clear copy of drivers license or photo identifica- ­graduating are notified of further procedures for tion with signature Commencement.­ * Rush Transcript - same requirements as above, Degrees are conferred at the end of the term in but the cost is $5.00, this is same day transcript. which degree requirements are met. Transcripts will not be released if a student has Commencement occurs at the end of each spring ­financial obligations to the College. The first transcript term as published in the Catalog. request is free, after which a $3.00 charge for each official and unofficial transcript is collected prior to its Success Coaches release. The Student Success Team assists students to Graduation & Commencement problem solve issues that may arise during their time on campus. This includes academic issues such as ­Requirements ­attendance and grades, housing, financial questions, In order to graduate, the student must complete the personal issues, and referrals for counseling, tutor- following requirements: ing, and other services. The Success Coaches act as 1. An official high school transcript or G.E.D. must a bridge between the student and faculty or other ser- be on file with the Registrar’s Office. vices, provide support and encouragement, and assist the student to determine the best plan of action.. 2. The student must have a cumulative grade point average of 2.0. Educational Opportunity Center (EOC) 3. The student must have earned a “C” grade in all The Educational Opportunity Center is a free required coursework for the degree as published in educational outreach program, federally funded by the the SKC catalog. U.S. Department of Education (Title IV, TRIO). The

5 STUDENT SERVICES

staff provides services to low income, first generation and members of underrepresented populations who Changes in Enrollment Status wish to continue their education at the postsecondary Financial aid will be awarded based on the stu- level. The site coordinator provides information and dent’s FAFSA application. Enrollment verification will assistance with filling out forms for admissions, finan- be completed and financial aid awards will be adjusted cial aid, scholarship information and defaulted student based on the student’s current registration at that point loans. In addition, career exploration and assessments in time. Any changes to enrollment after the last day are provided. to add date will not affect the value of the student’s award package, unless a student “withdraws” from a Office of Financial Aid course that has not started. Students who are withdrawing from classes after The primary purpose of the Financial Aid Office

STUDENT SERVICES the last day to add day should review the “Eligibility” is to provide students with financial aid information section or request a copy of the Satisfactory Academic and to provide access and guidance to those needing Progress Requirements (SAP) from the financial aid assistance. office to ensure they are maintaining the required aca- demic standards. Financial Aid Overview Financial aid is financial assistance provided to eli- Financial Aid Refunds gible students through the Office of Student Financial If a student is receiving more financial aid than Aid in the form of grants, loans, part-time work, and their direct institutional costs, they will receive a scholarships to help pay the cost of attending college. “refund” check from the school. These checks will be Financial aid is routed through federal, state, and local issued on the first day of classes, if the students Finan- agencies and programs. These may include scholar- cial Aid file is complete and the student Pre-Registered ships, Federal Pell Grants, Federal Supplemental Edu- for the current term. Otherwise “refunds” will be cational Opportunity Grants (FSEOG), Federal Work- disbursed as students complete their Financial Aid file. Study Program (FWS), and Federal Direct Loans. Aid NO disbursement of Federal Pell after the last day of eligibility is determined by a formula established by classes for the current school year. the Department of Education and an analysis of the The process for applying Financial Aid funds to family’s financial information and demonstrated need. the student account, assessing student charges, and Additionally, students must be seeking a degree or determining if there is a refund due to the student is certificate to obtain financial aid. Students may apply explained in the SKC Student Handbook. for Federal Pell Grant at www.fafsa.ed.gov Cancelled Classes Cost of Attendance Some classes may be cancelled before classes It is important to distinguish between the cost of begin or during the first week of class. Students will be tuition and fees and the total cost for attendance. The assisted to find other courses that may be added. If an budget used in determining aid eligibility can include add is not processed by the end of the last day to add tuition and fees, transportation, personal expenses, day, the student’s grant award will be decreased. child care, books and supplies, and allowances for room and board. Information on the cost of attendance Coursework Which Does Not Count for is published yearly and is available at the Financial ­Financial Aid Status Aid Office. The college reserves the right to adjust Before students opt to pay for any of the follow- costs as needed during the term of this Catalog. The ing options it is imperative that they understand the cost of obtaining an education at SKC is shared by the consequences. Taking a class as a “Listener” does not Confederated Salish and Kootenai Tribes and students count toward the number of credits a student needs to in attendance. All credit costs and fees are approved by complete in a quarter to meet Satisfactory Academic the Board of Directors of the College and are subject Progress requirements. to change without notice. Tuition, fees, and book costs In order for a class to count for financial aid must be paid at the time of registration, unless special purposes, it must be numbered 100 or above with the arrangements are made with the Business Office prior exception of advisor approved remedial classes in to registration. English, Reading, and Math.

6 STUDENT SERVICES STUDENT SERVICES Student Responsibilities to ­Continue supplies. To determine student eligibility, the U.S. Eligibility ­Department of Education uses a standard formula, established by Congress, to evaluate the information Federal regulations governing the administration as reported by the student on the “Free Application for of federal student financial aid funds provide that no Federal Student Aid” (FAFSA). The formula produces payment of funds may be made unless the institution an “Expected Family Contribution” (EFC) number. determines that the student is maintaining Satisfactory The student will then receive an “Institutional Student Academic Progress (SAP) in the course of program he/ Information Report” (ISIR) which contains the EFC she is pursing, according to the standards and practices number for eligibility determination. “Federal Supple- of the institution at which the student is in attendance. mental Education Opportunity Grant” (FSEOG) is for undergraduates with exceptional financial need, that is, Satisfactory Academic Progress­ (SAP) students with the lowest Expected Family Contribu- To be eligible to receive federal student aid, tions (EFC). This grant gives priority to students who student must maintain Satisfactory Academic Prog- apply early and receive Federal Pell Grants. ress (SAP) in their program of study. SAP represents For further information about different waivers,­ minimal standards of completion for financial aid scholarships, grants, State or Tribal Vocational­ eligibility. ­Rehabilitation Services, or Veteran’s Benefits, refer to In order to receive financial aid, the student must Salish Kootenai College’s Student Handbook. be enrolled in an eligible program of study that leads to a Certificate, Associate’s or a Bachelor’s Degree. In Federal Work Study addition students must adhere to the maximum length The “Federal Work Study” (FWS) Program of time for which they may receive financial aid, provides jobs for undergraduate and graduate students­ maintain the minimum grade point average (GPA), with financial need, allowing students to earn money complete the number of credits required to meet the to help pay educational expenses. The program en- minimum pace of progression each year. courages community service and work related to the To receive financial aid through Salish Kootenai students’ course of study. Applications are available at College Financial Aid office, students must maintain the Career Center. BOTH the quantitative requirement and the qualitative This is a Title IV program which provides requirement. Satisfactory Academic Progress evalu- employment to undergraduate students who are in the ation with be done ANNUALLY, after Spring term. need of earnings in order to help defray the cost of The following is the satisfactory academic progress their education. To be eligible, a student must show policy for the Federal PELL Grant, Federal Direct demonstrated need, be enrolled, and must be making Loan, Federal Work Study, FSEOG. Many scholar- satisfactory academic progress while employed. ships follow these guidelines, but be sure to check with Students are eligible to work 20 hours per week the funder as specific scholarships may have different maximum. Most worksites are on campus. rules regarding quantitative and qualitative require- ments. Federal Direct Loan The SKC Student Handbook contains a complete The Federal Direct Program offers subsidized and explanation of the requirements for Satisfactory Aca- unsubsidized Stafford Loans. The processes of apply- demic Progress. ing for a loan and paying funds to the borrower, as well as the methods of repayment, differ somewhat Types of Financial Assistance Grants between colleges and universities. Student Loans must “Grants” are a type of financial assistance that be repaid after the student graduates, withdraws from do not require repayment. One specific type of grant school or drops below six credits. Interest rates and referred to as the “Pell” Grant is a federal program repayment requirements vary, depending on the type designed to provide undergraduate students working of loan. toward their first degree with a foundation of financial aid. The financial need of the student is determined SKC Scholarships by a formula developed by the U.S. Department of Scholarships offered at SKC are considered on ­Education and is applied equally to all applicants. The an individual basis. An application is required and is award is to be used for educational expenses which considered on academic merit and financial need. For include tuition, fees, room and board, books, and more information, contact the Financial Aid Office

7 STUDENT SERVICES

or the Career Center. Scholarships are sponsored by subjects carried. A statement of suspension will be the American Indian College Fund, Salish Kootenai recorded on the student’s permanent record, which is ­College Foundation, and SKC Employees. filed in the Office of the Registrar. Tribal Scholarships Course Tribal Scholarships are available to enrolled A course is a unit of instruction offered in a single tribal members of the Confederated Salish Kootenai­ quarter. Tribes. The funding that an applicant may receive is supplemental to other forms of campus-based financial Course Challenge aid. Applications will be available mid-January and Students may request to receive credit for a course announced through the media. Applicants interested in by special examination. This process is called a

STUDENT SERVICES applying need to contact: “course challenge.” The challenge must occur within CS&KT Tribal Education Office the first two weeks of the quarter in which the course P.O. Box 278 is offered. The cost of credit for a challenge follows Pablo, MT 59855 the course fee schedule. Students obtain a “Request for Course Challenge” document in the Enrollment Veteran’s Educational Benefits Services Department. See “Course Description” at the end of this catalog for designation of challengeable Students may be eligible to receive benefits courses. ­under the Veterans Educational Assistance Programs. ­Applications for veterans’ educational benefits should Credit be initiated with the Registrar’s Office. Veterans should be prepared to provide certified copies of Form A credit is the unit used in computing the amount DD-214, marriage and children’s birth certificates and of work required within a course and for graduation. some personal history. Salish Kootenai College also SKC functions on the quarter system; one credit is offers fee waivers to all American Veterans, honorably equivalent to 10 hours of classroom instruction and 20 discharged, but who are no longer eligible for Federal hours outside the classroom. Classes such as a labora- benefits. For more information contact the Registrar’s tory, shop, or field experience, may require more than Office. 10 credit hours for one credit. Credit Load Glossary of Terms Related to The maximum student credit load per quarter is 18 Student Enrollment credits. A full-time load is defined as 12 through 18 credits. Students are encouraged to take 15 credits per American Indian quarter and should reflect the requirements of major area of study. Permission is required to take more than American Indian student is defined as an enrolled 18 credits. Concurrent enrollment in another college member of a federally recognized tribe. must be approved by the Registrar. American Indian Descendent Curriculum A person qualifies as an American Indian descen- A curriculum is a combination of courses which dent when documentation proves lineage of the first or constitute a program of study leading to a certificate second generation. or degree. Lower-division courses are freshman and sophomore-level courses generally numbered 100-299. Cancellation of Classes Upper-division courses are junior and senior-level generally numbered 300-499. The Vice President of Academic Affairs reserves the right to cancel any course for which there is not Directed Study Request sufficient student enrollment. A directed study is an existing course with an approved syllabus, but which because of exceptional Conduct Suspension circumstances a student is unable to take as part of a A student who is suspended from the College for regularly scheduled class. Policies for directed study non-academic reasons will receive a “W” grade in the 8 STUDENT SERVICES STUDENT SERVICES are outlined in the college catalog. (also see Indepen- first ­attempt to resolve the issue with the instructor dent Study) i­nvolved. If a student is not satisfied, a grade chal- lenge may be initiated. See the Student Handbook for Elective ­additional information. An elective is a course offering, which can be filled by a course of the student’s choice. Some elec- Honor Roll tives occur within a particular area of study. Some An honor roll is maintained for full time students require advisor approval; others place no restrictions. who attain a 3.0 GPA. The high Honor Roll is attained Full & Part time classifications are used for by achieving a 4.0 GPA. The Registrar announces by tuition and fee charges: publishing the names of the students making the Honor Roll at the end of each quarter. • Full-time: A student who is enrolled for 12 or Honor Roll Disclaimer: Salish Kootenai more credit hours per quarter. ­College Enrollment Services Department makes • Part-time: A student who is enrolled for 11 or every ­effort to ensure that any and all information fewer credit hours per quarter. printed or distributed is correct at the time of publi- cation. ­However, it accepts no responsibility for the Grading ­misspellings, misinformation and/or omission of The evaluation of a student’s work is based upon names and will not reissue any updates. the point system. Grades are issued at the end of each quarter after a student’s credentials and financial obli- Hybrid Class gations to the College have been met. SKC defines a hybrid class as one in which part of the class is on campus and part of the class is Grade Grade Interpretation Points/Credits online. The amount of time spent on campus is at the A High Degree of Excellence 4 ­discretion of the instructor. B Above Average 3 C Average 2 Incompletes D Minimum 1 When the quality of a student’s work is satisfac- F Failure 0 tory, but some essential requirement of the course has not been completed due to unforeseen circum- stances, the student may apply to the instructor for Pass/Fail Grading Points/ Options Credits an incomplete grade (indicated as an “I” grade). Any ­incomplete grades not satisfied revert to an “F” grade. P Pass 0 I Incomplete (See SKC Policy) Independent Study W Withdrawal 0 Independent study credits are granted to students for from Course work on an individual basis in a specific area of interest and must be approved by the Academic Grade Point Average (GPA) Vice President and the instructor involved. In general, a The GPA reflects a student’s overall academic project will represent 30 hours of student work for each standing. The grade point is calculated by dividing credit earned. The student is responsible for developing the total credits attempted by the total grade points a suitable problem or project. The student should create earned. That number is then divided by the total credits a project plan and contact the appropriate instructor who ­completed. will approve and supervise this project. An ‘independent study” is not an alternative means of taking a standard catalog course. (also see Directed Study) Grade Challenge Once a grade has been reported by the instructor Listener to the Registrar, the grade will not be changed except A listener is a student enrolled in a course for no in extreme circumstances. A student who believes credit. A listener is not required to take tests, or write they have been given an erroneous grade should papers. Listeners may participate in the class at the

9 STUDENT SERVICES

discretion of the instructor. A grade of “L” is assigned. • Senior: A student who has earned at least 135 The cost of listening is the same as if taken for credit. credits.

Online Class Transcript An online class is one in which the total class A transcript is an official record of a student’s ­content is taken over the Internet and students may coursework and grades that is maintained by the Office never come to the campus. of the Registrar. Pass/No Pass Elective Courses Sequence of Academic Suspension A maximum of nine (9) credits of pass/no pass elective courses may be counted toward an Associate Introduction

STUDENT SERVICES degree. Some courses are only given as a pass/no pass While Salish Kootenai College is dedicated to option. It is the responsibility of the student to take this helping every student advance, sometimes situations into account when planning for graduation. or personal issues arise that will jeopardize a student’s ability to succeed in the college environment. Lack of Prerequisite/Corequisite academic progress will prompt serious consequences. A prerequisite is a course, which should be com- The following levels of consequences reveal how pleted prior to enrolling in the selected course. ­crucial academic success is at SKC. A corequisite is two or more classes that students enroll in during the same quarter. Prerequisite courses 1. Academic Warning are indicated in the Catalog and in the quarterly At the end of the quarter, degree-seeking students ­schedule. whose current and/or cumulative grade point aver- Quarter age falls below 2.0 will receive an academic warning. An academic warning serves notice to the student of SKC operates on a quarter or term system consist- unsatisfactory progress. Students who receive an aca- ing of four quarters in a year: summer, fall, winter and demic warning will be required to contact their advisor spring. Each quarter, except fall, is a minimum of ten or counselor and the Registrar before registering the (10) weeks in length. Fall quarter is an eleven (11) next quarter. week quarter. Summer classes are only offered accord- ing to departmental request. 2. Academic Probation Repeating Courses At the end of the quarter, students who were placed on academic warning during their last quarter Courses may be repeated at full cost. The better­ of attendance and whose cumulative GPA is below grade will be used to evaluate the transcript for 2.0, will be placed on academic probation. The ­graduation. purpose of academic probation is to issue students a Special Topics second and final reminder that they will be suspended from Salish Kootenai College if their academic perfor- Special topic courses (numbered 180, 280, 380, mance does not improve. Students placed on academic 480) are not a regular part of the College’s curricula. probation must contact their advisor or counselor and the Registrar before registering the next quarter. Student Classification At the end of each quarter, students are classified 3. Academic Suspension as follows: At the end of the quarter, students who were • Freshman: A student who has earned fewer than placed on academic probation during their last quarter­ 45 credits. of attendance, and whose cumulative GPA is still • Sophomore: A student who has earned at least 45 below 2.0, will be academically suspended. The credits but fewer than 90. ­effect of academic suspension is that the student may not ­re-enroll. The student may petition the Office of • Junior: A student who has earned at least 90 the Vice President of Academic Affairs to continue ­credits but fewer than 135. attending SKC in a subsequent quarter. Students on academic suspension may not re-enroll unless the Vice

10 STUDENT SERVICES STUDENT SERVICES President of Academic Affairs approves a petition for es are available to all SKC students in all disciplines at enrollment. no cost. Following is a list of services: 4. Reinstatement To be reinstated, students must get approval from Career Planning the Office of the Vice President of Academic Affairs. The Career Center administers the Montana Career Students must notify the Registrar of their intent to Information System (MTCIS). This is an Internet return. All students reinstated after suspension are based program that will help you determine if you are placed on academic probation and will be suspended in the field that best suits you. There are educational again unless they meet the requirements as explained requirements and other in-depth details available under Academic Suspension. on hundreds of careers. In addition, you will have the opportunity to complete an on-line resume for Example Reason submission to employers in your particular field of Academic Warning GPA Below 2.0 study in any area you choose! You may also set up an Academic Probation Failure to Improve appointment with the counselor to discuss your career goals, opportunities, and decisions. Academic Suspension May not Re-Enroll Reinstatement Return of Probationary Status Job Search, Placement & Job Placement File Waiver of Regulations The career staff can help you prepare for the right Rules, regulations, and policies in this Catalog­ job with resume writing, cover letters, interviewing, have been adopted by the Board of Directors, and portfolios. You may also request a placement file ­Administration, Faculty, and staff and are subject to that contains a copy of your resume, cover letter, and modification and revision by those who have adopted reference letters to provide to potential employers as them. If a student feels that extenuating circumstances needed, free of charge. The Center maintains bulletin might justify the waiver of a particular College regula- boards with current job listings from tribal, local, state, tion, he/she may file a petition with the Office of the federal government agencies, and private entities. Vice President of Academic Affairs. Career/Job Fair Withdrawals SKC, in collaboration with the local job service, Students may withdraw by filing the proper form hosts an annual Career/Job Fair in the Joe McDonald with the Registrar’s Office within the filing deadlines. Health Education Center. This event takes place during Classes dropped through the add period will not reflect winter quarter. Attendees may find part-time, full-time, on the transcript. After the last day to add courses, summer, or internship opportunities offered by a wide students will receive a letter grade as assigned by the range of businesses/organizations. instructor. Grades of “W” are not removed from the student’s permanent record. Cooperative Education Career Center This is a course that applies academic learning at a specific work site through an internship. Students The Career Center is a place where students can can earn college credit for time spent working. An locate information about educational opportunities, internship lasts ten weeks and students can take 3 to services such as tutoring and financial assistance, 12 credits per quarter. Students will be matched with a career preparation, and job placement. The Career relevant field of study. A number of tribal, federal, and Center is funded, in part, through a grant from the U.S. state organizations, including SKC, provide student Department of Education, Native American Career placements. and Technical Education Program (NACTEP). This grant serves tribal members enrolled in the following Computer Lab ­certificate and/or associate degree programs: Infor- Nine computers, a typewriter, and a scanner are mation Technology, Elementary Education, Early available for student use in the Center. Childhood Education, Dental, Nursing and Highway ­Construction Training. However, Career Center servic-

11 STUDENT SERVICES

Personal Counseling & Referrals student for registering for the proper courses and ful- filling all requirements for a degree as set forth in the The Center provides limited personal counseling catalog. and refers students to social services and other agencies for additional assistance to meet student needs. Bookstore The SKC Bookstore is owned and operated Scholarships by Salish Kootenai College for the benefit of our academic community and surrounding areas. We are A wide variety of scholarships are available open Monday thru Friday from 8:15 a.m. – 4:15 p.m. through the Career Center. Students can apply for The SKC Bookstore carries all required textbooks the “SKC scholarship” in BOTH the fall and winter and supplies, a large selection of general interest quarters. Tribal and non-Tribal students are eligible to STUDENT SERVICES books, Salish & Kootenai Language materials, art apply if application criteria are met. and office supplies, SKC memorabilia, imprinted clothing and gifts, greeting cards, snack foods, and Tutoring other miscellaneous items. In the purchasing bookstore The Career Center provides tutors to students items, students must be familiar with the following upon request to help with academic subjects in all procedures: areas. Like all other Career Center services, tutoring is • Payment may be made in cash, check, or provided at no cost to the student. credit card (MasterCard and Visa) with proper ­identification. Additional Services for Students • All charges must be pre-approved by the Business Office. Academic Advising • The last day for student charges is the same day Upon enrollment, all students are assigned an as the last day to add a course (see current quarter academic advisor. Students with declared majors are schedule. Students must have a receipt in order to assigned to a faculty advisor in their major department. process textbook returns. Students who have not declared a major (Non The Bookstore maintains a posted bulletin Declared students) are advised by the registrar. with policies on returns, book buy backs, etc. The ­Advisors work with students to decide on a plan of Bookstore is also the UPS & Fed-Ex delivery site on study, complete paperwork for transferring courses campus. See the Bookstore Manager for package pick to SKC, and to complete graduation applications. up information. ­Advisors also refer students to campus resources and work with students to make sure that any additional program requirements are completed. Students should Child Care Center expect to meet with their advisor prior to each aca- The Mission of the Salish Kootenai College demic quarter, as the advisor’s signature is required for Childcare Center is to provide professional quality registration each quarter. Academic Advisors should care for the whole child and their family as we nourish be contacted before withdrawing from any course, as healthy values and responsibility while upholding there may be consequences for the students’ plan of the mission of Salish Kootenai College. We see SKC study. Students may also consult with their academic Childcare as a dynamic place of wonder, curiosity, advisor if they have questions about their academic and engagement where young children, their families, progress or career plans. cultures, and communities are valued and respected While faculty advisors provide advice and guid- as integral pieces in the tapestry of Salish Kootenai ance, students are ultimately responsible for their own College. Located just north of the student housing academic progress, including following the curriculum area, the SKC Childcare Center is licensed with the plan as outlined in the SKC Catalog. Students who State of Montana for 41 children, 2-12 years of age. do not follow the curriculum plan may not be able to Enrollment forms must be completed by the complete their degree program in the expected length child’s legal guardian prior to admission to the of time and may need more time to complete require- Childcare Center. These forms are available at the ments for graduation. As explained in the SKC Student­ Childcare Center. Important information required Handbook, SKC places full responsibility upon the includes: emergency contact persons with phone

12 STUDENT SERVICES STUDENT SERVICES numbers, a current immunization record, any known to one of the following: child, elder, or a person with a allergies or conditions, child care contract, and a severe disability. USDA Food program form. The Center also accepts Block Grant and State Best Beginnings Scholarship Department of Academic Success program pay. Charges are $4.80 per hour up to 6 The SKC Department of Academic Success’ hours and $29.30 per day for over the 6 hours. Free (DAS) mission is to help students and community comprehensive preschool services are available for 3 and 4 year olds. The hours of operation are members achieve academic success, progress toward 7:30 a.m.-5:00 p.m. Visitors and volunteers are the attainment of their career goals, and master some welcomed at the SKC Childcare Center. If you of the critical skills needed to be successful in school, are interested, please contact the Childcare Center work, and life. By employing a comprehensive, holis- Director at (406) 675-8475. tic, research-based approach, the DAS helps students improve their core academic skills, persist in their College Campus Corps course of study, and achieve degrees & credentials. The DAS coordinates various programs and ser- The Montana Campus Corps program at Salish vices to help fulfill this mission, including Adult Basic Kootenai College is part of the Montana Campus & Literacy Education, High School Equivalency Test Compact, a non-profit organization whose mission (HISET) Preparation, Developmental Studies Coordi- is to promote volunteerism, public service and nation (for students starting college without college- service-learning on Montana’s college and university level academic skills), the Academic Improvement campuses. Campus Corps members at SKC are Curriculum (for student on financial aide and/or aca- engaged in projects that directly affect the college demic suspension), Lifelong Learning (CEU Program), community, the broader community of the Flathead Academic Advising, and Placement (TABE) Testing. Indian Reservation, as well as communities throughout The TABE measures each student’s skills in western Montana. reading, English, and mathematics. Incoming SKC The Montana Campus Corps is an AmeriCorps students are placed in the correct courses based on program funded by the Corporation for National and these scores. In some cases, prospective SKC students Community Service in Washington, D.C. Students may also need to take an Advanced Placement assess- interested in participating in the Campus Corps ment in English or math to determine correct course program at SKC are encouraged to stop by the Career placement. Numerous other community partners also Center. refer participants for TABE assessments. The TABE is administered every Monday @ 11:30 am and every Counseling Wednesday @ 9:00 am in the Academic Success The SKC Counseling Office offers confidential*, Building, Room 110. The assessment lasts about 3 short-term counseling to individuals and groups who hours. are part of the SKC community. Services include as- sistance with personal concerns, relationship issues,­ E-Learning Department academic skills, and life transitions. The office also maintains an extensive referral network with coun- The goal of the e-Learning Department at Salish selors and other service providers in the Flathead Kootenai College is to support academic and degree- ­Reservation area. granting departments in course development and best The Counseling Office is committed to contrib- practice as they implement technology into existing uting to a campus environment that promotes the classes and create online and hybrid classes. academic success and general well-being of SKC The Academic Vice President supervises the ­students. The Counselor is available to provide a vari- staff of the e-Learning Department. The Department ety of educational presentations to staff, students, and includes the e-Learning Coordinator, the Director of community groups and to facilitate support groups and the Information Technology Department, and faculty talking circles. Tech support. The Counseling Office is located in the Student In order to be eligible for online classes at Salish Services Building. Kootenai College, students must be in good standing *Note: Confidentiality cannot be maintained if the academically and not be a first quarter freshman or a counselor learns of the abuse/life-threatening danger transfer student. To register for an online or hybrid class, a student must meet with their adviser and

13 STUDENT SERVICES

­determine the offered classes for that term. They must basketball seems to be one of the favorite games. The meet with the e-Learning Coordinator to set up their center is open to all students for use. online accounts either in person or by telephone. Library Fitness Center The D’Arcy McNickle Library is the hub for The SKC fitness center is attached to the J.F. information resources and library instruction, McDonald health center, and is equipped with fine supporting the research needs of students and up to date equipment for your everyday workout. The faculty at Salish Kootenai College. The Library, a center has 3 treadmills, 4 elliptical, 4 stair masters Government Depository, serves also as the Tribal and 4 bikes. The center offers a wide range of free Library for the Confederated Salish and Kootenai weights and other exercise machines. The center is Tribes (CSKT) and all residents of the Flathead

STUDENT SERVICES here to provide students and staff a place to exercise Reservation. Library patrons include SKC students, and stay healthier. The staff is trained to help students faculty, staff, and Reservation residents. A special build workout plans and to supervise correct use of effort is made to collect all materials relating to the equipment. The fitness center is where HPED 112 Tribes’ history and culture. These materials are found fitness classes meet. The student can enroll in ­ in the CSKT Special Tribal Collection. The Library 1-2-3 HPED credits; each credit requires 10 hours of website and online catalog http://skclibrary.skc.edu/ exercise at the fitness center or gym. Staff is present to provide access to a wide selection of databases, full assist the students. text books, and government documents. The Library provides Internet access, Interlibrary loan, and Class Food Service Reserves. Computers in the library provide access to the online catalog, electronic materials, and the Food service is located in the Three Wolves Internet. A wireless Internet Hotspot is accessible Building near the center of campus. Food Service at throughout the library. Patrons can renew and place SKC serves breakfast and lunch five days a week, holds on items, and check their records through the Monday through Friday from 7:00 a.m. to 2:30 p.m. Internet. Hours during school sessions are: Monday (SKC Food Service observes the college’s holidays but through Thursday 7:30 a.m. to 8:00 p.m., Friday remains open during quarter breaks). 7:30 a.m. to 4:30 p.m., Saturday 10:00 a.m. to There are prepayment meal plans available for students 4:30 p.m. During term breaks library hours are each quarter. The meal plan may vary depending on Monday through Friday 8:30 a.m. to 5:00 p.m. The the students needs. Students should inquire with the Library is located on campus between the Three Food Service Manager for more details. The student Wolves Deli and the North Parking Lot. Library union building is open for studying, socializing, and Instruction, both formal and informal, in the use other student events; also it is the center for many of the library’s resources, electronic, media, and social events and gatherings on campus. print is provided by Professional Librarians. The Library Learning Lab is available for instructional J.F. McDonald Health and Activity Center presentations by library staff and school faculty. Located South of Main Campus just off Golf Library Materials include over 50,000 books, Course Rd. The J.F. McDonald health and activity periodicals, DVDs, Music CDs, Videos, Audio center houses a variety of activities for the students Books, and CD-ROMs. The Library’s membership and the community. The center has an NCAA college in regional, state, and national library cooperatives basketball floor, and two courts if used east and west. such as the University of Montana Libraries Shared The floor is equipped with volleyball set up and can Catalog, OCLC World Catalog, LVIS (Libraries Very easily be changed over for volleyball. The center has Interested in Sharing), Montana Library Network a walking track that is approximately 1/10 of a mile. Databases, and Lonesome Doc programs complement The center will seat approximately 2500 people. the library’s endeavors. Inside the center is the Camas room and kitchen. The Camas room will seat 150 people and can be Lifelong Learning Center used for community meetings. It is equipped with SKC’s Lifelong Learning Center was established a modern kitchen for preparing food or for cooking to meet the growing needs and demands of the classes. The center has been open since 2008 and Tribal Departments and the Indian community on hosts approximately 200 people per day. Noon- time the Flathead Reservation. The purpose of the Center 14 STUDENT SERVICES STUDENT SERVICES is to provide personal professional development, other organizations, the office helps to create campus community interest, and specific training courses opportunities that expose students to new ideas and or services to meet the particular needs of the experiences. In addition, the office tries to infuse the departments and the Reservation. The Center also campus with a sense of community and family. This provides a suitable training location and necessary office also works with the SKC Student Senate in materials for career enhancement. Regular college- coordinating campus activities that reflect the needs, level credits are not awarded for learning activities, hopes and desires of the general student population. but certain activities may be evaluated by a system of Activities include campus speakers, poetry readings, uniform continuing education units (CEU). talent shows, theater visits, film presentations, Family Night Programs, holiday theme evenings and Student Housing community-wide dinners. Annual events include the Harvest Dinner, Spring Fling, Culture Night, Games Salish Kootenai College has a limited number of Day, and the Student Awards Program. The office also family housing units and dormitories available for sets up recreational events such as hiking, camping, students. skiing, softball, and rafting. Through this office, the SKC Family Housing consists of one, two, three, SKC Intramural Program operates with both basketball and four bedroom units with a total of 55 units. A 42 and volleyball. room dormitory is also available. A student in a dorm room is the only occupant of that room and shares a bathroom with one other student and a kitchen and Athletics living room with up to 3 other students. The SKC Salish Kootenai College athletics offers men’s and Student Housing Department also provides a referral women’s basketball. We are the Bison, and our colors service for off campus housing. It is a database are Maroon and Gold. Our teams are composed of of rentals in the surrounding area. It is important students who have an interest in playing competitive that housing arrangements be secured prior to the basketball past high school. student’s arrival on campus. SKC has no last minute or The College has about 25 games scheduled against emergency housing available. college varsity and junior varsity programs throughout Student housing is very popular with the students Montana, Washington, North Dakota and Wyoming. because it is close to campus and affordable. In order Games are currently being scheduled for next season. to be considered for student housing you must first At SKC, we draw on both education and athletics as submit your housing application to SKC Student a means of preparing our students for both work and Housing Department. Applications for housing are life. Prospective student-athletes will find the classes received and processed in the order they are received. motivating, the campus environment welcoming, and All applications expire on April 30 of each year. The the surrounding area sociable. For more information size of the unit is based upon the student’s needs. contact Juan Perez, 406-275-4978. Applicants are placed on a wait list for fall openings. The SKC Student Housing Department Student Organizations & Clubs encourages any current or future students to apply as soon as possible. Early Application Points are Salish Kootenai College has other student earned for applications turned in by May 5. Request organizations and clubs on campus. These include: an application from the SKC Student Housing • American Indian Business Leaders (AIBL) Department, (406) 275-4832, or email housing@skc. • American Indian Science and Engineering Society edu . We will also be able to answer any questions you (AISES) have about the application process and SKC Student • Student Nursing Organization (SNO) Housing. • Spirit of Many Colors, Gay-Straight Alliance of SKC • Spirit of the Bison Student Activities Department • Forestry and Natural Resources Club

Introduction Student Senate Organization SKC Student Activities Department works to The Student Senate is made up of elected promote a rich, diverse, and intellectually stimulating representatives from the College’s student body, and college experience for every student. Working with optional college credit is available for participation. 15 STUDENT SERVICES ABOUT SKC

The purpose of the Student Senate is to: Salish Kootenai College has many programs and • Provide development of leadership skills; services that support individual students, families, • Act as liaison between students, faculty and staff ; and our community. The College is a rich cultural and • Act as liaison between students and the SKC academic environment that affords opportunities for Board of Directors; engagement in many creative and intellectual activi- • Provide a forum for discussion and input for SKC ties. SKC hosts cultural, recreational, and intellectual students. activities that promote individual and community development. The following are among the many current scholarly Student Support Services research and service activities conducted by SKC Student Support Services is a federally funded ­faculty and staff members: TRiO program that is designed to increase the college STUDENT SERVICES • A study of the distribution of mercury in fish and retention and graduation rates for eligible students, in the hair of people who eat them to help deter- increase transfer rates from two-year to four-year mine the risk posed by this exposure institutions, and to foster and institutional climate • A series of research projects on the development supportive of the success of low-income and first- of culturally competent science teacher leaders, generation college students and individuals with and on the relationship between culturally congru- disabilities The program serves 230 college students ent instruction and student achievement in science each school year and provides services in tutoring, academic advising, personal counseling, access to labs, • Study of alternative techniques for forecasting informational workshops, as well as Grant Aid. Dam removal impacts on groundwater levels and historical flooding on the Jocko River • Indigenous research methodologies in three TRiO Programs ­Indigenous communities: Australia South Sea TRiO programs were established by Congress to ­Islanders and Aboriginals; Manitoba Canada help low-income Americans enter college, graduate Sayisi Dene; Tribal members on the Flathead and move on to participate more fully in America’s Indian Reservation economic and social life. These Programs are funded under Title IV of the Higher Education Act of 1965 College History and are referred to as the TRiO Programs (initially just three programs). While student financial aid programs SKC was chartered in 1977 by the Confederated help students overcome financial barriers to higher Salish & Kootenai Tribes. The College is a four-year education, TRiO programs help students overcome land grant institution and a charter member of the class, social and cultural barriers to higher education. American Indian Higher Education Consortium TRiO programs that are found on the SKC campus (AIHEC). SKC was the first tribal college in the include Student Support Services, EOC (Educational northwest to be regionally accredited by the Northwest Opportunity Center), Talent Search, Upward Bound, Commission on Colleges and Universities. and the Ronald E. McNair Post-Baccalaureate SKC’s primary facilities consist of 20 major build- Achievement. ings that occupy over 203,000 square feet, situated on 128 contiguous acres. Since its foundation, SKC has provided education- al programs that meet the unique needs of American­ Indian students and their communities. Curricula include vocational and academic programs that meet the needs of AI communities as well as many courses that sustain the traditional knowledge and practices of the Confederated Salish and Kootenai peoples. Since 1977, the College has conferred 3,189 Bachelor and Associate Degrees and Certificates of Completion. In 2014, SKC conferred 186 degrees in 33 majors.

16 ABOUT SKC Additional Programs Salish Kootenai College Foundation SKC also houses the following programs that meet The Salish Kootenai College Foundation is an the needs of the campus and community: independent 501(c)3 charitable non-profit organization that was founded in 1988 to support Salish Kootenai Center for Prevention & Wellness College’s growth and sustainability. The Foundation The Center offers students and community Board of Trustees includes fourteen voting members ­members health education opportunities and health who are committed to building a strong legacy for the care services. Current programs include: culturally and College. gender specific Native Women’s HOPE(Honoring ­ Working as a catalyst for change and opportunity, Opportunities to Prevent & Empower) groups; the Salish Kootenai College Foundation seeks to carry HIV/STD testing; capacity building for HIV Aware- out the short and long-term goals identified in the Sal- ness programs, and the Tribal BEAR Project, which is ish Kootenai College Mission Statement. The purpose responsible for providing the most current HIV treat- of the Foundation is to administer the endowment and ment trainings to the seven reservations of Montana grant funds; award scholarships to deserving students; and three in Idaho. Activities include Women 4 Well- provide grants to SKC; and receive and maintain ness Health Fair (annually in May), numerous STD/ funds. Serving as the official development entity of HIV testing events, informational sessions/confer- the College, the Foundation is dedicated to building ences, media development, National Native American the future of SKC by securing financial support. To HIV/AIDS Awareness Day, National HIV Testing Day carry out this important task, the office is busy in a and World AIDS Day events. In collaboration with wide range of activities and promotional efforts. This area tribal health and Lake County Health Department, includes projects related to faculty, staff, students, cur- ABOUT SKC students and clients can access health services on site riculum, construction, youth, the community, culture, or through referrals. All services are confidential. language, alumni, and history. Each year, the office Location: Vanderburg Building, Rm 110. Visit the identifies key focus areas for development. Following Center at http://prevention.skc.edu this plan the office then addresses the needs of these programs whether it is assisting with construction or KSKC-TV seeing financial support for student scholarships. With a vision to the future, the Foundation strives to help KSKC is a public television station that serves the College grow in a healthy, positive fashion. The most of the Flathead Indian Reservation and parts of Foundation oversees public relations with the local surrounding counties. It can be seen over-the-air and community, the state, region and country. The finan- on local cable systems. Local programs, documenta- cial support provided by the Foundation enhances the ries and issue-oriented programs are televised as well academic excellence of the College and builds the as PBS news, public affairs, educational and enter- legacy of this outstanding institution. tainment programs. Students in the video production classes are offered the opportunity to work on pro- Indigenous Math and Science Institute grams that air on KSKC-TV. The Indigenous Math and Science Institute (IMSI) Media Center was established in 2001 to provide a cohesive manage- ment structure for the various Science, Technology, The SKC Media Center is located on campus in Engineering, and Mathematics (STEM) research and the D’Arcy McNickle Building. The Center coordi- education programs. The goal of IMSI is to provide nates the use and production of audiovisual materi- an all-inclusive effort to promote Native American als for the college and also produces programs under achievement at all levels of STEM research and educa- contract with outside agencies, institutions and govern- tion. IMSI houses the following programs: ments. Classes in photography, video production, and mass communication are also offered under the gen- eral studies program and taught by faculty in the film All Nations Louis Stokes Alliance for and television production department. The department ­Minority Participation (ANLSAMP) uses current digital and nonlinear production technol- The ANLSAMP program is funded through the ogy and traditional still camera formats. National Science Foundation (NSF) and involves 38 partner institutions spread across 14 states, working­ 17 ABOUT SKC

in conjunction to increase the number of Native Flathead Geoscience Education Project ­Americans achieving a STEM Bachelor’s degree. The Flathead Geoscience Education Project is a The goal of the ANLSAMP program is to double the National Science Foundation funded project that part- ­number of Native Americans and other under- ners Tribal elders, SKC science and education faculty, represented minorities who are enrolled in STEM and professional geologists in the development of cul- disciplines at partner institutions, and assist them in turally responsive geoscience curriculum materials­ for completing a STEM BS degree. In order to achieve use in Flathead Reservation middle and high schools. this goal and related supporting objectives, the The educational products of the FGEP include both ANLSAMP program supports students at partner insti- written and video materials that have been distributed tutions with stipends, travel, internship opportunities, to all schools on the Flathead Reservation as part of an and other partner-specific activities. ANLSAMP is 1 effort to improve equity in the schools and strengthen of 40 Alliances nationwide and the only one specifi- science education for students, particularly American cally focusing on Native Americans. Indian students. A place based elementary geoscience curriculum specific to the Flathead Reservation that Big Sky Science Partnership aligns with the FGEP materials was also developed in The Big Sky Science Partnership (BSSP) is a 2012 by a Noyce Teacher Fellow. The curriculum has seven year project whose goal is to increase science been distributed to all reservation schools and teacher achievement in American Indian students. Funded training on it use has been provided. All FGEP materi- by the National Science Foundation Math/Science als will be made available on the SKC web site. ­Partnership program, the BSSP partners science and education faculty from Salish Kootenai College, the Robert Noyce Teacher Fellowships ­University of Montana and Montana State University The Robert Noyce Teacher Fellowships is a sister with Tribal consultants and 120 K-8 teachers from the project to and natural outgrowth of the BSSP. Also Flathead, Northern Cheyenne, and Crow Reservations funded by the National Science Foundation, it pro- and the ­Missoula area schools, in a vibrant learning vides 27 BSSP teachers with two year fellowships to community aimed at improving science instruction, develop and conduct significant science teacher leader- developing science teacher leaders, and changing ship projects that are designed to strengthen science

ABOUT SKC the culture of science teaching at the K-20 level. instruction in BSSP schools. Fellowship projects focus The project continues to generate and disseminate on a variety of areas including teacher professional a significant body of research on the efficacy of development, curriculum development, and educa- culturally congruent instruction and the eveopment of tional research, and are designed to make systemic, culturally congruent teachers. sustainable, and substantive change in the way science is taught in BSSP schools. Developing American Indian Science ­Educators Project SKC STEM Scholarship (S3) Program The Developing American Indian Science The S3 program is funded through the National ­Educators Project (DAISE) is a National Science Science Foundation (NSF) and is designed to increase Foundation funded project that supports the develop- enrollment and retention within the SKC STEM ment of the Bachelor of Science in Secondary Science­ ­degree programs. New S3 scholarship applications Education degree (BSSE). This degree prepares gradu- are accepted anytime; however, awards are made the ates for application for licensure as Broadfield second- first week of each quarter based upon specific criteria ary science teachers, enabling them to teach middle and availability. The degree programs that are eligible school and high school science. Salish Kootenai­ for S3 funding are Computer Engineering, Environ- College is only one of two tribal colleges in the na- mental Science, Forestry, Hydrology, Information tion that offers this degree. The funding also provides ­Technology, and Life Sciences. Contact IMSI for scholarships and stipends to qualified American Indian more information. students who are pursuing the BSSE with the intention of becoming secondary science teachers.

18 ABOUT SKC SKC Extension Additional Information Salish Kootenai College integrates extension, Non-Discrimination education, and research to advance land grant initiatives for our Tribal community. A focus on Per SKC Policy 200,10, Non-Discrimination, ecological restoration processes has led to developing SKC is committed to equal opportunity for education, a native plant nursery production and teaching facility, employment, and participation in college activities sharing native plant growing techniques with the without regard to race, color, gender, age, religious Tribal greenhouse staff, and implementation of native creed, political ideas, marital status, physical or mental plantings for restoration purposes. The extension disabilities, sexual orientation, gender identity, or office is mapping noxious weeds, providing education, national origin or ancestry. Title IX of the Educational and coordinating community level planning and Amendments of 1972 specifically prohibits discrimina- weed control efforts. Extension is facilitating the tion in education programs and activities on the basis Tribal Colleges with a special Water quality project of gender. to increase involvement with the USDA water quality program. The office is expanding the scope of extension by implementing delivery of curriculum in diet, health, and fitness aimed at preventing and reversing diet related illness.

Silver Fox Golf Course ABOUT SKC The Silver Fox Golf Facility is a 9-hole, 3000 yard executive course. This USGA rated course winds its way through native trees, shrubs, and rock-lined ponds. After extensive discussion and review, the course was designed and sculpted to the land: minimal topographic disruption occurred. This honored the innate beauty of the place and its importance as a wildlife corridor.

Upward Bound Upward Bound is a federally funded TRIO pro- gram designed to provide low-income, first-generation high school students with the skills and motivation necessary for success in postsecondary education. The program serves 84 students on the Flathead Indian Reservation. Services include tutoring, mentoring, college entrance preparation, enrichment activities, and college visitations. A six-week residential sum- mer component on campus offers students high school credit, college credit, and work-study experiences.

19 ABOUT SKC Assessment at Salish Kootenai • Learning Outcome Assessment Program (LOAP). SKC’s Learning Outcomes Assess- ­College ment Program is designed as a continuous Salish Kootenai College assesses student learning process for improvement of student learning. in many ways. Assessment provides the College with Each academic department has defined a set of a means to determine whether students are learning the learning outcomes for each degree program. expected knowledge and skills to become competent in Student achievement of these outcomes is their chosen field of study or career. Documentation determined through a systematic process of of assessment processes and results is an important collecting evidence about how well students part of SKC’s continuous efforts to improve student demonstrate the expected learning outcomes. Each department then submits an annual report learning. Through these efforts, SKC demonstrates ac- documenting student achievement of the stu- countability to our stakeholders as well as compliance dent learning outcomes, as well as actions that with the standards of the accrediting organizations the department will take to improve student including the Northwest Commission on Colleges and achievement over the coming year. Universities.

Definitions: Assessment refers to the methods that an institu- tion or program employs to gather evidence of student learning. Student learning outcomes are defined and mea- sured in terms of the particular levels of knowledge, skills, abilities, and attitudes that a student has attained as a result of his or her participation in a particular curriculum. Methods of Assessment: • The General Education Outcomes are mea- ABOUT SKC sured through a written essay that is required by students who are graduating from an As- sociate degree program, and may be required of upper division students in some majors. At the discretion of the academic program, the essay may also be used to assess students who are transferring into an upper division program (junior/senior level) from another college. The written essay is administered outside of regular class time. Further information about the assessment is provided in an email in winter quarter. The essay is given during a two week period at the end of winter quarter. Scores on the essay are NOT used to delay in- dividual student graduation or progress toward degree completion. Student achievement on the essay IS used to improve the general edu- cation program. However, student scores may lead to a recommendation take additional sup- port courses in writing or use other methods to improve the student’s learning of the general education outcomes.

20 GENERAL EDUCATION GENERAL EDUCATION Citizenship: informed and committed participation in the life of one’s community at the REQUIREMENTS local, national and global levels. Citizens recognize and address community issues, respect the rights of What are General Education others, and work toward community improvement Requirements? through service. Communication: the exchange and interpretation General education courses are a set of courses of information through a variety of context-appropriate that students take outside their academic major. modalities to enhance understanding, and build The courses touch upon a broad range of topics respectful human connections. and introduce students to subject matter and skills from other disciplines. All degree and certificate of Areas of Study completion programs have requirements for general education courses. The general education curriculum introduces General education courses help students develop students to major areas of knowledge in humanities, a broad base of knowledge and skills and become fine arts, Native American studies, natural sciences, more effective life-long learners. General education mathematics, and social sciences, which are organized coursework provides students with the abilities to into the following categories: effect positive change in their home, workplace, COMM = Communication and communities. Student gain awareness and NASD = Native American Studies abilities that help them meet the challenges of rapid FAH = Fine Arts and Humanities social, environmental, and technical changes on MS = Mathematics and Natural Sciences reservations and in the world. Because SKC is a tribal SS = Social Sciences college, general education courses also emphasize the knowledge and awareness of Native American Meeting the General Education cultures, particularly the Salish, Pend d’Oreille, and Requirements Kootenai tribal cultures, histories, and languages. Students satisfy general education requirements General Education Outcomes by either completing required courses at SKC, or by transferring equivalent courses from other accredited The goals, or student learning outcomes, for the institutions. The Admissions Officer evaluates general education program at SKC are known as the 4 transcripts and course descriptions from other Cs: critical thinking, cultural awareness, citizenship, institutions to ensure course equivalency. Faculty and communication. In order to meet general advisors assist students in completing a program of education objectives, courses emphasize both an study that includes general education requirements. academic area, such as math, science, or fine arts, and However, responsibility for meeting the general development of skills in the 4Cs. education requirements rests with the student. GENERAL EDUCATION The 4 Cs Service Learning Salish Kootenai College defines the 4Cs as follows: Service to the community is an important Critical thinking: a structured process for refining component of citizenship. Salish Kootenai College thought and making decisions that considers contexts, requires all graduates to complete a Service Learning multiple perspectives and the individual mind/heart course within their respective degree programs. In balance (Spu’us). Critical thinkers strive for clarity, Service Learning, students participate in a minimum accuracy, articulation, thoroughness, relevance, and of 30 hours of service to the community outside of fairness. regularly scheduled class time. Objectives and service Cultural awareness: awareness of your own system activities are designed to reflect and enhance the of values, beliefs, traditions and history. Knowledge and content of the student’s area of study. respect for the systems of others, particularly those of American Indian tribes, specifically the Salish, Pend d’Oreille and Kootenai People.

21 GENERAL EDUCATION

General Education Requirements

Associate of Arts/Associate of Science

General education requirements for Associate Degree programs provide instruction in effective learning,­ critical thinking, cultural understanding, communication, and citizenship. Associate level requirements provide students the opportunity to gain an introductory understanding of different styles of thinking and problem solving.

Category AA/AS GenEd Requirements CR TOTAL

NASD NASD 101 – History of Indians in US 3 NAS-FAH or NAS-LANG (list A) 3 NAS-OPEN 3 AA/AS NASD credits: 9 COMM ENGL 101 – English Comp I 3 ENGL 202 – English Comp II 3 SPCH 100 – Basic Communication 3 AA/AS COMM credits: 9 FAH HUM-INTRO – HMNT 101, PHIL 100, or ENGL 210 3 EXPR-ART-OPEN (list B) 3 AA/AS FAH credits: 6 MS MATH-OPEN (list DM) 5* NAT-SCI-INTRO (list DS) 5* * at least 3 credits from each list for a total of 10 MS credits AA/AS MS credits: 10 SS SS-INTRO (list C) 5 AA/AS SS credits: 5

AA/AS Total GenEd credits: 39 GENERAL EDUCATION 22 GENERAL EDUCATION

Bachelor of Arts/Bachelor of Science

General education requirements for Bachelor Degree programs encompass major areas of knowledge, with ­emphasis on Native American studies, cultural understanding, critical thinking, citizenship, and communica- tion. ­Baccalaureate level general education courses provide students with in-depth exposure to particular academic ­disciplines.

*Italicized = AA/AS GenEd course requirements *Bolded = BA/BS GenEd course requirements in addition to AA/AS

Category BA/BS GenEd Requirements CR TOTAL NASD NASD 101 – History of Indians in US* 3 NAS-FAH or NAS-LANG (list A) 3 NAS-OPEN 3 NAS-ADVANCED (list E)* 3 BA/BS NASD credits: 12 COMM ENGL 101 – English Comp I 3 ENGL 202 – English Comp II 3 SPCH 100 – Basic Communication 3 COMM-ADVANCED (list F) 3 BA/BS CM credits: 12 FAH HUM-INTRO – HMNT 101, PHIL 100, or ENGL 210 3 EXPR-ART-OPEN (list B) 3 FA-OPEN or HUM-ADVANCED (list G) 3 BA/BS FAH credits: 9 MS MATH-OPEN (list DM) 5* SCI-OPEN (list DS) 5* NAT-SCI-OR-MATH (list I) 5 BA/BS MS credits: 15 SS SS-INTRO (list C) 5 SS-OPEN (list H) 5 SS-ADVANCED (list J) 3 BA/BS SS credits: 13

BA/BS Total GenEd Credits: 61 GENERAL EDUCATION

23 GENERAL EDUCATION

Associate of Applied Science

General education requirements for an Associate of Applied Science Degree provide an introduction to skills needed for life-long learning, including critical thinking, communication, and Native American Studies.

Category Requirements CR TOTAL NASD NASD 101 – History of Indians in US 3

NAS-OPEN 3 AAS NASD credits: 6 COMM ENGL 101 – English Comp I 3

SPCH 100 – Basic Communication 3 OR ENGL 107 Communication in the Workplace AAS CM credits: 6 FAH HUM-INTRO – HMNT 101, PHIL 100, or ENGL 210 3 AAS FAH credits: 3 MS Math-SCI-OPEN (List DM or DS) 5 AAS MS credits: 5 SS SS-OPEN (List H) 3 AAS SS credits: 3

AAS Total GenEd credits: 23

Certificate of Completion Programs

General education requirements for Certificate of Completion programs provide an introduction to skills needed for life-long learning, including critical thinking, math skills, communication, and Native American Studies.

Category Requirements CR TOTAL NASD NASD 101 History of Indians in the US 3 or NASD 109 Native American Contributions Certificate NASD credits: 3 COMM Course designated by department 3 Certificate COMM credits: 3 MS Course designated by department 3 Certificate MS credits: 3 SS Courses designated by department 3 Certificate SS credits: 3

Certificate of Completion Total Gen Ed credits: 12 GENERAL EDUCATION

24 GENERAL EDUCATION GENERAL EDUCATION COURSE LISTS

General Guidelines: • While some courses show up in more than one list, no student may use one single course to satisfy more than one general education requirement (i.e., no double dipping). • Some majors specify that particular courses be taken for a particular general education requirement. • When a curriculum states that the requirement is an elective (for example List B, EXPR-ARTS-OPEN), students may choose from any of the courses on the list.

List A – NAS-FAH or NAS-LANG (3 credits) • In an effort to balance out the social science emphasis of NASD 101, this category includes all NASD courses with fine arts or humanities emphasis, plus all NASL courses.

Course # Title Credits ARTD 170 Star Quilt Making 3 NASD 100 Introduction to Native American Studies 3 NASD 104 Native American Images in Film 3 NASD 107 Coyote Stories 3 NASD 108 Tribal Uses of Wild Plants 3 NASD 109 Native American Contributions 3 NASD 140 Flathead Reservation Indian Arts 3 NASD 145 Tipi Construction 3 NASD 146 Tipi Setup 3 NASD 149 Sally Bag Weaving 3 NASD 150 Hide Tanning 3 NASD 156 Beading 3 NASD 157 Intermediate Beading 3 NASD 159 Corn Husk Bag Weaving 3 NASD 160 Stickgame 3 NASD 162 Drumming and Singing 3 NASD 167 Kootenai Prayers 3 NASD 168 Salish Hymns 3 NASD 170 Dance Dress Construction 3 NASD 172 Horse Hair Hitching 3 NASD 175 Porcupine Quillwork 3 GENERAL EDUCATION NASD 176 Introduction to Traditional Tool Making 3 NASD 292 Encampment 4 NASD 305 Native American Women 3 NASL Any Native American Language course 3

25 GENERAL EDUCATION

List B – EXPR-ART-OPEN (3 credits) • This requirement provides exposure to the expressive arts by including ARTD courses, fine arts oriented NASD courses, and courses in music, drama, poetry, etc.

Course # Title Credits ARTD 109 Self-expression through the Arts 3 ARTD 111 Fundamentals of Art and Design 3 ARTD 112 Beginning Water Color 3 ARTD 114 Beginning Drawing 3 ARTD 115 Painting 3 ARTD 116 Sculpture 3 ARTD 117 Drawing II 3 ARTD 118 Welded Metal Sculpture 3 ARTD 120 Poured Ceramics 3 ARTD 129 Basic Lapidary 3 ARTD 130 Beginning Silversmithing 3 ARTD 131 Intermediate Silversmithing 3 ARTD 135 Introduction to Stained Glass 3 ARTD 140 Introduction to Studio Arts 3 ARTD 145 Beginning Printmaking 3 ARTD 150 Introduction to Art History 3 ARTD 160 Introduction to Ceramic Arts 3 ARTD 165 Sandblast Etching 3 ARTD 170 Star Quilt Making 3 ARTD 171 Introduction to Papermaking var ARTD 172 Introduction to Textile and Fiber Arts var ARTD 215 Introduction to Mixed Media Arts var ARTD 255 Contemporary Native American Art History 3 ENGL 103 Creative Writing I 3 FTVP 102/3 Introduction to Photography and Laboratory 3 FTVP 140 Fundamental Video Production 3 FTVP 150 Digital Photography and Lab 3 FTVP 220 Photographic Alternative Processes 3 FTVP 235 The Photographic Essay 3 MUSC 101 Music Fundamentals 3 NASD 140 Flathead Reservation Indian Arts 3 NASD 145 Tipi Construction 3 NASD 146 Tipi Setup 3 NASD 149 Sally Bag Weaving 3 NASD 150 Hide Tanning 3 NASD 156 Beading 3 NASD 157 Intermediate Beading 3 NASD 159 Corn Husk Bag Weaving 3 NASD 160 Stickgame 3 NASD 162 Drumming and Singing 3 NASD 167 Kootenai Prayers 3 GENERAL EDUCATION

26 GENERAL EDUCATION

NASD 168 Salish Hymns 3 NASD 170 Dance Dress Construction 3 NASD 172 Horse Hair Hitching 3 NASD 175 Porcupine Quill Work 3 NASD 176 Introduction to Traditional Tool Making 3 SCWK 470 Working with Children and Families at Risk 3

List C – SS-INTRO (5 credits) • This requirement provides students with broad exposure to one of the major social science disciplines through courses that introduce central principles of knowledge and basic discovery.

Course # Title Credits ANTH 101 Introduction to Anthropology 5 ECON 211/2 Microeconomics and Macroeconomics 6 HIST 111 American History to 1877 3 HIST 112 American History since 1877 3 HIST 121 World History to 1850 3 HIST 122 World History since 1850 3 PSYC 110 Introduction to Psychology 5 SCID 101 Science, Culture, and Society 5 SCLG 110 Introduction to Sociology 5

List DM – MATH-OPEN (at least 3 credits for a total of 10 credits DM + DS) • This category includes courses that offer an introduction to a specific subject area within mathematics.

Course # Title Credits BUMG 101 Applied Accounting I 3 BUMG 160 Personal Finance 3 CSCD 2038 Programming I 4 MATH 100 College Algebra 5 MATH 101 The Art of Math 5 MATH 102 Finite Mathematics 5

MATH 108 Advanced Functions and Modeling 3 GENERAL EDUCATION MATH 109 Trigonometry 3 MATH 110 Calculus I 5 MATH 132 Math for Elementary Teachers I 5 MATH 241 Statistics 5 OFED 111 Business Math 4 OFED 113 Calculator Lab 1

27 GENERAL EDUCATION

List DS – NAT-SCI-INTRO (at least 3 credits for a total of 10 credits DM + DS) • This category includes courses that offer an introduction to a specific natural science subject area.

Course # Title Credits ASTR 110 Introduction to Astronomy 5 BIOS 101/2 General Biology and Laboratory 5 BIOS 112/3 Introduction to Botany and Laboratory 5 BIOS 114/5 Introduction to Zoology and Laboratory 5 BIOS 130/1 Introduction to Microbiology and Laboratory 5 BIOS 215/6 Human Anatomy and Physiology I and Laboratory 5 BIOS 260/1 Principles of Ecology and Laboratory 5 CHEM 110/1 Introduction to General Chemistry I/Lab 5 FORS 102 Fire and Human Cultures 3 FORS 146 Dendrology 3 FORS 154 Survey of Forestry 3 GEOG 100 Introduction to Geography 5 GEOL 101/2 Physical Geology and Laboratory 5 GEOL 120/1 Environmental Geology and Laboratory 5 GEOL 130 Geology of the Flathead Reservation 1-4 HYDR 101 Introduction to Hydrology 3 NASD 108 Tribal Uses of Wild Plants 3 NASD 210 Introduction to Indigenous Science 3 NASD 308 Ethnobotany 3 SCID 101 Science, Culture and Society 5 SCID 210 Science for Educators I: Life Science and Ecology 4 SCID 211 Science for Educators II: Earth and Sky 4 SCID 212 Science for Educators III: Our Physical World 4 WILD 202 Introduction to Wildlife and Fisheries 3

List E – NAS-ADVANCED (3 credits) • This requirement provides depth in any NASD or NASL course numbered 200 or higher.

Course # Title Credits ARTD 255 Contemporary Native American Art History 3 EDUC 235 Introduction to Indian Education 3 ENGL 201 Native American Literature 3 NASD 210 Introduction to Indigenous Science 3 NASD 215 North American Archaeology: Indigenous Perspectives 3 NASD 225 American Indian Education and Federal Policy 3 NASD 250 History of Federal Indian Policy 3 NASD 252 History of Tribal Government on the Flathead Reservation 3 NASD 262 Contemporary Issues in American Indian Life 3 NASD 270 Native American Wellness 3 NASD 301 Living in Two Worlds 3 NASD 302 Native American Literature: Flathead Nation Writers 3 NASD 305 Native American Women 3

GENERAL EDUCATION NASD 306 Gender and Identity in Indian Country 3 28 GENERAL EDUCATION

NASD 307 Tribal Leaders after 1900 3 NASD 308 Ethnobotany 3 NASD 320 Federal Indian Law 3 NASD 330 History of Native Economics 3 NASD 440 International Issues of Salmon 4 NASD 450 Environmental Science Meaning in Indigenous Religion 3 NASL 200+ Any Native American language course numbered 200 or higher 3

List F – COMM-ADVANCED (3 credits) • Courses in this category are numbered 200 or higher and include written and oral communication skills as a major component.

Course # Title Credits BUMG 302 Advanced Management: Leadership 3 BUMG 360 Advanced Business Writing 3 EDUC 321 Research Writing in Education 3 ENGL 306 Writing Research Papers 3 GNSD 350 Grant Writing 3 LFSC 375ABC Life Sciences Seminar Series 3 NASL 200+ Any Native American language course numbered 200 or higher 3 OFED 216 Business Writing 3 OFED 240 Business Presentations 3 PSYC 210 Psychological Literature 3 PSYC 225 Psychology of Advertising and Propaganda 2 PSYC 320 Cross Cultural Issues in Psychology 5 PSYC 341 Gender Differences 5 SCID 301 Conducting and Reporting Scientific Research 3 SCLG 310 Intercultural Communication 3 SCWK 306 APA Writing Style 2 SPCH 360 Professional Presentation Skills 3

List G – FA-OPEN or HUM-ADVANCED (3 credits)

• This category gives students the option of courses with a focus on fine arts or courses at the 300 level or higher GENERAL EDUCATION with a humanities emphasis.

Course # Title Credits ARTD 109 Self-expression through the Arts 3 ARTD 110 First Year Studio 3 ARTD 111 Fundamentals of Art and Design 3 ARTD 112 Beginning Water Color 3 ARTD 114 Beginning Drawing 3 ARTD 115 Painting 3 ARTD 116 Sculpture 3 ARTD 117 Drawing II 3 ARTD 118 Welded Metal Sculpture 3 ARTD 120 Poured Ceramics 3

29 GENERAL EDUCATION

ARTD 129 Basic Lapidary 3 ARTD 130 Beginning Silversmithing 3 ARTD 131 Intermediate Silversmithing 3 ARTD 135 Introduction to Stained Glass 3 ARTD 140 Introduction to Studio Arts 3 ARTD 145 Beginning Printmaking 3 ARTD 150 Introduction to Art History 3 ARTD 160 Introduction to Ceramic Arts 3 ARTD 163 Ceramic Arts Intermediate 3 ARTD 165 Sandblast Etching 3 ARTD 170 Star Quilt Making 3 ARTD 171 Introduction to Papermaking var ARTD 172 Introduction to Textile and Fiber Arts var ARTD 215 Introduction to Mixed Media Arts var ARTD 255 Contemporary Native American Art History 3 ARTD 260 Ceramic Arts Advanced var EDUC 202 Elements of Expression 3 ENGL 103 Creative Writing I 3 ENGL 104 Creative Writing II 3 FTVP 102/3 Introduction to Photography and Laboratory 3 FTVP 140 Fundamental Video Production 3 FTVP 141 Intermediate Video Production 3 FTVP 150 Digital Photography and Lab 3 FTVP 202/3 Intermediate Photography and Laboratory 3 FTVP 216/7 Advanced Black and White Photography and Lab 3 FTVP 220 Photographic Alternative Processes 3 FTVP 235 The Photographic Essay 3 FTVP 240 The Art of Lighting 3 MEDA 101 Digital Arts and Design 5 MEDA 109 Creativity Culture & Media MUSC 101 Music Fundamentals 3 NASD 140 Flathead Reservation Indian Arts 3 NASD 145 Tipi Construction 3 NASD 146 Tipi Setup 3 NASD 149 Sally Bag Weaving 3 NASD 150 Hide Tanning 3 NASD 156 Beading 3 NASD 157 Intermediate Beading 3 NASD 159 Corn Husk Bag Weaving 3 NASD 160 Stickgame 3 NASD 162 Drumming and Singing 3 NASD 168 Salish Hymns 3 NASD 170 Dance Dress Construction 3 NASD 172 Horse Hair Hitching 3 NASD 175 Porcupine Quillwork 3 NASD 176 Introduction to Traditional Tool Making 3 BUMG 359 Business Ethics and Social Responsibility 3 GENERAL EDUCATION HMNT 301 Social and Environmental Ethics 3 30 GENERAL EDUCATION

HMNT 305 Studies in Poetry 3 HMNT 310 Advanced Studies in Humanities 3 NSGD 384 Health and Humanities 3 PSYC 360 Theories of Consciousness and Brain Function I 3

List H – SS-OPEN (5 credits) • This requirement provides additional breadth through any course or combination of courses with primary social science content. • List H also includes all List J courses

Course # Title Credits ANTH 101 Introduction to Anthropology 5 ANTH 201 Cultural Anthropology 4 ANTH 210 Introduction to Archeology 3 ARTD 255 Contemporary Indian Art History 3 BUMG 100 Introduction to Business 3 BUMG 150 Principles of Marketing 3 BUMG 220 Management and Supervision 3 BUMG 257/8 Business Law I and Laboratory 4 ECED 130/1 Foundations of Development and Learning and Laboratory 4 ECON 211 Microeconomics 3 ECON 212 Macroeconomics 3 EDUC 203 Foundations of Education 5 EDUC 240 Human Growth and Development 4 FORS 102 Fire and Human Cultures 3 FORS 154 Survey of Forestry 3 HIST 111 American History to 1877 3 HIST 112 American History since 1877 3 HIST 121 World History to 1850 3 HIST 122 World History since 1850 3 NASD 102 Flathead Reservation History, Before 1850 3 NASD 103 Flathead Reservation History, 1850-1910 3 NASD 104 Native American Images in Film 3

NASD 105 Indians in Montana 3 GENERAL EDUCATION NASD 106 Peoples of North America before 1500 3 NASD 107 Coyote Stories 3 NASD 109 Native American Contributions 3 NASD 215 North American Archaeology: Indigenous Perspectives 3 NASD 225 American Indian Education and Federal Policy 3 NASD 250 History of Federal Indian Policy 5 NASD 252 History of Tribal Government on the Flathead Reservation 3 NASD 262 Contemporary Issues in American Indian Life 3 OFED 121 Human Relations 3 POLS 100 American Government 5 PSYC 105 Human Potential Seminar 2 PSYC 110 Introduction to Psychology 5 PSYC 120 Introduction to Research Methods 5

31 GENERAL EDUCATION

PSYC 225 Psychology of Propaganda and Advertising 2 PSYC 230 Developmental Psychology 5 SCID 101 Science, Culture and Society 5 SCLG 110 Introduction to Sociology 5 SCLG 285 Race and Ethnic Relations 5 SCWK 160 Introduction to Addiction Studies 3 SCWK 200 Storykeepers: Perspectives on Aging 2 SCWK 201 Introduction to Social Work 3 SCWK 203 Domestic Violence: Breaking the Cycle of Abuse 2 TRHP 110 Introduction to Tribal Historic Preservation 3

List I – NAT-SCI-OR-MATH (5 credits) • This category exposes students to increased depth or breadth in math or natural science. Courses should have a laboratory component OR emphasize methods of scientific inquiry.

Course # Title Credits ASTR 110 Introduction to Astronomy 5 BIOS 101/2 General Biology and Laboratory 5 BIOS 112/3 Introduction to Botany and Laboratory 5 BIOS 114/5 Introduction to Zoology and Laboratory 5 BIOS 130/1 Introduction to Microbiology and Laboratory 5 BIOS 215/6 Human Anatomy and Physiology I and Laboratory 5 BIOS 260/1 Principles of Ecology and Laboratory 5 CHEM 110/1 Introduction to General Chemistry I/Lab 5 CHEM 150/1 Principles of General Chemistry I/Lab 5 ENVS 110 Physical Field Methods 3 FORS 146 Dendrology 3 FORS 154 Survey of Forestry 3 GEOG 100 Introduction to Geography 5 GEOL 101/2 Physical Geology and Laboratory 5 GEOL 120/1 Environmental Geology and Laboratory 5 MATH 102 Finite Math 5 MATH 241 Statistics 5 MATH 342 Statistical Methods 3 NASD 108 Tribal Use of Wild Plants 3 NASD 210 Introduction to Indigenous Science 3 NASD 308 Ethnobotany 3 NSGD 323 Genetics, Genomics, and Epidemiology 5 PHYS 201 College Physics I 5 PSYC 315 Biological Psychology 5 SCID 101 Science, Culture, and Society 5 SCID 210 Science for Educators I: Life Science and Ecology 4 SCID 211 Science for Educators II: Earth and Sky 4 SCID 212 Science for Educators III: Our Physical World 4 SCWK 263 Pharmacology of Psychoactive Substances 3 WILD 202 Introduction to Wildlife and Fisheries 3 GENERAL EDUCATION

32 GENERAL EDUCATION

List J – SS-ADVANCED (3 credits) • This list provides depth through courses numbered at the 300+ level that have primarily social science content.

Course # Title Credits BUMG 325 Business Law II 3 ECON 410 Economic Development on Indian Reservations 3 EDUC 311 Cultures, Diversity and Educational Ethics 3 ENVS 322 Environmental Law 3 NATR 413 Wildlands Recreation Management 3 NATR 430 NEPA Process 3 HYDR 422 Water Law 3 LFSC 310 Environmental Health 3 LFSC 430 Principles of Epidemiology 3 NASD 301 Living in Two Worlds 3 NASD 305 Native American Women 3 NASD 306 Gender & Identity in Indian Country 3 NASD 310 Museum Science and its Application in Indian Country 3 NASD 320 Federal Indian Law 3 NASD 330 History of Native Economics 3 NASD 440 International Issues of Salmon 3 NASD 450 Environmental Science Meaning in Indigenous Religion 4 PSYC 315 Biological Psychology 5 PSYC 320 Cross Cultural Issues in Psychology 5 PSYC 331 Working with Schools and Children 3 PSYC 335 Childhood Disorders and Development 3 PSYC 341 Gender Differences 5 PSYC 351 Introduction to Personality 5 PSYC 360 Theories of Consciousness and Brain Function I 3 PSYC 361 Abnormal Psychology 5 PSYC 472 Indigenous Research Methodologies in Psychology 5 SCLG 308 Social Psychology 5 SCLG 310 Intercultural Communication 3 SCWK 330 Race, Gender, Ethnicity and Class 5 GENERAL EDUCATION

33 BUSINESS BUSINESS DEPARTMENT Recommended Course of Study: Note: Although the required classes don’t have to be • Associate of Arts (A.A) Business Management taken exactly at the time specified, students must be (91 credits) aware that most of the classes are only offered in the • Bachelor of Arts (B.A.) Business Administration quarter indicated below. Students must work with (182 credits) their advisors and accept personal responsibility for planning their course of study. Associate of Arts (A.A) Business ­Management The Business Management associate’s degree CURRICULUM offers students foundational coursework which pro-

ACADEMIC PROGRAMS vides the skills necessary for the successful completion Fall Quarter (First Year) of upper division coursework. The associate’s degree BUMG 100 Introduction to Business 3 curriculum focuses on general education, econom- ENGL 101 English Comp I 3 ics, accounting, marketing and management basics. HMNT 101 Introduction to 3 Students receive experience in creating a business plan Humanities and a marketing plan for a new or existing business. OR

PHIL 100 Introduction to Philosophy Career Opportunities NASD 101 History of Indians in the U.S. 3 The Business curriculum provides students with ELECTIVE EXP-ART-OPEN (List B) 3 the essential business skills and knowledge necessary Total 15 to achieve success in a wide variety of careers. Those careers available to graduates include starting a new business or growing an existing one, employment with Winter Quarter (First Year) tribal enterprises in administrative or managerial posi- tions, and program manager level positions with tribal BUMG150 Principals of Marketing 3 governments or non-profit organizations. ENGL 202 English Composition II 3 MATH 100 College Algebra 5 Student Learning Outcomes: ELECTIVE Any NASD Course 3 ELECTIVE Any HPED Course 2 Following completion of the Associate’s Degree­ curriculum, students will be able to demonstrate Total 16 knowledge of basic business principles by: • Applying financial and managerial accounting principles to new and existing businesses Spring Quarter (First Year) BUMG 220 Management and Supervision 3 • Using marketing practices as a set of processes for SPCH 100 Basic Communications 3 creating, capturing, communicating, and delivering CAPP 162 Database Management Systems3 value to customers ELECTIVE Any Course from List A 3 • Creating a business plan for a new business ELECTIVE Any Course from List DS 3 • Communicating business concepts in a clear and Total 15 concise manner • Utilizing information technology and software tools to solve business problems

34 BUSINESS ACADEMIC PROGRAMS

CURRICULUM Bachelor of Arts (B.A.) Business Administration Fall Quarter (Second Year) The Business Administration bachelor’s degree provides students with the essential business skills BUMG 201 Principles of Accounting I 3 and knowledge necessary to enter the professional BUMG 206 Principles of Accounting I Lab 1 workplace. Specific emphasis is placed on reservation BUMG 257 Business Law I 3 based enterprises and organizations. The curriculum BUMG 258 Business Law I Lab 1 includes instruction in the areas of management, lead- CAPP 161 Electronic Spreadsheets 3 ership, business law, finance, and critical thinking for ELECTIVE Any BUMG course 3 business solutions. not otherwise required ELECTIVE Any HPED Course 1 Student Learning Outcomes: Total 15 Students will be able to demonstrate a working knowledge of advanced business principles in the ­following areas: Winter Quarter (Second Year) • The student will demonstrate effective oral and written communication skills by composing BUMG 202 Principles of Accounting II 3 a ­professional quality business document, and BUMG 207 Principles of Accounting II Lab 1 ­preparing and delivering a professional presenta- BUMG 250 Management Information 3 tion on business topics. Systems • The student will effectively apply knowledge and ECON 211 Microeconomics 3 skills in the functional areas of business. MATH 241 Statistics 5 • The student will recognize and apply various lead- Total 15 ership styles appropriate to Indian Country. • The student will analyze ethical implications of decision-making in a business and cultural context. Spring (Second Year) • The student will analyze financial information and BUMG 203 Principles of Accounting III 3 present it in a professional manner. BUMG 208 Principles of Accounting III Lab 1 ECON 212 Macroeconomics 3 MATH 102 Finite Math 5 BUMG 299 Business Capstone 3 Total 15 Total Credits 91 A.A.

35 BUSINESS

CURRICULUM CURRICULUM

Fall Quarter (Year Three) Fall Quarter (Year Four) BUMG 302 Leadership 3 BUMG 425 Entrepreneurship I 4 PSYC 110 Introduction to Psychology 5 BUMG 428 Tax I 3 or ECON 410 Economic Development 3 SCLG 110 Introduction to Sociology on Reservation BUMG 360 Business Writing 3 ELECTIVES upper division BUMG classes 6 ELECTIVE Any BUMG class not otherwise required 3 Total 16 ELECTIVE Any BUMG class

ACADEMIC PROGRAMS numbered 300 or higher 2 Winter Quarter (Year Four) Total 16 BUMG 435 Entrepreneurship II 4 BUMG 432 Tax: VITA 3 SPCH 360 Professional Presentation Skills 3 Winter Quarter (Year Three) ELECTIVES upper division BUMG classes 5 BUMG 310 Finance I 3 BUMG 325 Business Law II 3 Total 15 NASD 252 Tribal Government 3 BUMG 410 Production and Operations 2 ELECTIVE Any upper division BUMG 2 Spring Quarter (Year Four) class not otherwise required BUMG 442 Market Research 3 Total 13 BUMG 445 Entrepreneurship III 4 ELECTIVES upper division BUMG classes 7 Total 14 Spring Quarter (Year Three) Total Upper 182 BUMG 320 Finance II 3 Division Credits BUMG 330 Advertising 3 B.A. ENGL 306 Writing Research Papers 3 BUMG 359 Business Ethics 3 BUMG 305 Conflict Resolution 3 ELECTIVE Any upper division BUMG 2 class not otherwise required Total 17

36 BUSINESS TECHNOLOGY ACADEMIC PROGRAMS

OFFICE/BUSINESS • Supervise employees in a business environment. • Create and format business documents. TECHNOLOGY ­DEPARTMENT • Demonstrate proficiency in advanced computer applications. • Business Technology (A.A.S.) (90-91 credits) • Solve business math computations on an electronic calculator. • The Associate of Applied Science Business Explore community service needs and citizenship issues as they relate to local organizations. Technology Degree prepares students for employment in entry-level business positions as well as advanced office positions. Students will explore employment possibilities, job requirements and earning poten- Business Technology tial in the business and office fields both locally and Associate of Applied Science nationally. The curriculum provides knowledge and skills in computer applications widely used in today’s CURRICULUM organizations including word processing, spreadsheet, ­database and presentation software. The curriculum Fall (First Year) also ­focuses on accounting fundamentals using both manual and computerized systems, business math and BUMG 100 Intro to Business 3 ­electronic calculator skills, management and supervi- CAPP 100 Computer Literacy 1 sory concepts, business correspondence, presentations,­ GNSD 102 Skills for College Success 2 customer service, personal finance,marketing ­ and ENGL 101 English Composition I 3 advanced office skills. Students are required to com- NASD 101 History of Indians in U.S. 3 plete a practicum involving 50 hours of business or OFED 114 Business Grammar & Usage 1 office experience in a local organization. This experi- Total 13 ence provides real world examples of what skills are expected in business or office positions. In addition to the business and office courses, Winter (First Year) ­students are required to take general education courses BUMG 150 Principles of Marketing 3 in English Comp I & II, Speech, History of Indians MATH 100 College Algebra 5 in the U.S., and Humanities or Philosophy, as well as or electives in Native American Studies. OFED 111 Business Math 4 OFED 113 Calculator Lab 1 Career Information CAPP 102 Document Processing 3 OFED 106 Keyboard Skill Building 1 Graduates of the Business Technology AAS SPCH 100 Basic Communications 3 degree will be prepared for employment in entry-level business positions such as Accounting Technicians, Total 15-16 Computer Applications Specialists or General Supervi- sors. In addition, they would be prepared for advanced office positions including Administrative Assistants, Spring (First Year) Office Managers or Executive Secretaries. These ENGL 202 English Comp II 3 positions are expected to increase in demand both in BUMG 160 Personal Finance 3 Montana and nationally. OFED 121 Human Relations 3 CAPP 161 Electronic Spreadsheets 3 Student Learning Outcomes CAPP 103 Advanced Document Processing 3 ELECTIVE NASD 3 Students completing the AAS Business ­Technology will have the ability to: Total 18 • Set up and maintain an accounting system for a Total Credits 46-47 business.

• Demonstrate skills in researching, writing, and First Year delivering a business presentation.

37 BUSINESS TECHNOLOGY

CURRICULUM

Fall (Second Year) BUMG 101 Applied Accounting I 3 OR BUMG 201 Principles of Accounting I OFED 216 Business Writing 4 OFED 240 Business Presentations 3 GNSD 125 Job Seeking Skills 3 ELECTIVE Elective (BUMG, OFED, HIEP, MEDA or ITEC) 3

ACADEMIC PROGRAMS Total 16

Winter (Second Year) BUMG 102 Applied Accounting II 3 OR BUMG 202 Principles of Accounting II BUMG 220 Management & Supervision 3 CAPP 162 Database Management 3 Systems OFED 260 Office Procedures 3 OFED 290 Office Practicum 2 Total 14

Spring (Second Year) BUMG 103 Applied Accounting III 3 OR BUMG 203 Principles of Accounting III BUMG 240 Computerized Accounting 3 OFED 271 Office Capstone 2 ELECTIVE (OPEN) 3 HMNT 101 Introduction to Humanities 3 OR PHIL 100 Introduction to Philosophy OR ENGL 210 World Literatutre Total 14 Total Credits 44 Second Year Total Credits 90-91 A.A.S.

38 CHEMICAL DEPENDENCY COUNSELING ACADEMIC PROGRAMS CHEMICAL DEPENDENCY Career Outlook COUNSELING Substance abuse and behavioral disorder counselors advise people who suffer from alco- Associate of Arts (A.A.) Degree (91 credits) holism, drug addiction, eating disorders, or other behavioral problems. They provide treatment and Program Description support to help the client recover from addiction The two-year Chemical Dependency Counseling or modify problem behaviors. Substance abuse Program is designed to prepare students for and behavioral disorder counselors work in a wide employment as chemical dependency counselors variety of settings, such as mental health centers, both on and off the Flathead Indian Reservation. The community health centers, prisons, and private CDAR (Chemical Dependency/Addictions Recovery) practice. Most work full time. Educational re- courses assist students in developing competencies in quirements range from a high school diploma to a the professional, legal, ethical, and cultural aspects of master’s degree, depending on the setting, type of chemical dependency counseling, including clinical work, state regulations, and level of responsibility. evaluation, treatment planning, documentation, Workers with a high school diploma typically go referral, service coordination, counseling, client and community education, and professional ethical through a period of on-the-job training. The median annual wage for substance abuse and responsibility. behavioral disorder counselors was $38,520 in May The curriculum is designed to meet the academic 2012. Employment of substance abuse and behavioral requirements for the State of Montana Licensed disorder counselors is projected to grow 31 percent Addiction Counselors Program licensure and to align from 2012 to 2022, much faster than the average for with the Addiction Counseling Competencies that are all occupations. Growth is expected as addiction and delineated in the Technical Assistance Publication mental health counseling services are increasingly cov- Series #21. (DPHHS publication No. (SMA) 06- ered by insurance policies. 4171. Substance Abuse and Mental Health Services (Information retrieved on March 10, 2015 from Administration, 2006.) However, as the licensing the Bureau of Labor Statistics website, http://www. requirements vary by state and may change during the bls.gov/ooh/community-and-social-service/substance- course of study, it is students’ responsibility to check abuse-and-behavioral-disorder-counselors.htm) the current licensing requirements in the state in which they plan to seek employment after graduation. Learning Outcomes State of Montana Licensed Addiction Upon the completion of the A.A. in Chemical Counselors Program Dependency Counseling degree, the graduates are expected to: According to the Montana Department of Labor and Industry, “Individuals who want to practice Demonstrate basic knowledge about substance abuse addiction counseling in Montana must apply to the disorders. Montana Licensed Addiction Counselors Program 1. Demonstrate an understanding of treatment models for licensure. The Program evaluates the applicant’s in behavior change and recovery. fitness to practice and assures the basic requirements 2. Demonstrate the ability to apply intervention and are met. Applicants for licensure must have an recovery knowledge to practice. associate of arts degree in addiction studies or a Baccalaureate or advanced degree that meets the 3. Demonstrate professional readiness and an academic standards for addiction counselors.” understanding of issues related to self-awareness, For most up-to-date information about the diversity, ethics, and continuing education. licensing process and requirements please visit the “We believe that the knowledge and skills offered Montana Department of Labor and Industry website in our program could serve our students for a lifetime, at http://bsd.dli.mt.gov/license/bsd_boards/lac_board/ and that families, loved ones and community will board_page.asp benefit.” - Dean Furukawa, DSW, LCSW, Program Director

39 CHEMICAL DEPENDENCY COUNSELING

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ENGL 101 English Composition I 3 SCWK 201 Introduction to Social Work 3 SPCH 100 Basic Communications 3 ELECTIVE NASD Open 3 NASD 101 History of Indians in the U.S. 3 CDAR 259 CD Assessment and 3 HMNT 101 Introduction to Humanities 3 Case Management I OR CDAR 262 CD Counseling I 3 PHIL 100 Introduction to Philosophy CDAR 245 Multi-Cultural Competency 3 ELECTIVE NAS – FAH/NASL (List A) 3 & Ethics in CD Counseling CAPP 100 Computer Literacy 1 Total 15

ACADEMIC PROGRAMS Total 16

Winter (Second Year) Winter (First Year) PSYC 230 Developmental Psychology 5 ENGL 202 English Composition II 3 CDAR 260 CD Assessment and 3 PSYC 110 Intro to Psychology 5 Case Management II BIOS 101,102 General Biology & Lab 5 CDAR 263 CD Counseling II 3 ELECTIVE EXPR-ART-Open (List B) 3 CDAR 261 Treatment Planning 3 Total 16 & Documentation in CD Total 14

Spring (First Year) ENGL 306 Writing Research Papers 3 Spring (Second Year) SCLG 110 Intro to Sociology 5 PSYC 361 Abnormal Psychology 5 MATH 100 College Algebra 5 SCWK 263 Pharmacology of Psychoactive 3 OR Substances MATH 101 Art of Math CDAR 264 CD Counseling III 3 SCWK 160 Introduction to Addiction 3 CDAR 251 Co-Occurring Disorders in CD 3 Studies Total 14 Total 16 Total Credits 91 A.A.

40 DENTAL ASSISTING TECHNOLOGY ACADEMIC PROGRAMS DENTAL ASSISTING Degrees offered: ­TECHNOLOGY DEPARTMENT • Certificate of Completion. Upon completion of the certificate a student is NOT a Certified Dental • Endorsement in Dental Assisting (21 credits) Assistant, but is eligible to take the Dental Assist- • Certificate of Completion (C.C.) (55 credits) ing National Board Exam to become a Certified Dental Assistant (CDA). Background checks are The Dental Assisting Technology program at SKC required when applying for this exam. is flexibly designed to meet the needs of individual • The Endorsement in Dental Assisting may be students. Students may enter the program at the begin- offered to students who successfully complete two ning of fall, winter, spring, or summer quarters. The quarters of training and meet the requirements as DAT program trains students to become dental assist- an entry-level dental assistant as defined by the US ing professionals, to become involved citizens, and to Department of Labor. This does not qualify a stu- be an asset to and compliment the dental healthcare dent to take the Dental Assisting National Board team. A unique feature of this program is an on-site Exam to become a Certified DentalAssistant ­ dental clinic in which students gain experience work- (CDA). ing with dentists and patients; students begin clinical functions such as performing infection control pro- Accreditation cedures as soon as the second week of school. The program stresses skills such as patient communication, The Dental Assisting Program is accredited by the critical thinking, clinical charting, and job readiness Commission on Dental Accreditation of the American including practice interviewing and preparing a dental Dental Association, a specialized accrediting body assisting resume. In addition to on-site clinical train- recognized by the Council on Postsecondary Education ing, 300 hours of clinical externships in private dental and by the United States Department of Labor. offices, IHS and tribal health clinics are integrated within the curriculum. Admission Requirements Although dental assistants may be trained on the • HS diploma or GED/HiSET job, employers prefer to hire a trained dental assistant. • Hepatitis B vaccine Every state has different requirements for dental as- • Current CPR certification (may be taken first sistants. State of Montana requires a dental assistant quarter) to be qualified in radiography. This can be obtained in • Documentation of health insurance coverage two different ways: • Dental Assisting Application 1. Graduate from a CODA accredited dental assisting • SKC Application program, such as ours. • Background checks necessary for national exams 2. Take and pass the examination in Radiation Health and Safety (RHS) offered by Dental Assisting Expenses National Board (DANB). • Lab fees of $65 per lab credit • Hepatitis B vaccine/immunizations • 4 sets of short sleeved scrubs • 1 white, long sleeved lab coat • 2 OSHA approved clinical uniforms • OSHA approved clinic shoes • Textbooks $250

Other Requirements Some externship or employment sites may require a background check and drug test prior to hire. For more information, consult with the department staff or faculty.

41 DENTAL ASSISTING TECHNOLOGY

Student Learning Outcomes: CURRICULUM Students completing the dental assisting program will become proficient in all areas allowed and defined In order to take these courses a student must be by the State of Montana Dental Practice Act. Upon ­accepted into the program: completion of the program the student should be able to: First Quarter • Maintain proper infection and hazardous control DATD 100/101 Infection Control and Hazardous 3 protocol in dental healthcare setting. Materials & LAB DATD 110/111 Intro to Chairside Assisting 3 • Perform four-handed dental assisting duties in a & LAB safe and ethical manner. DATD 112.2 Introduction to Dental Assisting 1 • Assist with intra and extra oral examinations, iden- DATD 113 Oral Preventive Services 2 ACADEMIC PROGRAMS tify and apply concepts of dental terminology, and & LAB accurately record patient data. DATD 118 Dental Anatomy 2 CAPP 100 Computer Literacy 1 • Identify and apply the concepts of dental ethics in relationship to the dental team, culturally and OFED 121 Human Relations 3 professionally. OR GNSD 125 Job Seeking Skills • Have the knowledge to schedule patients for vari- ous treatments, maintain a recall system, order Total 15 and maintain supplies, complete patient insurance forms, make financial arrangements, and utilize basic dental software Second Quarter • Perform dental laboratory procedures. DATD 120/121 Intermediate Chairside 3 • Expose, develop, mount and evaluate radiographs Assisting & LAB including conventional, digital, and panoramic DATD 122.1 Chairside Related Theory II 1 radiographic images while using proper safety DATD 122.2 Chairside Related Theory II 1 precautions. DATD 124/125 Dental Radiography I & LAB 3 • Become advocates and promote healthy lifestyles DATD 126/127 Dental Restorative 3 to reduce health disparities in oral health within Techniques I & LAB Native American communities. DATD 128 Dental Specialties 1 NASD 101 History of Indians in the US 3 OR NASD 109 Native American Contributions

Total 15

42 DENTAL ASSISTING TECHNOLOGY ACADEMIC PROGRAMS

Third Quarter Dental Assisting Endorsement DATD 130/131 Advanced Chairside 3 DATD 100-1 Infection Control and Hazardous 1 Techniques & LAB Materials DATD 133/135 Dental Radiography II & LAB 3 DATD 101-1 Infection Control/Hazardous 1 DATD 136/137 Dental Restorative 3 Materials LAB Techniques II & LAB DATD 101-2 Infection Control/Hazardous OFED 121 Human Relations 3 Materials LAB OR DATD 110-1 Intro to Chairside Assisting 1 GNSD 125 Job Seeking Skills DATD 111-1 Intro to Chairside Assisting LAB 1 DATD 111-2 Intro to Chairside Assisting LAB 1 Total 12 DATD 112-2 Introduction to Dental Assisting 1 DATD 113-2 Oral Preventive Services 1 DATD 118-1 Dental Anatomy 1 Fourth Quarter DATD 118-2 Dental Anatomy 1 DATD 138 Office Management 2 DATD 120-1 Intermediate Chairside Assisting 1 DATD 140 Clinical Externship 10 DATD 121-1 Intermediate Chairside Assisting 1 DATD 150 Dental Service Learning 1 LAB DATD 122-1 Chairside Related Theory II 1 Total 13 DATD 122-2 Chairside Related Theory II 1 Total Credits 55 DATD 124-1 Dental Radiography I 1 DATD 125-1 Dental Radiography I LAB 1 DATD 125-2 Dental Radiography I LAB 1 DATD 126-1 Dental Restorative Techniques I 1 DATD 127-1 Dental Restorative Techniques I 1 LAB DATD 127-2 Dental Restorative Techniques LAB 1 DATD 128-1 Dental Specialties 1 Endorsement total credits 21

43 EDUCATION EDUCATION DIVISION ing candidates’ strengths and weaknesses throughout the program. Background Checks Near the end of Stage I of the TEP, when the student applying for TEP candidacy has completed the Students pursuing a degree in Early Childhood, general and portfolio requirements, the candidate pres- Elementary or Secondary Education at Salish Kootenai ents the portfolio during an interview with a 2-member College are required to submit to state, federal and faculty team. The program faculty and Department CPS background checks during their program of study. Chair sign off on the portfolio, indicating whether or Candidates are required to submit a fingerprinted back- not the candidate is ready to be formally admitted to ground check as soon as possible after enrolling in an the TEP. education program, and maintain an updated back- Near the end of Stage II and completion of all ground check every two years. Background checks are coursework except those during student teaching, can-

ACADEMIC PROGRAMS required by many school districts and early childhood didate progress is re-assessed by a 2-member faculty programs before candidates may have contact with team. The candidate’s progress will have been bench- students, and before the Montana Office of Public marked throughout Stage II in designated professional Instruction will issue licensure. education courses. Stage II also includes a variety of field experiences. As in Stage I, the program faculty Licensure and the Department Chair sign off on the portfolio, Licensure is the process of obtaining your teaching indicating whether or not the candidate is ready to be certificate. admitted to student teaching. Licensure is not automatic with College gradu- Stage III is the final phase and is closely ation, and students must initiate the process with linked to student teaching and the capstone course, forms available from the Montana Office of Public EDUC 495. At the end of Stage III, the candidate ­Instruction (online at www.opt.mt.gov). will present his or her portfolio for review and final To teach out-of-state, contact the specific state for evaluation during EDUC 495. In addition to provid- appropriate procedures. Licensure requirements vary ing evidence of successful completion of program among states, but SKC graduates usually find they are requirements at the end of Student Teaching, the initially qualified to teach in states other than Montana. Stage III portfolio includes self-reflections, action SKC offers degrees in Elementary Education,­ research, and lesson plans developed and taught dur- ­Early Childhood P:3, and Secondary Education ing student teaching. leading to licensure. Students applying for Montana Elementary Licensure must have passed the Montana Professional Behavior Assessment For Content Knowledge (MACK), includ- SKC teacher candidates must exhibit disposi- ing a passing score on the Praxis II. A copy of this tions and behaviors befitting a professional educator. licensure assessment is available on the Education Any actions that indicate the candidate may be unfit ­Department’s website at www.skc.edu. to work with children or perform in school settings will not be tolerated. Among these behaviors are the Teacher Education Program (TEP) following: ­Portfolios and Interviews • Substance abuse of any kind The TEP portfolio is evidence to SKC faculty that • Inappropriate disclosure or breach of confiden- a teacher candidate has achieved the requirements for tial information successful completion of education program require- • Inappropriate physical contact or communication ments. Candidates are assessed via portfolio review at including digital communication through social three stages of their education program. Candidates’ networks, texting or emailing with a student, writing skills are assessed within the portfolio, as peer, instructor, or school personnel well as teaching knowledge, skills and dispositions. • Criminal activity ­Evidence of accomplishment is linked to the artifacts that the candidate selects to highlight his or here de- velopment and performance in the Teacher Education Program. The portfolio is a continuous, performance- based process, and is the assessment tool for evaluat- 44 EDUCATION ACADEMIC PROGRAMS EARLY CHILDHOOD Student Learning Outcomes EDUCATION Early Childhood Education Associate of Arts Degree and Bachelor of Science Degree candidates • Associate of Arts Degree (A.A.) will demonstrate skills, dispositions and knowledge (92 credits) in relationship to the below listed National Associa- • Bachelor of Science Degree (B.S.) tion for the Education of Young Children Professional (92 + 94 credits = 186 credits total) Standards for Preparing Early Childhood Practitio- ners. Bachelor of Science candidates will build upon Program Description the foundation of skills, dispositions and knowledge developed during participation in the Associate of Arts The mission of the Early Childhood Education­ Degree in Early Childhood Education.­ Program is to graduate teacher candidates who Standard 1. Promoting Child Development and demonstrate competency in professional knowl- Learning. Candidates use their understanding of young edge, skills, attitudes, and values concerning: child children’s characteristics and needs, and multiple inter- ­development and the learning process; curriculum acting influences on children’s development and learn- development and implementation; family and com- ing, to create environments that are healthy, respectful, munity relationships; assessment; and profession- supportive, and challenging for all children. alism in order to effectively teach young children while involving the child’s family and community. Standard 2. Building Family and Community Successful completion of specific course- Relationships. Candidates know about, understand, work in the early childhood program can lead to and value the importance of complex characteristics a ­Specialized Permissive Competency in Early of children’s families and communities. They use this Childhood Education for those seeking Elementary understanding to create respectful, reciprocal rela- licensure in Montana. This program is accredited by tionships that support and empower families, and to the Montana Board of Public Education. involve all families in their children’s development and learning. Career Opportunities Standard 3. Observing, Documenting, and Candidates who graduate with an Associate’s ­Assessing to Support Young Children and Families. Degree in Early Childhood Education are qualified Candidates know about and understand the goals, to teach in programs for young children includ- ­benefits, documentation, and other effective assess- ing Early Head Start, Head Start, childcare centers, ment strategies in a responsible way, in partnership family childcare homes, and in public schools as with families and other professionals, to positively paraprofessionals. A.A. graduates often continue influence children’s development and learning. on to earn a Bachelor of Science Degree in Early Standard 4. Using Developmentally Effective ­Childhood Education preparing them to be profes- Approaches to Connect with Children and Families. sionals in the early childhood education field in such Candidates understand that teaching and learning with positions as lead educator, director or manager, and young children is a complex enterprise, and its details adult educator or trainer. vary depending on children’s ages, characteristics, and After meeting specified requirements as outlined the settings within which teaching and learning occur. in the Education Department Student Handbook,­ They understand and use positive relationships and candidates may enroll in the Early Childhood supportive interactions as foundation for their work Teacher Education Program (ECTEP) for third and with young children and families. Students know, fourth year courses. understand, and use a wide variety of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and posi- tively influence each child’s development and learning.

45 EDUCATION

Standard 5. Using Content Knowledge to Build Requirements Meaningful Curriculum. Candidates use their knowl- Students must submit to a federal background edge of academic disciplines to design, implement, check for the Early Childhood Education programs. and evaluate experiences that promote positive devel- Associate of Arts Degree: Students must receive a “C” opment and learning for each and every young child. or better in all required courses while maintaining an Candidates understand the importance of developmen- overall grade point average of 2.0 to graduate. tal domains and academic (or content) disciplines in an Bachelor of Science Degree: Students must maintain early childhood curriculum. They know the essential a “B” average or better in all upper-level required concepts, inquiry tools, and structure of content areas, education courses and a grade no lower than a “C” in including academic subjects, and can identify resourc- all required courses. Students must maintain an overall es that deepen their understanding. Candidates use 2.5 grade point average to graduate. their own knowledge and other resources to design,

ACADEMIC PROGRAMS implement, and evaluate meaningful, challenging cur- ricula and promote comprehensive developmental and learning outcomes for every young child. Standard 6. Becoming a Professional. Candidates identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, col- laborative learners who demonstrate knowledgeable, reflective, and critical perspectives on their work, ­making informed decisions that integrate knowl- edge from a variety of sources. They are informed ­advocates for sound educational practices and policies.

46 EDUCATION ACADEMIC PROGRAMS

Associate of Arts Degree Early Childhood Education

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ECED 111 Safety, Health and Nutrition 2 ECED 112 Early Childhood Curriculum I 3 in ECE EDUC 240 Human Growth and 4 ECED 100 Introduction to Early 2 Development Childhood Education SCID 210 Science for Educators I: Life 4 NASL Elective I 3 Science and Ecology EDUC 193 Writing Essentials in Education 2 MATH 132 Math for Elementary Teachers 1 5 HPED 125 First Aid and CPR 1 Total 16 CAPP 100 Computer Literacy 1 HUM-INTRO (HMNT 100, PHIL 100 3 Total 14 Winter (Second Year) ECED 209 Meeting the Needs of Families 3 ELECTIVE SS-INTRO (List C) 5 Winter (First Year) ECED 113 113 Early Childhood 3 ECED 103 Positive Guidance and 3 Curriculum II Discipline ECED 106 Early Childhood Lab 3 ECED 104 Positive Guidance and 3 (embed service learning) Discipline Lab Total 14 ECED 117 Creating a Learning 2 Environment ENGL 101 English Composition I 3 ECED 230 Infant Toddler Caregiving 3 Spring (Second Year) NASL Elective II 3 ECED 298 Early Childhood Practicum 6 ECED 265 Leadership and 4 Total 17 Professionalism in ECED **EDUC 115 Computers in Education 3 ELECTIVE EXPR-ART-OPEN (List B) 3 Spring (First Year) Total 16 ENGL 202 English Composition II 3 SPCH 100 Basic Communication 3 Associate Degree Total 92 NASL Elective III 3 NASD 101 History of Indians 3 ECED 235 Infant Toddler Caregiving II 3 Total 15

47 EDUCATION

Bachelor of Science Degree Early Childhood Education

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) EDUC 250 Educational Psychology 3 ECED 420 Observation, Documentation 5 ELECTIVE Open 3 and Assessmen of Young ECED 330 Partnerships and Collaboration 3 Children ECED 315 Literacy and Language in the 3 ECED 375 Fostering Physical 2

ACADEMIC PROGRAMS EC Classroom 3 Development in Young ELECTIVE FA-OPEN 3 Children OR ECED 305 Social Studies and Young 3 HUM-ADVANCED (List G) Children SCWK 470 Working with Children and 3 Total 15 Families at Risk Total 13 Winter (Third Year) EDUC 337 Introduction to Special 5 Education Winter (Fourth Year) ECED 345 ESOL: Educational Theory 3 ECED 425 Mentoring and Coaching 4 and Practice ECED 360 Creativity and Young Children 4 ECED 335 Technology and Early 3 EDUC 471 Action Research in Education 3 Childhood Education ECED 340 Social-Emotional Growth 5 EDUC 235 Introduction to Indian Education 3 and Socialization of Young SCID 211 Science for Educators II: 4 Children Earth and Sky Total 16 Total 18

Spring (Fourth Year) Spring (Third Year) ECED 498 Early Childhood Advanced 15 EDUC 311 Cultures, Diversity and 3 Practicum Ed Ethics EDUC 495 Reflective Practice and 2 EDUC 312 Diversity in Education 1 Research in Education ECED 370 Supporting Cognitive 5

Development through Math Total 17 and Science Total credits 186 EDUC 321 Research Writing in Education 3 B.S. ELECTIVE NASD 3 (92 from A.A. + 94) Total 15 **This course may be challenged by passing a ­computer competency exam

48 EDUCATION ACADEMIC PROGRAMS EDUCATION/ Upon completion of the Bachelor of Science degree, candidates will demonstrate the skills, EARLY CHILDHOOD ­dispositions and knowledge in relationship to the EDUCATION: P:3 ­following principles (based on the InTASC Model Core ­TeachingStandards): Associate of Arts Degree (A.A.) (106 c62+ 93 credits = 199 credits total) Standard #1: Learner Development. The teacher understands how learners grow and Program Description develop, recognizing that patterns of learning and The function of the Early Childhood Education: development vary individually within and across the P-3 Program is to prepare and graduate teacher candi- cognitive, linguistic, social, emotional, and physical dates who demonstrate professional competencies in areas, and designs and implements developmentally teaching Preschool to Grade 3 students. This program appropriate and challenging learning experiences. was developed to meet the critical need for Highly Qualified Teachers who are licensed to teach in the Standard #2: Learning Differences. early grades (age 3 to grade 3). The program’s design The teacher uses understanding of individual and framework are built upon the standards from the differences and diverse cultures and communities to National Association for the Education of Young ensure inclusive learning environments that enable Children, the InTASC Model Core Teaching Standards each learner to meet high standards. for teacher preparation, and the Montana Professional Preparation Program Standards (PEPPS, 2015). Key Standard #3: Learning Environments. features of the program include an emphasis on cultur- The teacher works with others to create environ- ally responsive education and multiple opportunities ments that support individual and collaborative learn- for practicum experiences in which teacher candidates ing, and that encourage positive social interaction, participate in observing, teaching, and reflecting upon active engagement in learning, and self motivation. these experiences with young students. Graduates will be able to demonstrate knowledge of the content Standard #4: Content Knowledge. required for teaching early grades, as well as a strong foundation in child development and family/commu- The teacher understands the central concepts, tools nity engagement. of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the Career Opportunities discipline accessible and meaningful for learners to assure mastery of the content. Candidates who graduate with an Associate De- gree in Early Childhood Education: P-3, are qualified Standard #5: Application of Content. to teach as paraprofessionals in public school districts The teacher understands how to connect concepts and in early childhood programs, including Head Start, and use differing perspectives to engage learners in childcare centers, and family childcare homes. A.A. critical thinking, creativity, and collaborative problem graduates often continue in their program to earn a solving related to authentic local and global issues. Bachelor of Science Degree in ECE: P-3. Completion of this degree with the successful completion of the li- Standard #6: Assessment. censure process for teaching P-3, qualifies one to teach in Pre-K to Grade 3 classrooms. See the Education The teacher understands and uses multiple meth- Division Student Handbook for a detailed description ods of assessment to engage learners in their own of program and licensure requirements. Graduation growth, to monitor learner progress, and to guide the with a bachelor degree in ECE: P-3 is not a guarantee teacher’s and learner’s decision making. of licensure. This program is accredited by the Mon- tana Board of Public Education.

Student Learning Outcomes

49 EDUCATION

Standard #7: Planning for Instruction. Associate of Arts Degree The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing CURRICULUM upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowl- Fall (First Year) edge of learners and the community context. ECED 100 Introduction to Early 2 Childhood Education Standard #8: Instructional Strategies. ELECTIVE NAS – OPEN 3 The teacher understands and uses a variety of in- HPED 125 First Aid and CPR 1 structional strategies to encourage learners to develop **EDUC 193 Writing Essentials in deep understanding of content areas and their connec- Education 2 tions, and to build skills to apply knowledge in mean- ACADEMIC PROGRAMS EDUC 240 Human Growth and ingful ways. Development 4 ENGL 101 English Composition I 3 Standard #9: Professional Learning and Ethical HUM-INTRO HMNT 100 3 Practice. or The teacher engages in ongoing professional learn- PHIL 100 ing and uses evidence to continually evaluate his/her or practice, particularly the effects of his/her choices and ENGL 210 actions on others (learners, families, other profession- Total 18 als, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. Winter (First Year) ECED 103 Positive Guidance and The teacher seeks appropriate leadership roles and Discipline 3 opportunities to take responsibility for student ECED 104 Positive Guidance and learning, to collaborate with learners, families, col- Discipline Lab 3 leagues, other school professionals, and community ECED 117 Creating a Learning members to ensure learner growth, and to advance the Environment 2 profession. **MUSC 101 Music Fundamentals 3 SPCH 100 Basic Communication 3 Requirements *ENGL 202 English Composition II 3 Students must submit to a federal background

check and fingerprinting for the Elementary Education Total 17 program. Associate Degree: Students must receive a “C” or better in all required courses while maintaining an Spring (First Year) overall grade point average of 2.0 to graduate. ELECTIVE SS-INTRO (List C) 5 Bachelor Degree: Students must earn a “C” or NASD 101 History of Indians 3 higher in all required education methods courses while ECED 261 Social Science Content 3 maintaining a 3.0 GPA in these courses and an overall for Early Learning GPA of 2.5 to graduate. EDUC 202 Elements of Expression 3 **EDUC 115 Computers in Education 3 Total 17

50 EDUCATION ACADEMIC PROGRAMS

Bachelor of Science

CURRICULUM CURRICULUM

Fall (Second Year) Fall (Third Year) *ECED 112 Early Childhood Curriculum I 3 *EDUC 250 Educational Psychology 3 SCID 210 Science for Ed. I 4 *ECED 330 Partnerships and Collaboration 3 *MATH 132 Mathematics for K-8 5 *EDUC 307 Curriculum, Planning, and 4 Teachers I Assessment ELECTIVE NAS- FAH or NAS-LANG 3 ELECTIVE Open Elective 3 (List A) *ECED 375 Fostering Physical 2 *ECED 315 Literacy and Language in the 3 Development in Young Children Early Child Classroom Total 15 Total 18

Winter (Third Year) Winter (Second Year) *ECED 340 Social-Emotional Growth 5 *ECED 209 Meeting the Needs of Families 3 and Socialization of *SCID 211 Science for Ed. II 4 Young Children *ECED 113 Early Childhood Curriculum II 3 *EDUC 337 Introduction to Special 5 *ECED 106 Early Childhood Lab Education (embed service learning) 3 EDUC 235 Introduction to Indian 3 *MATH 133 Mathematics for K-8 Education Teachers II 5 *ECED 335 Technology and Early 3 Total 18 Childhood Education Total 16

Spring (Second Year) *ECED 299 Early Childhood Practicum 4 Spring (Third Year) *ECED 265 Leadership and 4 *EDUC 311 Cultures, Diversity and 3 Professionalism in ECED Education Ethics *MATH 134 Mathematics for K-8 5 *EDUC 312 Diversity in Education 1 Teachers III *EDUC 321 Research Writing in Education 3 *EDUC 203 Foundations in Education 5 *EDUC 340 Intro to Lit Assessment 4 Total 18 and Instruction *EDUC 341 Intro to Lit Assessment 1 Total Credits 106 Practicum A.A. EDUC 207 Health, Safety and Drug 3 Awareness in Education Total 15

51 EDUCATION

CURRICULUM

Fall (Fourth Year) *ECED 420 Observation, Documentation 5 and Assessment of Young Children *EDUC 372 Teaching Math in the Early 3 Grades *ECED 421 Curriculum Integration & 3

ACADEMIC PROGRAMS Application in ECE *ECED 321 Teaching Reading & 4 Communication Arts in the Early Grades *ECED 305 Social Studies and Young 3 Children Total 18

Winter (Fourth Year) *EDUC 390 Teaching Science in the 4 Elementary Classroom *ECED 360 Creativity and Young Children 4 HPED 125 First Aide/CPR 1 *EDUC 471 Action Research in Education 3 *ECED 451 Curriculum Integration and 3 Application in ECE II Total 15

Spring (Fourth Year) *EDUC 490 Student Teaching 12 *EDUC 495 Reflective Practice & 2 Research in Education Total 14 Total Credits 199 A.A. + B.A.

*Prereq or Coreq **This course may be challenged by passing a ­competency exam

52 EDUCATION ACADEMIC PROGRAMS Declaring an Academic Minor EARLY CHILDHOOD An academic minor requires at least 30 quarter credits of course work and at least 10 credits of upper- EDUCATION: P-3 MINOR level courses. Students have the responsibility to know and satisfy all requirements for any declared minor. Program Description The following policies are in place for students The function of the Early Childhood Education: who wish to pursue an academic minor: P-3 Minor for Early Childhood Majors Program is to 1. Students must be in good academic standing with prepare, graduate, and refer for a P-3 endorsement, an overall GPA of 2.0 to declare a minor. those teacher candidates who demonstrate profes- sional competencies in teaching Preschool to Grade 2. A student must earn an overall GPA of at least 2.0 3 students. This program was developed to meet the in the minor, including any departmental prerequi- critical need for Highly Qualified Teachers who are sites necessary for the completion of the minor. licensed to teach in the early grades (age 3 to grade 3). 3. No course may be shared between the require- The program’s design and framework are built ments of two minors, or between a minor and a upon the standards from the National Association for certification or endorsement. the Education of Young Children, the InTASC Model 4. Courses that are part of a student’s minor may Core Teaching Standards for teacher preparation, and meet the general education requirements for the the Montana Professional Preparation Program Stan- student’s major program requirements. dards (PEPPS, 2015). Key features of the program include an emphasis 5. Students must be currently enrolled during the aca- on culturally responsive education and multiple op- demic year in which a minor is awarded. portunities for practicum experiences in which teacher 6. Students will have an advisor in both their aca- candidates participate in observing, teaching, and demic major and academic minor. reflecting upon these experiences with young students. 7. Students who declare and complete an approved Graduates will be able to demonstrate knowledge of minor will receive a notation on their student the content required for teaching early grades, as well transcript but the minor will not be listed on their as a strong foundation in child development and transcript. family/community engagement. Procedures for Students: Career Opportunities 1. Before declaring an academic minor, a student should meet with an advisor in the minor program Candidates who complete all of the requirements to review requirements. for the Early Childhood Education: P-3 minor and successfully complete the licensure process for teach- 2. The “Declaration of Major and Minor Form” must ing P-3 are qualified to teach in Pre-K to Grade 3 be signed by the current major program advisor classrooms. See the Education Division Student Hand- and a designated advisor from the minor program. book for a detailed description of program and licen- The student submits the form to the registrar to sure requirements. Graduation with a minor in ECE: have the minor entered on his or her record. P-3 is not a guarantee of licensure. This program is 3. After completing the requirements for a minor, the accredited by the Montana Board of Public Education. student must complete a graduation application for both the Major and the Minor. Program Outcomes: Upon completion of the minor in Early Child- hood Education P:3, candidates will demonstrate the skills, dispositions and knowledge in relationship to the National Association for the Education of Young Children Professional Standards for Preparing Ear- ly Childhood Practitioners and the InTASC Standards as listed in the Early Childhood Education P:3 aca- demic major. Refer to the Education Division website for the list of these competencies and the requirements for meeting them. 53 EDUCATION

Early Childhood Education: P-3 Minor for Early Childhood Education: P-3 Minor for Early Childhood Majors (43 credits) Elementary Majors/K-8 Teachers This minor is intended for those who are currently (43 credits) enrolled in the early childhood education program at This minor is intended for those who are currently SKC or have graduated from SKC with a bachelor de- enrolled in the elementary education program at SKC gree in early childhood education and wish to become or have graduated from SKC with a major in elemen- certified teachers for children ages 3 to grade 3. tary education. This minor and endorsement add the early childhood or preschool component to the K-8 Requirements licensure. Students must submit to a federal background Requirements check for this program. Students must submit to a federal background ACADEMIC PROGRAMS Students must receive a “C” or better in all re- check for this program. quired courses while maintaining an overall grade Students must receive a “C” or better in all re- point average of 3.0 to graduate with the minor. quired courses while maintaining an overall grade point average of 3.0 to graduate with the minor. CURRICULUM Fall Quarter Courses Fall Quarter Courses ECED 112 Early Childhood Curriculum I 3 ECED 315 Literacy and Language in the 3 EDUC 307 Curriculum, Planning, 4 Early Child Classroom and Assessment ECED 330 Partnerships and Collaboration 3 MATH 132 Mathematics for K-8 5 ECED 420 Observation, Documentation 5 Teachers 1 and Assessment of Young Children ECED 321 Teaching Reading & Comm. 4 ECED 421 Curriculum Integration & 3 Arts in the Early Grades Application in ECE I ECED 421 Curriculum Integration & 3 ECED 375 Fostering Physical 2 Application in ECE I Development in Young Children Total 16 Total 19 Winter Quarter Courses Winter Quarter Courses ECED 103 Positive Guidance and 3 EDUC 390 Teaching Science in the 4 Discipline Elementary Classroom ECED 104 Positive Guidance and 3 EDUC 372 Teaching Math in the Early 3 Discipline Lab Grades ECED 117 Creating a Learning 2 ECED 451 Curriculum Integration and 3 Environment Application in ECE II ECED 451 Curriculum Integration and 3 Total 10 Application in ECE II ECED 340 Social-Emotional Growth and 5 Spring Quarter Courses Socialization of Young Children EDUC 490 Student Teaching 12 Total 16 EDUC 340 Intro to Lit Assessment 4 and Instruction Spring Quarter Courses EDUC 341 Intro to Lit Assessment 1 ECED 299 Early Childhood Practicum 4 Practicum ECED 265 Leadership and Professionalism 4 Total 17 in ECED Total 8 Total Credits for ECE P-3 43 Total Credits for ECE P-3 Minor 43 Minor for Early Childhood Majors for Elementary Majors 54 EDUCATION ACADEMIC PROGRAMS ELEMENTARY EDUCATION The Elementary Education program is accredited by the Montana Board of Public Education. • Associate of Science Degree (A.S.) (99 credits) • Bachelor of Science Degree (B.S) (99+94 = 193 Student Learning Outcomes credits total) Upon completion of the Bachelor of Science degree, candidates will demonstrate the skills, disposi- Program Description tions and knowledge in relationship to the following The Elementary Education Program was de- principles (based on the InTASC Model Core Teach- veloped in response to a need for Native American ing Standards): representation in public schools locally and nationally. Standard #1: Learner Development. The critical areas of professional preparation that dis- tinguish Salish Kootenai teacher education graduates The teacher understands how learners grow and include: develop, recognizing that patterns of learning and development vary individually within and across the • Knowledge of Native American student context cognitive, linguistic, social, emotional, and physical and best educational practices leading to develop- areas, and designs and implements developmentally mentally and culturally appropriate pedagogy. appropriate and challenging learning experiences. • Identification with Native American culture and com- munity values imbedded in content and pedagogy. Standard #2: Learning Differences. • Commitment to meeting the needs of developmen- The teacher uses understanding of individual tally, ethnically and linguistically diverse learners. differences and diverse cultures and communities to ensure inclusive learning environments that enable • Commitment to reflective practices leading to each learner to meet high standards. personal and professional development, • Development of collaborative relationships with Standard #3: Learning Environments. mentoring teachers and peers organized into The teacher works with others to create environ- learning communities that promote application of ments that support individual and collaborative learn- knowledge, skills and dispositions in real settings. ing, and that encourage positive social interaction, active engagement in learning, and self motivation. • Strong evidence of effective communication, criti- cal thinking, cultural understanding and citizenship. Standard #4: Content Knowledge. The teacher understands the central concepts, tools Career Opportunities of inquiry, and structures of the discipline(s) he or she Associate degree graduates are prepared to work teaches and creates learning experiences that make the as paraprofessionals in public school districts or con- discipline accessible and meaningful for learners to tinue on to receive a Bachelor’s Degree in Elementary assure mastery of the content. Education. Bachelor degree graduates who qualify for licensure are eligible to teach in K-8 classrooms. Standard #5: Application of Content. Elementary graduates also obtain jobs in developing The teacher understands how to connect concepts curriculum, tutoring, and mentoring. and use differing perspectives to engage learners in After meeting specified requirements, students critical thinking, creativity, and collaborative problem may enroll in the Teacher Education Program (TEP) solving related to authentic local and global issues. for third and fourth year courses. Requirements for acceptance into the TEP are outlined in the Education Standard #6: Assessment. Department Student Handbook. The teacher understands and uses multiple meth- Bachelor Degree graduates are eligible for ods of assessment to engage learners in their own ­Elementary Education licensure in Montana after com- growth, to monitor learner progress, and to guide the pletion of specified requirements. See the Education teacher’s and learner’s decision making. Department Student Handbook for a description of these requirements. Graduation with a bachelor degree Standard #7: Planning for Instruction. in elementary education is not a guarantee of licensure. The teacher plans instruction that supports every ­student in meeting rigorous learning goals by drawing 55 EDUCATION

upon knowledge of content areas, curriculum, cross-­ Standard #10: Leadership and Collaboration. disciplinary skills, and pedagogy, as well as knowl- The teacher seeks appropriate leadership roles edge of learners and the community context. and ­opportunities to take responsibility for student Standard #8: Instructional Strategies. ­learning, to collaborate with learners, families, ­colleagues, other school professionals, and community The teacher understands and uses a variety of in- members to ensure learner growth, and to advance the structional strategies to encourage learners to develop ­profession. deep understanding of content areas and their connec- tions, and to build skills to apply knowledge in mean- Requirements ingful ways. Students must submit to a federal background Standard #9: Professional Learning and Ethical check and fingerprinting for the Elementary Education Practice. ACADEMIC PROGRAMS program. The teacher engages in ongoing professional learn- Associate Degree: Students must receive a “C” ing and uses evidence to continually evaluate his/her or better in all required courses while maintaining an practice, particularly the effects of his/her choices and overall grade point average of 2.0 to graduate. actions on others (learners, families, other profession- Bachelor Degree: Students must earn a “C” or als, and the community), and adapts practice to meet higher in all required education methods courses while the needs of each learner. maintaining a 3.0 GPA in these courses and an overall GPA of 2.5.

56 EDUCATION ACADEMIC PROGRAMS

Associate of Science and Bachelor of ­Science in Elementary Education

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ENGL 101 English Composition I 3 MATH 132 Math for Elementary Teachers I 5 NASD 101 History of Indians ELECTIVE History 3 in the U.S. 3 SCID 210 Science for Educators 1: 4 HUM-INTRO HMNT 101 3 Life Science or EDUC 240 Human Growth & Development 4 PHIL 100 Total 16 HPED 125 First Aid and CPR 1 ELECTIVE NASD /NASL/FAH 3 (List A) EDUC 193 Writing Essentials for 2 Winter (Second Year) Education MATH 133 Math for Elementary 5 Teachers II Total 15 SCID 211 Science for Educators 2: 4 Earth & Sky EDUC 235 Intro to Indian Education 3 Winter (First Year) EDUC 175 Community Service.- 2 ENGL 202 English Composition II 3 Learning in Education MUSC 101 Music Fundamentals 3 ECED 209 Meeting the Needs of Families 3 *may be challenged ELECTIVE SS INTRO (List C) 5 Total 17 POLS 100 American Government 5

Total 16 Spring (Second Year) MATH 134 Math for Elementary 5 Spring (First Year) Teachers III EDUC 202 Elements of Expression 3 SCID 212 Science for Educators 3: 4 ARTD 111 Fundamentals of Art and Design 3 Our Physical World or EDUC 207 Health, Safety & Drug 3 ARTD 140 Studio Arts Awareness GEOG 100 Intro to Geography 5 EDUC 178 Exploratory Field Experience 1 EDUC 115 Computers in Education 3 EDUC 203 Foundations of Education 5 * may be challenged Total 18 SPCH 100 Basic Communication 3 Total Credits 99 Total 17 A.S.

57 EDUCATION

Bachelor of Science Degree Elementary Education

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) EDUC 250 Educational Psychology 3 EDUC 372 Teaching Math in the 3 EDUC 300 Language, Literacy & Texts 4 Early Grades EDUC 305 Technology in the Elementary 4 EDUC 371 Teaching Math Practicum 1 ACADEMIC PROGRAMS Class EDUC 360 Teaching the Arts in the 3 Elementary Class EDUC 307 Curriculum, Planning and 4 EDUC 361 Teaching the Arts Practicum 1 Assessment EDUC 365 Teaching Music in the 3 Total 15 Elementary Class EDUC 344 Teaching Read and Lang. Arts 4 EDUC 345 Teach Read and Language Arts 1 Winter (Third Year) Practicum EDUC 309 Guiding Social Development 4 Total 16 and Class Management EDUC 330 Teach Social Studies in the 4 Elementary Class Winter (Fourth Year) EDUC 331 Teach Social Studies Practicum 1 EDUC 350 PE Methods and Health 4 ELECTIVE Open Elective 3 Enhancement EDUC 337 Introduction to Special 5 EDUC 351 PE/Health Practicum 1 Education EDUC 397 Teaching Secondary Math – 3 Total 17 Middle Grades EDUC 390 Teaching Science in the 4 Elementary Class Spring (Third Year) EDUC 391 Teaching Science Practicum 1 HPED 125 First Aide/CPR 1 EDUC 311 Cultures, Diversity and 3 EDUC 471 Action Research in Education 3 Education Ethics (List J) EDUC 312 Diversity Practicum 1 Total 17 EDUC 321 Research Writing in Education 3 EDUC 340 Intro to Literacy Assessment 4 and Instruction Spring (Fourth Year) EDUC 341 Intro to Literacy Assessment 1 Practicum EDUC 490 Student Teaching 12 ELECTIVE NAS Language (List A) 3 EDUC 495 Reflective Practice & 2 Research in Education Total 15 Total 14 Total Credits 94 Total Credits 191 B.S. (99+94)

58 EDUCATION ACADEMIC PROGRAMS SECONDARY EDUCATION by the state of Montana, teachers may be hired as ­science teachers in any public middle or high school in SCIENCE ­Montana. Licensure requirements may differ in other states; graduates should contact individual states of • Bachelor of Science (B.S.), Secondary Science- interest to determine their licensing procedures and Education - Broadfield Science requirements. (199 credits) Program Description Accreditation The goal of the Bachelor of Science in Secondary­ The SKC BSSE is fully accredited by the Montana Science Education (BSSE) Broadfield Sciencedegree ­ Board of Public Education. is to prepare graduates for successful careers as ­science teachers at the middle and high school levels. Program Objectives Graduates of the BSSE are qualified to apply for licen- In alignment with the objectives of the SKC sure as secondary Broadfield Science teachers in the ­Division of Education the BSSE strives to meet the state of Montana. The majority of the BSSE required following program objectives. coursework is in the natural and physical sciences, 1. Prepare teacher candidates to be culturally com- with additional coursework required in advanced math petent and effective professional educators and and education courses, along with the general educa- leaders tion course ­requirements. Graduates of the degree program will meet the state’s academic requirements 2. Form and maintain collaborative partnerships for highly qualified secondary broadfield science (relationships) with grades Pre K-20 providers and teachers, the most sought after science teaching license education professionals in Montana. Upon licensure, graduates are eligible to 3. Promote cultural competence to advance respect- teach earth science, physics, physical science,­ biology, ful educational practices for all learners, with a chemistry and environmental science­ in Montana’s particular focus on American Indian learners secondary schools. The program’s design­ emphasizes 4. Collaborate with college, community, state, and the development of teachers prepared to effectively tribal entities to share professional development meet the needs of middle and high school learners, opportunities and resources particularly rural and American Indian learners. A key strength of the program is studentsʼ participation in 5. Conduct and support research to contribute to the substantive clinical experiences in which they spend knowledge base, improve educational practice, and significant amounts of time observing and working in build individual and community capacity the schools to help prepare them as professional educa- tors. Graduates will have a solid grounding in Western Student Learning Outcomes and Native science content and perspectives as well as Upon completion of the BSSE, the graduate will knowledge of how to use effective instructional meth- possess the following knowledge, skills and dispo- ods and classroom management for supporting science sitions appropriate for secondary science teachers, learners. which are based on the InTASC standards for teacher preparation. Teacher Licensure and Career Information Standard #1: Learner Development Currently there is a shortage of licensed secondary The teacher candidate understands how learn- science teachers to fill the job vacancies in Montana ers grow and develop, recognizing that patterns of and across the United States. Accredited schools in ­learning and development vary individually within Montana are required to hire state licensed teachers in and across the cognitive, linguistic, social, emotional, order to maintain their accreditation. Upon success- and physical areas, and designs and implements ful graduation from the BSSE degree program, gradu- ­developmentally appropriate and challenging learning ates are eligible to apply for the Secondary Broadfield experiences. Science teaching­ license with the Montana Office of Public ­Instruction (www.opi.mt.gov). Once licensed

59 EDUCATION

Standard #2: Learning Differences ate his/her practice, particularly the effects of his/her The teacher candidate uses understanding of choices and actions on others (learners, families, other ­individual differences and diverse cultures and com- professionals, and the community), and adapts practice munities to ensure inclusive learning environments to meet the needs of each learner. that enable each learner to meet high standards. Standard #10: Leadership and Collaboration Standard #3: Learning Environments The teacher candidate seeks appropriate leader- The teacher candidate works with others to create ship roles and opportunities to take responsibility for environments that support individual and collaborative student learning, to collaborate with learners, families, learning, and that encourage positive social interaction, colleagues, other school professionals, and community active engagement in learning, and self motivation. members to ensure learner growth, and to advance the profession.

ACADEMIC PROGRAMS Standard #4: Content Knowledge The teacher candidate understands the cen- Program Requirements tral concepts, tools of inquiry, and structures of the Students may declare the BSSE as their major at discipline(s) he or she teaches and creates learning any time after their acceptance into SKC as a student. experiences that make these aspects of the discipline They will then be assigned an advisor in the Depart- accessible and meaningful for learners to assure mas- ment of Secondary Science Education. After fulfill- tery of the content. ment of the following criteria they will be provision- ally accepted into the BSSE program. Standard #5: Application of Content • Successful completion, with a grade of “C” or The teacher candidate understands how to con- above, of at least 60 college quarter credits (or 40 nect concepts and use differing perspectives to engage semester credits) that are part of the BSSE course learners in critical thinking, creativity, and collabora- program, including 24 quarter or 16 semester tive problem solving related to authentic local and hours of BSSE required science and math courses global issues. • Successful completion, with a grade of “C” or Standard #6: Assessment above, of Math 100 or an equivalent course or The teacher candidate understands and uses mul- test score as approved by the chair of the SKC tiple methods of assessment to engage learners in their ­Mathematics Department own growth, to monitor learner progress, and to guide • Successful completion of the SKC ENGL 202 – the teacher’s and learner’s decision making. English Composition II course with a grade of “C” or above. Transfer of credits from another institu- Standard #7: Planning for Instruction tion as substitution for this course must be ap- The teacher candidate plans instruction that sup- proved the the English Department chairperson ports every student in meeting rigorous learning goals • Minimum cumulative GPA of 2.75 with no less by drawing upon knowledge of content areas, curricu- than a “C” in all courses that are required for the lum, cross-disciplinary skills, and pedagogy, as well as BSSE degree knowledge of learners and the community context. • Minimum score of 588 on TABE Language and Standard #8: Instructional Strategies Language Mechanics Tests at the D9 level or above The teacher candidate understands and uses a vari- ety of instructional strategies to encourage learners to • A score of “Proficient” or above on the BSSE develop deep understanding of content areas and their Writing Sample Assessment connections, and to build skills to apply knowledge in • Approved state and federal background check, meaningful ways. which are required for visiting or working in the K-12 schools Standard #9: Professional Learning and Ethical Practice • Completion of the Transition to Teacher ­ ­Professional Dispositions Seminar The teacher candidate engages in ongoing profes- sional learning and uses evidence to continually evalu-

60 EDUCATION ACADEMIC PROGRAMS

Students’ full admission to the BSSE is contingent TEP Portfolio Process on the preparation and submission of a TEP Stage I A required product for all BSSE teacher candi- Portfolio (see below) and completion of an interview dates is the TEP portfolio, which provides evidence with the SKC Edcation Department faculty. Both the of the candidate’s attainment of the skills, knowledge, poltfolio and the interview must be approved by the and experiences necessary to be a successful profes- Education faculty. sional educator. Candidates are assessed via portfolio To graduate from the BSSE, students must attain­ review and interview at three stages in their education at least a “B” in all Education courses at the 300 level program. The faculty review team and the SKC BSSE or above and a minimum grade of “C” in all other Department chair must sign off on the portfolio in each BSSE required courses. Please contact­ the BSSE stage of the process in order for candidates to move to program director for more information on the program the next stage. The portfolio is a continuous, perfor- requirements. mance-based process, and is the assessment tool for evaluating and guiding candidates’ growth as develop- ing educators throughout the program.

Professional Behavior SKC teacher candidates are required to exhibit dispositions and behaviors befitting a professional educator. Any actions that indicate the candidate may be unfit to work with children or perform in school ­settings will not be tolerated. Among these behaviors are the following: • Substance abuse of any kind • Inappropriate disclosure or breach of confiden- tial information • Inappropriate physical contact or communica- tion including digital communication through social networks, texting or emailing with a student, peer, instructor, or school personnel • Criminal activity

61 EDUCATION

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ENGL 101 English Composition I 3 MATH 241 Statistics 5 GEOL 101 Physical Geology 4 CHEM 150 Principles of General Chemistry 3 GEOL 102 Physical Geology Lab 1 CHEM 151 Principles of General Chemistry 2 BIOS 101 General Biology 4 Laboratory BIOS 102 Biology Lab 1 EDUC 240 Human Growth & Development 4 ELECTIVE NAS-FAH/NASL (List A) 3 SPCH 100 Basic Communication 3 Total 16 Total 17

ACADEMIC PROGRAMS Winter (First Year) Winter (Second Year) ENGL 202 English Composition II 3 CHEM 152 Principles of Chemistry II 3 MATH 108 Advanced Functions 3 CHEM 153 Principles of Chemistry II 2 & Modeling Laboratory EDUC 206 Introduction to Science 3 EDUC 235 Introduction to American 3 Teaching Indian Education EDUC 221 Parent & Community 2 BIOS 130 Introduction to Microbiology 4 Partnerships BIOS 131 Introduction to Microbiology ELECTIVE SS-INTRO (List C) 5 Lab 1 (SCID 101 recommended) HMNT 101 Introduction to Humanities 3 Total 16 Total 16

Spring (First Year) Spring (Second Year) NASD 101 History of Indians 3 CHEM 140 Fundamental Organic/ 5 in the United States Biological Chemistry MATH 109 Trigonometry 3 BIOS 260 Principles of Ecology 3 ASTR 110 Introduction to Astronomy 5 BIOS 261 Principles of Ecology 2 BIOS 112 Introduction to Botany 3 Laboratory BIOS 113 Introduction to Botany 2 EDUC 178 Exploratory Field Experience 1 Laboratory EDUC 203 Foundations of Education 3 NASD 210 Introduction to Indigenous 3 Total 16 Science Total 17

62 EDUCATION ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) EDUC 250 Educational Psychology 3 EDUC 313 Secondary Classroom 3 EDUC 307 Curriculum, Planning and 4 Management Assessment EDUC 308 Technology in Secondary 3 PHYS 201 College Physics I 5 Education MATH 110 Calculus I 5 SCID 301 Conducting and Reporting 3 Scientific Research Total 17 LFSC 320 Mammalian Physiology 5

ELECTIVE FA – OPEN/HUM-ADV 3

(List G) Winter (Third Year) Total 17 EDUC 342 Literacy Strategies in 3 Secondary Education EDUC 343 Literacy in Secondary 1 Education Practicum Winter (Fourth Year) EDUC 337 Introduction to Special 5 LFSC 330 Genetics and Adaptation 5 Education EDUC 395 Teaching Science in Secondary 2 EDUC 221 Parent Partners/Community 2 Education Classroom II Collaboration EDUC 393 Transition to Student Teaching 3 PHYS 203 College Physics II 5 BIOS 410 Conservation of Biodiversity 3 ENVS 203 Weather & Climate HPED 125 First Aid and CPR 1 Total 16 EDUC 471 Action Research in Education 3 Total 17

Spring (Third Year)

EDUC 207 Health, Safety and Drug 3 Spring (Fourth Year) Awareness EDUC 392 Teaching Science in Secondary 3 EDUC 491 Student Teaching in Secondary 12 Ed. Classroom I Education EDUC 311 Cultures, Diversity and 3 EDUC 495 Reflective Practice/Research 2 Education Ethics in Education EDUC 312 Diversity Practicum 1 Total 14 PHYS 205 College Physics III 5 ELECTIVE EXPR-ART-OPEN (List B) 3 Total Credits 197 B.S. Total 17

63 EDUCATION SECONDARY EDUCATION or additional requirements. Graduates should contact the specific state to determine the process and require- MATHEMATICAL ments for obtaining a teaching license.

• Bachelor of Science (B.S.), Secondary Education Program Objectives and Outcomes – Mathematics (189 credits) The goal of the SKC BSSEM program, in align- Program Description ment with the objectives of the SKC Division of ­Education, is to prepare professional mathematics edu- The goal of the Bachelor of Science in Second- cators who offer culturally responsive instruction and ary Education – Mathematics (BSSEM) is to prepare curriculum leading education to its promise of equity graduates for successful careers as mathematics teach- and opportunity. Additionally preparing professions ers in middle and high school levels. Graduates of who possess a reflective practice that leads to profes- ACADEMIC PROGRAMS the BSSEM will be eligible to apply for licensure as sional development and fosters learning communities secondary mathematics teachers in the state of Mon- for the construction of knowledge. And finally, creat- tana. The majority of the BSSEM required coursework ing future teachers who are effective communicators, is advanced mathematics beginning with Calculus critical thinkers and who possesses cultural under- I. In addition to the mathematics course work ad- standing, citizenship and a strong understanding of ditional courses are required in education as well as mathematics. They recognize the unique contribution, the general education course requirements. Graduates learning style, and ability each learner brings to enrich of the degree program will meet the state’s academic the overall learning community. requirements for highly qualified secondary mathemat- Achievement of these goals is brought about ics teachers and become one of the most sought after by attention to the InTASC-based learner outcomes teaching candidates in Montana secondary schools. ­entrenched in SKC’s teacher preparation that follow: The program design emphasizes the development of teachers prepared to effectively meet the needs of 1. Learner Development middle and high school learners, particularly rural A math teacher understands how children learn and American Indian learners. A key strength of the and develop, recognizing that patterns of learn- program is the requirement for students to participate ing and development vary individually within and in numerous clinical experiences in which they spend across the cognitive, linguistic, social, emotional, significant amounts of time observing and working in and physical areas, and designs and implements classrooms to help with their preparation as profes- developmentally appropriate and challenging sional educators. learning experiences. 2. Learner Differences Career Opportunities A math teacher uses understanding of individual differences and diverse cultures and communities There is currently a shortage in the supply of to ensure learning environments that enable each licensed secondary mathematics teachers in the state of learner to meet high standards. Montana as well as elsewhere. Accredited schools in Montana are required to hire state licensed mathemat- 3. Learning Environments ics teachers. Upon completion of the BSSEM degree A math teacher works with others to create envi- program, graduates can apply for the Montana Second- ronments that support individual and collabora- ary Mathematic teaching license through the Montana tive learning, and that encourage positive social Office of Public Instruction (OPI) at www.opi.mt.gov. interaction, active engagement in learning, and In addition to successful completion of the BSSEM self-motivation. degree program, Montana requires prospective second- 4. Content Knowledge ary mathematics teachers to successfully complete the A math teacher understands the central concepts, PRAXIS II Mathematical Content Test (5161) before tools of inquiry, and structures of the discipline(s) being granted a teaching license. Because the BSSEM he or she teaches and creates learning experiences program is accredited by the Montana Board of Public that make the discipline accessible and meaningful Education licensed graduates may be hired to teach for learners to assure mastery of the content. mathematics in any Montana public middle or high 5. Application of Content school. Licensure in other states may carry different A math teacher understands how to connect 64 EDUCATION ACADEMIC PROGRAMS

concepts and use differing perspectives to engage remain students in good standing within the program learners in critical thinking, creativity, and collab- they must: orative problem solving related to authentic local • complete the mathematics content courses required and global issues. for an Associate of Science in Mathematics degree 6. Assessment with a 2.5 overall GPA in those courses and no A math teacher understands and uses multiple single content course grade below 2.0, methods of assessment to engage learners in their • complete a minimum of 60 quarter credits (40 own growth to monitor learner progress, and to ­semester credits) with a minimum cumulative guide the teacher’s and learner’s decisions making. GPA in all courses of not less than 2.5 and no 7. Planning for Instruction single course grade below 2.0, A math teacher plans instruction that supports • and complete the Transition to Teacher Profes- every student in meeting rigorous learning goals sional Disposition Seminar. by drawing upon knowledge of content areas, cur- To graduate with a BSSEM degree, students must riculum, cross-disciplinary skills, and pedagogy as attain at least a 2.5 GPA in all mathematics content well as knowledge of learners and the community courses (prefix MATH) with no less than 2.0 in any context. single mathematics course, at least a 3.0 GPA in all 8. Instructional Strategies education courses (prefix EDUC) courses with no less A math teacher understands and uses a variety of than a 2.0 in any single education course, and at least instructional strategies to encourage learners to a 3.0 in their student teaching course (EDUC 491). development deep understanding of content areas Additionally, graduates must successfully complete and their connections, and to build skills to apply Stage III of the TEP Portfolio. knowledge in meaningful ways. 9. Professional Learning and Ethical Practice TEP Portfolio Process A math teacher engages in ongoing professional All BSSEM graduates are required to have a learning and uses evidence to continually evaluate complete Teacher Education Program (TEP) Portfolio. his/her practice, particularly the effects of his/her The portfolio is a continually updated and upgrade choices and actions on others (learners, families, work that reflects student professional growth as they other professionals, and the community), adapts progress through the BSSEM program. Each portfolio practice to meet the needs of each learner. is assessed in three stages, the last being Stage III. 10. Leadership and Collaboration Graduates of the BSSEM program must have a TEP A math teacher seeks appropriate leadership roles Portfolio that has received an average overall rating of and opportunities to take responsibility for student at least 1.5 with no single item being rated below a 1. learning to collaborate with learners, families, colleagues, other school professionals, and com- Professional Behavior munity members to ensure learner growth, and to SKC teacher candidates are required to exhibit advance the profession. dispositions and behaviors befitting a professional edu- cator. Any actions that indicate the candidate may be Program Requirements unfit to work with children and adolescents or perform Students may declare the BSSEM as their major in a school setting will not be tolerated and may lead and may be conditionally accepted into the program to removal from the BSSEM program. These behav- any time after their acceptance into SKC as a student. iors include, but are not limited to: Before students can visit or work in K–12 class- • substance abuse of any type, rooms they must submit to, and be approved through, • inappropriate disclosure or breach of confidential a Federal Background Check and Fingerprinting. This information, should be completed immediately upon declaring the BSSEM as a major so it is complete before the first • inappropriate physical contact or communication field experience. The first field experience typically including digital communication through social occurs early in the program. networks, texting or emailing with a student, peer, In addition to the background check, for students instructor, or school personnel, to be fully admitted to the BSSEM program and • and criminal activity of any class. 65 EDUCATION

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) MATH 110 Calculus I 5 MATH 235 Multivariable Calculus 5 ENGL 101 English Composition 1 3 EDUC 240 Human Growth and 4 ELECTIVE SS-INTRO (List C) 5 Development NASD 101 History of Indians in the 3 MATH 201 Intro to Abstract Math 5 United States ELECTIVE* Open Elective (Emphasis) 3 Total 16 Total 17

ACADEMIC PROGRAMS Winter (First Year) Winter (Second Year) MATH 111 Calculus II 5 MATH 223 Linear Algebra (even*) 5 ENGL 202 English Composition 3 or MATH 101 The Art of Math 5 MATH 231 Differential Equations (odd*) ELECTIVE NAS-FAH /NASL (3) EDUC 235 Introduction to American 3 (List A) (even*) Indian Education or MATH 241 Statistics 5 EDUC 221 Parent Partners/Community 2 ELECTIVE NAS-FAH/NASL 3 Collaboration (odd*) (List A) (even*) or Total 15 (16) EDUC 221 Parent Partners/Community (2) Collaboration (odd*) Spring (First Year) Total 16 (15) MATH 112 Calculus III 5 SPCH 100 Basic Communication 3 ELECTIVE HMNT101 3 Spring (Second Year) or MATH 410 Geometry (even*) 5 PHIL 100 or or MATH 350 Math Modeling with (5) ENGL 210 Technology (odd*) MATH 202 Advanced Finite Mathematics 5 EDUC 203 Foundations of Education 5 EDUC 178 Exploratory Field Experience 1 Total 16 EDUC 210 Introduction to Teaching 3 Secondary Math EDUC 207 Health, Safety, and Drug 3 Awareness Total 17

66 EDUCATION ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) EDUC 250 Educational Psychology 3 EDUC 398 Teaching Secondary Math 3 EDUC 307 Curriculum, Planning, and 4 – High School Assessment EDUC 399 Teaching Secondary Math 1 EDUC 308 Technology in Secondary (3) – High School Practicum Education (even*) EDUC 308 Technology in the Secondary 3 or Education (even*) NAS-OPEN (odd*) 3 or EDUC 313 Secondary Classroom (3) NAS-OPEN (odd*) (3) Management (even*) EDUC 313 Secondary Classroom 3 or Management (even*) ELECTIVE FA-OPEN/HUM-ADV 3 or (List G) (odd*) ELECTIVE FA-OPEN/HUM-ADV (3) (List G) (odd*) ELECTIVE SCI-OPEN (List DS) 5 ELECTIVE EXPR-ART-OPEN (list B) 3 Total 18 ELECTIVE * Open Elective (emphasis) 3 Total 16 Winter (Third Year) MATH 223 Linear Algebra (even*) (5) Winter (Fourth Year) or MATH 420 Higher Math for Teachers 5 MATH 231 Differential Equations (odd*) 5 EDUC 337 Introduction to Special 5 EDUC 337 Introduction to Special (5) Education (even*) Education (even*) or or EDUC 342 Literacy Strategies in (3) EDUC 342 Literacy Strategies in 3 Secondary Education (odd*) Secondary Education (odd*) and and EDUC 343 Literacy Strategies in (1) EDUC 343 Literacy Strategies in 1 Sec. Ed. Practticum (odd*) Secondary Education HPED 125 First Aid & CPR 1 Practicum (odd*) EDUC 471 Action Research in Education 3 EDUC 397 Teaching Secondary Math 3 – Middle Grades Total 14 (13) ELECTIVE* Open Elective (emphasis) 3 Spring (Fourth Year) Total 15 (16) EDUC 491 Student Teaching in 12 Secondary Education Spring (Third Year) EDUC 495 Reflective Practice and 2 Research in Education MATH 410 Geometry (even*) (5) or Total 14 MATH 350 Mathematical Modeling with 5 Technology (odd*) Total Credits 189 EDUC 321 Research Writing in Education 3 B.S. EDUC 311 Cultural Diversity and Educational Ethics 3 ELECTIVE *– Open Elective (emphasis) Elective EDUC 312 Diversity Practicum 1 choices should center on a possible second teaching area. ELECTIVE* Open Elective (emphasis) 3 Note: Licensure in a second teaching area will require coursework beyond this degree. Total 15 (even*) – indicates courses offered when the Fall Quarter is in an even numbered year (odd*) – indicates courses offered when the Fall Quarter is in an odd numbered year 67 EMERGENCY SERVICES ALLIED HEALTH • Documentation of 11th grading reading level or above on placement test. Contact the Department DEPARTMENT of Academic Success (275-4792) for information about the placement test. • Emergency Services Certificate of Completion (36-38 credits) • Documentation of Hepatitis B, Tetanus, and a Tuberculosis Skin Test. Program Description • Documentation of health insurance, HIS benefi- ciary status, Medicaid, or Medicare coverage. The Certificate of Completion in Emergency Ser- vices prepares students with fundamental knowledge • Ability to pass a federal background check. and skills in emergency services including medical, • Other requirements as stated in the Emergency firefighting, and emergency management. Courses pro- Medical Technician Student Handbook. ACADEMIC PROGRAMS vide opportunities for earning multiple certifications that prepare students for entry level positions in vari- Student Learning Outcomes ous emergency services including Emergency Medical Technician and Emergency Operations. At the completion of the Emergency Services Cer- tificate of Completion, students will be able to: Career Opportunities for Graduates 1. Describe components of the Emergency Services System including federal, state, tribal, and local Graduates from SKC’s Emergency Services entities and their authority, responsibility, and Program will be eligible to test for registration as an requirements. Emergency Medical Technician (EMT) or may con- tinue in the program to earn additional certifications in 2. Communicate clearly in written and verbal form areas of emergency management that qualify gradu- with emergency services providers and the general ates for work as an incident manager, dispatcher, or public. communications officer. The degree also may be used 3. Demonstrate critical thinking in formulating effec- as a step in a career pathway toward other allied health tive response to natural and man-made disasters. degrees. 4. Describe the specific needs of rural and tribal com- munities related to emergency services. Program Requirements 5. Act within legal and ethical frameworks of emer- Admission to the Emergency Medical Technician gency services practice. course is limited. Students must meet requirements for the EMT course and meet with the program director 6. Complete course requirements for application to prior to enrolling in the EMT course. Admission into take the EMT Registry Examination. the EMT course is based on a points system that will be available on July 10. Requirements for the Emergency Medical Techni- cian course include the following. All requirements must be complete and on file in the department before starting the EMT course. • Completion of an Application for Admission to the Emergency Services Program. The ap- plication must be submitted to the Emergency ­Services Department Head by August 15 of each year. Students will be notified of admission within one week of August 15. Students must ­CONFIRM their intention to enroll in the pro- gram by ­September 10.

68 EMERGENCY SERVICES ACADEMIC PROGRAMS

CURRICULUM

Fall EMER 101 Emergency Medical 10 Technician ALLH 110 Allied Health Math 2 Total 12

Winter EMER 140 Emergency Services I 3 EMER 146 Communication in Critical 3 Events NASD 101 History of Indians in U.S 3 OR NASD 109 Native American Contributions EMER 150 Hazwoper 28 3 Total 12

Spring EMER 170 Wildland Firefighting 4 EMER 190 Emergency Services II 4 OFED 121 Human Relations 3 OR SCLG 110 Intro to Sociology 5 OR PSYC 110 Intro to Psychology 5 EMER 175 Community Service 1 Total 12-15 Total Credits 36-38 E.S. Certificate

Certifications earned through the program include: EMER 101: Eligible to take EMT Exam EMER 140 ICS 100/700 EMER 150: Hazwoper 28 (OSHA) EMER 170: ICS 200/800

69 ENGINEERING ENGINEERING DEPARTMENT Student Learning Outcomes Upon the completion of the A.S. in Engineering • Associate of Science (A.S.) degree, the graduate will: (104 credits) • know how to apply the engineering design Engineers use knowledge of science and process; mathematics to design and manufacture useful • demonstrate the ability to apply analytic, products and services. Electrical engineers design laboratory, and computer-based tools; systems for generating and storing electrical energy, communications systems such as cell phone networks, • be able to communicate their work in written, oral, and electronic devices. Computer engineers design and graphical formats. software and hardware components of computing systems and computer controlled equipment. Students who are ready for calculus upon ACADEMIC PROGRAMS Mechanical engineers design mechanical and thermal admission may complete the A.S. in Engineering devices such as turbines in power plants, refrigeration degree in two years. The following degree plan is and air-conditioning equipment, and medical devices. for students interested in electrical or computer Civil engineers design buildings, water supply and engineering. Students interested in another area of waste water treatment facilities, and roads and bridges. engineering such as mechanical or civil engineering The entry-level education required for should meet with their advisor to develop their degree employment as an engineer is a bachelor’s degree. plan. Students can begin their engineering education at SKC while benefitting from small class sizes and complete the last two years of the bachelor’s degree at another college or university such as at Montana State University or Montana Tech.

Career Opportunities Engineers have the opportunity to work in a wide variety of industries and work environments throughout the United States. Employers of engineers include tribally-owned engineering and technology businesses, other private sector businesses, and government agencies. The salary for engineers in the U.S. is high compared to most professions. In 2015 the median salary of electrical engineers was $95,230.

70 ENGINEERING ACADEMIC PROGRAMS

Curriculum for students ready for Calculus

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ENGG 107 Engineering Laboratory I 2 ENGG 207 Engineering Laboratory IV 2 ENGL 101 English Composition I 3 MATH 235 Multivariable Calculus 5 MATH 110 Calculus I 5 ELECTIVE NAS-FAH/NASL (List A) 3 PHYS 201 College Physics I 5 ELECTIVE EXPR-ART-OPEN (List B) 3 Total 15 CSCD 218 Programming I 4 Total 17

Winter (First Year) ENGG 108 Engineering Laboratory II 2 Winter (Second Year) ENGL 202 English Composition II 3 ENGG 208 Engineering Laboratory V 2 MATH 111 Calculus II 5 ENGG 241 Circuit Analysis I 5 PHYS 203 College Physics II 5 ELECTIVE SS-INTRO (List C) 5 NASD 101 History of Indians 3 MATH 231 Differential Equations 5 in the U.S. Total 17 Total 18

Spring (Second Year) Spring (First Year) CSCD 220 Programming II 4 ENGG 109 Engineering Laboratory III 2 ENGG 209 Engineering Laboratory VI 2 MATH 112 Calculus III 5 ENGG 242 Circuit Analysis II 5 PHYS 205 College Physics III 5 ELECTIVE NAS-OPEN 3 SPCH 100 Basic Communications 3 ENGG 244 Digital Logic Circuits 5 HMNT 101 3 Total 19 OR PHIL 100 Total Credits 104 OR A.S. ENGL 210 Total 18

71 ENGINEERING CURRICULUM Students who are not ready for calculus upon admission will likely require three years Fall (Second Year) to complete the A.S. in Engineering degree. The following degree plan is for students interested ENGG 207 Engineering Laboratory IV 2 in electrical or computer engineering. Students MATH 110 Calculus I 5 interested in another area of engineering such as PHYS 201 College Physics I 5 mechanical or civil engineering should meet with Total 12 their advisor to develop their degree plan.

Curriculum for students ready for Pre-calculus Winter (Second Year) ENGG 208 Engineering Laboratory V 2 ACADEMIC PROGRAMS CURRICULUM MATH 111 Calculus II 5 PHYS 203 College Physics II 5 Fall (First Year) Total 12 ENGG 107 Engineering Laboratory I 2 ENGL 101 English Composition I 3 MATH 100 College Algebra 5 Spring (Second Year) NASD 101 History of Indians in the U.S. 3 ENGG 209 Engineering Laboratory VI 2 Total 13 MATH 112 Calculus III 5 PHYS 205 College Physics III 5 ELECTIVE NAS-OPEN 3 Winter (First Year) Total 15 ENGG 108 Engineering Laboratory II 2 ENGL 202 English Composition II 3 MATH 108 Advanced Functions 3 and Modeling ELECTIVE SS-INTRO (List C) 5 Total 13

Spring (First Year) ENGG 109 Engineering Laboratory III 2 MATH 109 Trigonometry 3 SPCH 100 Basic Communications 3 ELECTIVE EXPR-ART-OPEN (List B) 3 HMNT 101 3 OR PHIL 100 OR ENGL 210 Total 14

72 ENGINEERING ACADEMIC PROGRAMS CURRICULUM

Fall (Third Year) CHEM 150 Principles of General 3 Chemistry I CHEM 151 Principles of General 2 Chemistry Lab I MATH 235 Multivariable Calculus 5 CSCD 218 Programming I 4 Total 14

Winter (Third Year) ENGG 241 Circuit Analysis I 5 ELECTIVE NAS-FAH/NASL (List A) 3 MATH 231 Differential Equations 5 Total 13

Spring (Third Year) CSCD 220 Programming II 4 ENGG 242 Circuit Analysis II 5 ENGG 244 Digital Logic Circuits 5 Total 14 Total Credits 120 A.S.

73 FINE ARTS FINE ARTS DEPARTMENT Student Learning Outcomes Upon completion of the Associate Degree, students • Associate of Arts Degree (A.A.) will be prepared to: (97-98 credits) • Investigate and apply a variety of art techniques The SKC Art Department, embedded in an in their creative work. ­indigenous worldview, provides a solid foundation for • Develop technical, conceptual, and design art students desiring to pursue a career in Fine Arts. The skills. diversity of this unique program, with its rich cultural foundation and nationally and internationally recog- • Communicate thoughtfully and knowledgeably nized faculty, provides one of the most dynamic Na- about personal art and the art of others. tive American and Studio Arts facilities in Montana. • Support, promote, and participate in community The Fine Arts Degree at Salish Kootenai College will art. ACADEMIC PROGRAMS provide a quality professional post-secondary art expe- • Understand expressive and conceptual uses of rience in fundamental skill development, appreciation, community and tribal art. and creation of art in various art medias. Students will • Develop initial plans for marketing their work as have the ability to develop their creative ideas into artists. quality art forms, as they increase their technical and conceptual expertise. The traditional Native American • Achieve visual interpretation, development, and Art classes will also provide students with the knowl- presentation of Native American art. edge and techniques for building skills that will allow them to produce original art items, while promoting and encouraging the preservation of our rich Salish and Kootenai Traditional Arts.

Program Objectives The Fine Arts Degree is designed to: • Prepare students to enter into higher degree pro- grams in their area of interest, including transfer into a Bachelor of Fine Arts Program. • Perpetuate the arts of the Confederated Salish and Kootenai Tribes and other Native American tribes. • Introduce students to a range of art media and creative techniques. • Introduce Salish Kootenai and other indigenous arts through studio and lecture courses. • Increase knowledge and awareness of art and its importance in world history. • Prepare student to market their work or apply to other art programs through completion of an art portfolio.

74 FINE ARTS ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) MEDA 101 Introduction to Digital Arts 5 ARTD Elective (3-D Art) 3 & Design SPCH 100 Basic Communications 3 ENGL 101 English Comp. I 3 ANTH 101 Introduction to Anthropology 5 ARTD 114 Beginning Drawing 3 or ARTD 150 Introduction to Art History 3 PSYC 100 Introduction to Psychology ARTD 175 Introduction to Artist Portfolio 1 or SCLG 110 Introduction to Sociology Total 15 ARTD Elective (2-D Art) 3 NASD 101 History of Indians in the U.S. 3 Winter (First Year) Total 17 ARTD 116 Introduction to Sculpture 3 ARTD 117 Drawing II 3 ENGL 202 English Comp II 3 Winter (Second Year) MATH 100 College Algebra (List DM) 5 ELECTIVE ARTD or NASD Art Elective 3 or NASD 107 Coyote Stories 3 Math 101 Art of Math ARTD 255 Contemporary N.A. Art History 3 ELECTIVE NASD Art Elective 3 ELECTIVE Art Elective 3 HMNT 101 Introduction to Humanities 3 Total 17 or PHIL 100 Introduction to Philosophy or Spring (First Year) ENGL 210 World Literature ARTD 145 Beginning Printmaking 3 Total 15 or ARTD 112 Watercolor ARTD 111 Fundamentals of Design 3 or Spring (Second Year) FTVP 102 Introduction to Photography ARTD Studio Art Electives 6 GEOG 100 Introduction to Geography 5 BUMG 152 Creative Marketing For or Small Business 3 GEOL 101/2 Physical Geology with lab NASD 176 Traditional Tool Making 3 (List DS) or ELECTIVE ARTD Elective 3 NASD 292 Encampment 4 NASL Any Native American 3 ELECTIVE OPEN 3 Language Course ARTD 275 Artist Portfolio 1 Total 17 Total 16-17 Total Credits 97-98 A.A.

75 FORESTRY FORESTRY DEPARTMENT Associate of Science, Forestry, • Associate of Science Degree (A.S.) (94 credits) Forest Management Emphasis • Bachelor of Science Degree (B.S.) (186 credits) CURRICULUM Program Description The Forestry curriculum provides the opportu- Fall (First Year) nity to study forest management, forest measurement ENGL 101 English Comp I 3 technology, wildfire management and related ecologi- FORS 146 Dendrology 3 cal studies. In this program, students may choose one BIOS 101 General Biology 4 of two options: Forest Management or Wildland Fire BIOS 102 General Biology Lab 1 Science. The degrees are similar but contain important MATH 100 College Algebra 5

ACADEMIC PROGRAMS differences. Refer to each degree plan for specific Total 16 components required for each degree. Special Admissions Requirements Winter (First Year) Students may need to strengthen math, writing and reading skills with additional coursework upon enter- SCID 101 Science, Culture, and Society 5 ing the program, depending on results of the Test of FORS 154 Survey of Forestry 3 Adult Basic Education (TABE) and consultation with MATH 241 Statistics 5 each student on an individual basis with their academic SCID 114 Scientific Literature 3 advisor. Total 16 Career Opportunities Completion of the Associate of Science Degree Spring (First Year) will provide the student with the necessary skills to work as a forest technician within the Reservation NATR 170 Intro to Botany 3 area, the U. S. Forest Service, the Bureau of Indian NATR 171 Intro to Botany Lab 2 ­Affairs, Division of Wildland Fire Management and NATR 172 Forest Botany 4 other natural resource management organizations. NASD 101 History of Indians in the U.S. 3 SVLN 250 Service to the Environment I 1 Student Learning Outcomes ELECTIVE NAS-FAH/NASL (List A) 3 Upon completion of the Associate of Science Total 16 degree in Forestry, students will: • Properly use special measurement instruments used by foresters and forestry technicians. • Apply techniques of forest measurement and sci- entific principles of forestry for sound forest and land management. • Correctly identify trees and forest plants. • Conduct timber cruising, forest habitat typing, land surveying, and log scaling proficiently (Forest Management emphasis) and demonstrate a ­basic understanding of fuels measurement and fuel ­modeling (Wildlife Fire Science Emphasis) • Use critical thinking methods in analyzing and responding to forestry resource issues.

76 FORESTRY ACADEMIC PROGRAMS

Associate of Science, Forestry, Wildland Fire Emphasis

CURRICULUM CURRICULUM

Fall (Second Year) Fall (First Year) ENGL 202 English Comp II 3 ENGL 101 English Composition I 3 ELECTIVE NASD OPEN 3 FORS 146 Dendrology 3 FORS 210 Forest Measurements Lab I 2 BIOS 101 General Biology 4 SPCH 100 Basic Communications 3 BIOS 102 General Biology Lab 1 GEOG 201 GIS I 3 MATH 100 College Algebra 5 Total 14 Total 16

Winter (Second Year) Winter (First Year) GEOG 321 GIS II 3 SCID 101 Science, Culture & Society 5 CHEM 110 Fundamentals of 4 FORS 110 Introduction to 3 General Chemistry Wildland Management CHEM 111 Fundamentals of 1 MATH 241 Statistics 5 General Chemistry Lab SCID 114 Scientific Literature 3 FORS 220 Forest Measurements Lab II 2 Total 16 FORS 251 Silviculture 3 HMNT 101 Introduction to Humanities 3 OR PHIL 100 Introduction to Philosophy Spring (First Year) OR NATR 170 Introduction to Botany 3 ENGL 210 World Literature NATR 171 Introduction to Botany Lab 2 NATR 172 Forest Botany 4 Total 16 NASD 101 History of Indians in the US 3 SVLN 250 Service to the Environment I 1 ELECTIVE NAS-FAH/NASL (List A) 3 Spring (Second Year) Total 16 GEOG 331 GIS III 3 NATR 270 Principles of Ecology 3 NATR 271 Principles of Ecology Lab 2 FORS 230 Forest Measurements Lab III 2 FORS 271 Forest Health and Disturbance 3 ELECTIVE EXPR-ART-OPEN (List B) 3 Total 16 Total Credits 94 A.S.

77 FORESTRY

Bachelor of Science, Forestry

Career Opportunities CURRICULUM Completion of the Bachelor of Science degree will prepare the student to enter graduate school and Fall (Second Year) also provides the student with the credentials to seek ENGL 202 English Composition II 3 employment as a professional forester. ELECTIVE NASD OPEN 3 FORS 210 Forest Measurements Lab I 2 Requirements SPCH 100 Basic Communications 3 A student must receive a “C” or better in all GEOG 201 GIS I 3 required courses while maintaining an overall grade ACADEMIC PROGRAMS Total 14 point average of 2.0 to graduate. Students transfer- ring into the program after completing an Associate­ of Science from another college may substitute Winter (Second Year) equivalent courses within the first two years of the degree plan. These students must have completed all GEOG 321 GIS II 3 basic math and science courses. New and transfer- CHEM 110 Fundamentals of General 4 ring students should consult with an advisor to plan Chemistry a program to meet their specific goals and require- CHEM 111 Fundamentals of General 1 ments for this program. Chemistry Lab FORS 220 Forest Measurements Lab II 2 Student Learning Outcomes FORS 251 Silviculture 3 HMNT 101 Introduction to Humanities 3 Upon completion of the Bachelor of Science OR in Forestry, a student, will, in addition to the goals PHIL 100 Introduction to Philosophy listed for the A.S. in Forestry, be able to: OR • Demonstrate broad-based theoretical and techni- ENGL 210 World Literature cal knowledge of forestry sciences or wildland fire sciences. Total 16 • Demonstrate cultural sensitivity and a knowl- edge base of the role of forestry in tribal life, and Spring (Second Year) develop an approach to forest research and man- agement or wildland fire research and manage- FORS 341 Fire and GIS 3 ment that honors a tribe’s cultural values. NATR 270 Principles of Ecology 3 NATR 271 Principles of Ecology Lab 2 • Understand the economic and political systems FORS 240 Fuels Measurements Lab 2 of tribal governments and those agencies that FORS 271 Forest Health and Disturbance 3 interact with tribes. ELECTIVE EXPR-ART-OPEN (List B) 3 • Apply techniques in communication that build support among tribal and non-tribal members for Total 16 strong and sustainable forest and wildland fire Total Credits 94 management policies. A.S. • Complete an individual research problem related to a forestry or wildland fire management issue.

78 FORESTRY ACADEMIC PROGRAMS

Bachelor of Science, Forestry, Forest Management Emphasis

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) NATR 319 Introduction to Soil Science 3 NATR 413 Wildland Recreation 3 NATR 320 Introduction to Soil Science Lab 1 Management HYDR 101 Introduction to Hydrology 3 COOP 285 Advanced Internship 3 FORS 310 Forest Ecology 3 ECON 410 Economic Development on 3 COOP 285 Advanced Internship 3 Indian Reservations ELECTIVE Math/Science 3 FORS 410 Advanced Silviculture/ES 3 Management Total 16 ELECTIVE Native Language I 3 Total 15 Winter (Third Year) NASD 210 Introduction to Indigenous 3 Science Winter (Fourth Year) WILD 202 Introduction to Wildlife 3 NATR 440 NEPA Process 3 Management BIOS 410 Conversation of Biodiversity 3 NATR 342 Environmental Adaptations 3 FORS 420 Fire Ecology 3 of Plants NATR 460 Restoration Ecology 3 ECON 211 Microeconomics 3 ELECTIVE Native Language II 3 MATH 108 Advanced Functions 3 NATR 465 Senior Research Thesis 2 & Modeling Development Total 15 Total 17

Spring (Third Year) Spring (Fourth Year) HMNT 301 Social & Environmental 3 NATR 470 Disturbance Ecology 3 Ethics SVLN 450 Service to the Environment II 1 SPCH 360 Professional Presentation Skills 3 FORS 430 Issues in Tribal Forest 3 MATH 109 Trigonometry 3 Management FORS 330 Timber Harvest Systems 3 ELECTIVE OPEN 3 ELECTIVE Math/Science 3 NATR 495 Senior Thesis 3 NATR 375 Research and Thesis Seminar 1 Total 13 Total 16 Total Credits 186 B.S.

79 FORESTRY

Bachelor of Science, Forestry, Wildland Fire Emphasis

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) NATR 319 Introduction to Soil Science 3 NATR 413 Wildland Recreation 3 NATR 320 Introduction to Soil Science Lab 1 Management HYDR 101 Introduction to Hydrology 3 COOP 285 Advanced Internship 3 FORS 310 Forest Ecology 3 ECON 410 Economic Development on 3 COOP 285 Advanced Internship 3 Indian Reservations

ACADEMIC PROGRAMS ELECTIVE Math/Science 3 FORS 442 Fire Behavior & Meteorology 3 ELECTIVE Native Language I 3 Total 16 Total 15

Winter (Third Year) Winter (Fourth Year) NASD 210 Introduction to Indigenous 3 Science NATR 440 NEPA Process 3 WILD 202 Introduction to Wildlife 3 410 Conversation of Biodiversity 3 Management FORS 420 Fire Ecology 3 NATR 342 Environmental Adaptations 3 NATR 460 Restoration Ecology 3 of Plants ELECTIVE Native Language II 3 FORS 341 Fire Management: Suppression 3 NATR 465 Senior Research Thesis 2 MATH 108 Advanced Functions 3 Development & Modeling Total 17 Total 15

Spring (Fourth Year) Spring (Third Year) FORS 443 Fire, Fuels & Veg Models 3 HMNT 301 Social & Environmental Ethics 3 SVLN 450 Service to the Environment II 1 SPCH 360 Professional Presentation Skills 3 FORS 430 Issues in Tribal Forest 3 MATH 109 Trigonometry 3 Management FORS 342 Wildlands Fuels Management 3 ELECTIVE OPEN 3 ELECTIVE Math/Science 3 NATR 495 Senior Thesis 3 NATR 375 Research and Thesis Seminar 1 Total 13 Total 16 Total Credits 13 Upper Division 92 Total Credits 186 B.S.

80 GENERAL SCIENCE ACADEMIC PROGRAMS LIFE SCIENCES DEPARTMENT- Core sequences may also be in Forestry, Hydrology or Wildlife and Fisheries. GENERAL SCIENCE *Notes: • Associate of Science - General Science (A.S.) (92 credits) The BIOS 230 – 234 courses are 4-credit courses. This would require an additional 3-credit BIOS course Program Description to complete the core. The A.S. in General Science program has been MATH 110 (Calculus I) is a required course in the structured to provide the greatest possible options AS program. It requires only two courses to complete for students coming to SKC with either an interest in the calculus sequence. Additional math course(s) ­Science, Technology, Engineering, and Math (STEM), would have to be selected, such as MATH 223, 231 or but not knowing which area to pursue. The program is 235 to fill out the core. also designed as a “2+2” transfer program for indi- viduals who wish to start their studies at SKC and then Requirements transfer to another institution. A student must earn a “C” or better in all ­required core courses and maintain an overall GPA Career Outlook of 2.0 in order to continue and graduate with the The knowledge gained within this program will A.S. in General Science. prepare students for a wide range of career options in Students may need to strengthen math, English science. These include a research graduate track, as and writing skills with additional coursework prior well as healthcare, industry and government. De- to entering the program. Math and science courses pending on the choice of courses, you could go on that are more than five years old may need to be to ­become a pharmacist, a medical doctor, dentist, repeated within the General Science degree program. research scientist, medical technologist, cell biologist, Your Academic Advisor­ will help you plan course- toxicologist, biochemist, or microbiologist. work that meets your specific­ needs and goals.

Program Information Student Learning Outcomes The general structure of the A.S. in General Sci- At the end of the program, students will be able to: ence program is a common first year with the basics in math, biology and chemistry. The second year • Understand the role of science in western and provides a “focus” or “track” by requiring the student ­Native societies to choose a particular area of interest as an approved • Present scientific information in written and oral “core” of 15 credits. Ideally, a 3-quarter sequence of presentations in a professional manner 5-credit courses in the area of interest makes up the 15 • Demonstrate understanding of essential concepts credit “core.” The student will need to work in concert in scientific field of choice with an advisor to choose the sequence that best fits her/his need. Some example core sequences are given • Apply critical thinking to the essential concepts in below. an area of interest Anatomy/Physiology: • Assess and solve quantitative problems using BIOS 215/216; 217/218; 219/229 ­appropriate mathematical tools Biology (cellular/molecular):* BIOS 230; 232; 234 Chemistry: CHEM 150/151; 152/153; 154/155 Engineering: ENGG 201; 202; 211 Math MATH 111; 112; MATH 235 Physics PHYS 201; 203; 205

81 GENERAL SCIENCE

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ENGL 101 English Composition I 3 ELECTIVE Math/Science Core 5 BIOS 101 General Biology 4 ELECTIVE Math/Science Elective 3 BIOS 102 General Biology Laboratory 1 MATH 110 Calculus I 5 NASD 101 History of Indians in the U.S. 3 ELECTIVE NAS-FAH/NASL (List A) 3 MATH 100 College Algebra 5 Total 16 Total 16

Winter (Second Year) ACADEMIC PROGRAMS Winter (First Year) ELECTIVE Math/Science Core 5 ENGL 202 English Composition II 3 MATH 241 Statistics 5 MATH 108 Advanced Functions 3 NASD 210 Introduction to Indigenous 3 CHEM 110 Fundamentals of General Science Chemistry 4 ELECTIVE Math/Science 3 CHEM 111 Fundamentals of General Chemistry Lab 1 Total 16 ELECTIVE SS-INTRO (List C) 5 Total 16 Spring (Second Year) ELECTIVE Math/Science Core 5 ELECTIVE Math/Science 3 Spring (First Year) ELECTIVE EXPR-ART-OPEN (List B) 3 MATH 109 Trigonometry 3 Open Elective 3 SPCH 100 Basic Communication 3 HMNT 101 Introduction to Humanities 3 Total 14 CHEM 140 Fundamental Org & 5 Total Credits 92 Bio Chemistry A.S. Total 14

82 GENERAL SCIENCE ACADEMIC PROGRAMS LIFE SCIENCES DEPARTMENT- **Additional information regarding the Nursing PRE-NURSING PROGRAM Department, including the application process and requirements, can be found on pages 109-114 of this • Preparation for application to Nursing Program catalog.

The Pre-Nursing Program provides coursework required to apply for admission to the Nursing Program. Students receive academic advising through CURRICULUM the Nursing and Life Sciences Department. A.S. General Science (Pre-Nursing Option) Completion of pre-requisite courses does not guarantee acceptance to the Nursing Program. However, upon completion of the required courses, Fall (First Year) students are eligible to apply for acceptance to ENGL 101 English Composition I 3 the Nursing Program by completing the Nursing BIOS 215 Anatomy & Physiology I 4 Department application and entrance exam. BIOS 216 Anatomy & Physiology I Lab 1 MATH 100 College Algebra 5 Nursing Program Pre-requisite Course BIOS 101 General Biology 4 Requirements BIOS 102 General Biology Lab 1 To be considered for the Nursing Program, a grade Total 18 of B or better must be achieved for the following science and math prerequisites: • BIOS 215 Anatomy and Physiology I Winter (First Year) • BIOS 216 Anatomy and Physiology I Lab BIOS 217 Anatomy & Physiology II 4 • BIOS 217 Anatomy and Physiology II BIOS 218 Anatomy & Physiology II Lab 1 ENGL 202 English Composition II 3 • BIOS 218 Anatomy and Physiology II Lab MATH 108 Functions and Modeling 3 • MATH 100 College Algebra PSYC 110 Intro to Psyc (List C) 5 • or approved transfer equivalents (see SKC Total 16 enrollment services for approved transfer courses) • Prerequisite courses cannot be taken more than a total of three (3) times to achieve an acceptable Spring (First Year) grade for admission to the nursing program. Math PSYC 230 Developmental Psychology 5 and Science courses must achieve requirement and (List H) be taken within the last 5 years. SPCH 100 Basic Communications 3 MATH 109 Trigonometry 3 To be considered for the Nursing Program, a grade BIOS 130 Intro to Microbiology 4 of C or better must be achieved for the following BIOS 131 Intro to Microbiology Lab 1 additional courses: OR • ENGL 101 English Composition I BIOS 219 Anatomy & Physiology III 4 • ENGL 202 English Composition II BIOS 229 Anatomy & Physiology III Lab 1 • PSYC 230 Developmental Psychology or Total 21 approved transfer equivalents (see SKC enrollment services for approved transfer courses)

Other courses in the A.S. General Science (Nursing Option) allow students to work toward a degree in General Science or a B.S. in Life Sciences.

83 GENERAL SCIENCE

Following the first year, students may: Take the Entrance Exam and Application for the Nursing Department Move to Nursing Department IF accepted to program OR Continue with the General Science (A.S.) program OR Continue with Life Sciences (B.S.) program.

CURRICULUM ACADEMIC PROGRAMS

Fall (Second Year) Elective Math/Science Elective 3 NASD 101 History of Indians in the U.S. 3 MATH 110 Calculus I 5 Elective NAS-FAH/NASL (List A) 3 Total 14

Winter (Second Year) CHEM 110 Fund. Gen. Chem 4 CHEM 111 Fund. Gen. Chem Lab 1 MATH 241 Statistics 5 NASD 210 Indigenous Science 3 Elective Math/Science Elective 3 Total 16

Spring (Second Year) CHEM 140 Fund. Org. Bio. Chem 5 HMNT 101 Intro to Humanities 3 Elective EXPR-ART-OPEN (List B) 3 Elective Open Elective 3 Elective Math/Science Elective 3 Total 17 Total Credits 97 A.S.

84 HIGHWAY CONSTRUCTION ACADEMIC PROGRAMS HIGHWAY CONSTRUCTION Training Program prior to admittance to the ­program. TRAINING DEPARTMENT • A student must receive a “C”or better in all • Certificate of Completion (C.C.) (47 credits) ­required courses to graduate. • All students, faculty, and staff are subject to ran- Program Description dom drug and alcohol testing throughout the year. The Highway Construction Training Program (HCT) provides students with the necessary technical • In addition to regular college admission require- skills, knowledge, and credentials to obtain employ- ments and prior to enrolling in the Highway ment as entry-level heavy equipment operators and ­Construction Training Program, students must truck drivers. The curriculum is arranged for qualified provide HCT with the following: students to meet the needs of employers in the high- • Complete HCT admission application way construction industry, general road construction, • A current Department of Transportation and mining and related industries; and in tribal, city, (DOT) Medical Examiner’s Certificate (MEC) county, state, and federal government road mainte- and wallet card nance jobs. Students work in a positive learning envi- • Copy of current Montana Driver’s License ronment under the supervision of qualified instructors • Social Security Card, non-laminated who guide and advise them in conditions that duplicate • Complete DOT Drug Analysis Screen actual work sites. • T.A.B.E. Test completed with minimum scores of: Reading - 484; Math - 473; Program Objectives ­Language - 505 The HCT certificate program will provide training The DOT Medical Examiner’s Certificate will be for students to obtain the following credentials: a Class completed by your health care provider on a long form A Commercial Driver’s License (CDL) with Tank, and wallet card provided by their office and returned to Double/triple, and Haz Mat endorsements; Montana the HCT office. The DOT drug screen is taken sepa- flagger card; Heavy Equipment Operator certification rately from the DOT physical and can be completed from the National Center for Construction Education by the lab in a hospital where you live and mailed to and Research (NCCER); and an OSHA (Occupational the Personnel Director at Salish Kootenai College. Safety and Health Administration) 10 Hour Safety Please be advised that this program will not accept a Training card. Students take one quarter of truck drug screen taken prior to 30 days before the first day driving and one quarter of heavy equipment operation of class. during fall and winter quarters. During spring quarter, students gain field experience with emphasis in either Physical Requirements truck driving or heavy equipment operation through community service activities that typically include • Must be able to lift 50 pounds to shoulder height. work for tribal elders and other tribal departments, and • Must be able to perform safely in field operations. projects for local youth sports organizations and other • Must be able to communicate orally with a person non-profit entities. 20 feet away. Students also gain skills and proficiency in areas • Must be able to climb, un-aided, onto and off of such as basic surveying concepts, construction math equipment using three points of contact. and blueprint reading, work ethics, job applications, • Must be able to stand for long periods of time. interviewing, verbal and written communication, and • Must be able to visually read from a blueprint or related educational skills. The heavy equipment opera- drawing. tion component is accredited by the National Center • Must be able to hear a backup warning alarm from for Construction Education and Research (NCCER). 100 feet down. The NCCER has also certified each of the full-time Note: Students should be advised that some com- HCT instructors. panies that hire CDL drivers require the following: 23 years of age, no DUI’s in the past 7 years, no more Important Program Information than 3 moving violations in the past 3 years, and a pre- • Students must contact the Registrar’s Office, employment drug screen. ­Financial Aid, and the Highway Construction Preference for admission is given to American

85 HIGHWAY CONSTRUCTION

­Indians documenting tribal membership or descen- CURRICULUM dency (traceable to second generation). Non-Indian students are admitted as space is available. Fall Expenses CAPP 102 Computer Lit. for HCT 1 In addition to the college tuition and fees, students GNSD 125 Job Seeking Skills 3 will want to account for the following additional costs: HPED 125 First Aid/CPR for HCT 1 HEOP 100 Introduction to Heavy 10 • Lab fees -$250 per quarter; Equipment Operation • Books - up to $200; or • CDL Test Fee - up to $51 TRUK 100 Introduction to Truck Driving • DOT Physical Exam - up to $80; • DOT drug screen-up to $80. Total 15 ACADEMIC PROGRAMS (Please note: costs other than lab fees are approximate. Students are encouraged to contact the HCT office for Winter more details.) MATH 096 Construction Math I 3 NASD 101 History of Indians for HCT 3 Student Learning Outcomes HEOP 100 Introduction to Heavy 10 Upon successful completion of the Highway Equipment Operation Construction Training Program, students will dem- or onstrate the following technical skill and competency TRUK 100 Introduction to Truck Driving outcomes: Total 16 • Operate backhoes, bulldozers,compactors,excava- tors, loaders, road graders, and scrapers safely and Spring efficiently. • Have earned a Class “A” Commercial Driver’s FLAG 101 Flagger Training 1 License (CDL) and endorsements by demonstrat- ENGL 107 Communication in the 3 ing proficiencies based on Montana and USDOT Workplace requirements, and operate ten and eighteen wheel * MATH 097 Construction Math II 2 trucks safely and efficiently. * HEOP 110 Heavy Equipment 10 • Demonstrate competency in Temporary Traffic­ Field Experience Control through training and testing based on or requirements of the Montana Department of *TRUK 110 Truck Driving Field Experience Transportation and the Manual for Uniform Traffic Total 16 Control Devices from the USDOT of the Federal Highway Administration. Students will receive a Total Credits 47 Flagger Certificate upon successful completion. C.C. • Use critical thinking to describe basic mechanical operations and implement preventative mainte- * = Course has a prererequisite nance procedures, and to demonstrate knowledge of the laws, regulations, and safety requirements of the profession. • Demonstrate proficiency in preventative mainte- nance and basic mechanical skills • Attain the technical skills and knowledge neces- sary to earn credentials from NCCER in Heavy Equipment Operation • Demonstrate knowledge of the laws, regulations and safety requirements of the profession, to in- clude OSHA-10 hour safety training • Demonstrate familiarity with the realities of ­employ­- ment in the truck driving/construction industry. 86 HYDROLOGY ACADEMIC PROGRAMS HYDROLOGY DEPARTMENT Student Learning Outcomes Students completing an Associates of Science in Hydrology Hydrology will be able to: • Understand some of the major foundational hydro- • Associate of Science Degree (A.S.) logical principles (basic theoretical knowledge). (96 credits) • Bachelor of Science Degree (B.S.) • Demonstrate a basic understanding of essential (190 credits) technical and computational skills in surface and groundwater quantification and quality. Program Description • Demonstrate effective written, oral, and graphical communication of basic hydrological measure- The hydrology program provides the opportunity ments and concepts. for interdisciplinary study of physical, chemical, and biological water resources and their management. • Use critical thinking skills to interpret or relate ­Students will gain theoretical, conceptual, computa- abstract or interdisciplinary science concepts. tional, and practical knowledge/experiences in qualify- • Demonstrate a basic knowledge or awareness of ing, monitoring, quantifying, and managing today’s place based (local or community) water resource water resource challenges with particular emphasis on issues and their related cultural perspectives. facing Tribal lands. • Demonstrate citizenship through team work Associate of Science, Hydrology

Career Opportunities Completion of the Associate of Science Degree will provide the student with the necessary skills to work as a hydrology-water quality or geo-technician within the Reservation area, the U.S. Forest Service, the Environmental Protection Agency, the Bureau of Reclamation, the United States Geological Society, and other earth science disciplines.

87 HYDROLOGY

Associate of Science, Hydrology

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) MATH 100 College Algebra 5 SPCH 100 Basic Communications 3 GEOG 201 GIS I 3 GEOL 101 Physical Geology 4 HYDR 101 Introduction to Hydrology 3 GEOL 102 Physical Geology Lab 1 BIOS 101 General Biology 4 ENGL 202 English Composition II 3 BIOS 102 General Biology Lab I 1 HYDR 210 Physical Hydrology 3 Total 16 Total 14 ACADEMIC PROGRAMS

Winter (First Year) Winter (Second Year) GEOG 321 GIS II 3 SCID 101 Science, Culture & Society 5 SCID 114 Scientific Literature 3 MATH 108 Advanced Functions & Modeling 3 CHEM 110 Fundamentals of General 4 HMNT 101 Introduction to Humanities 3 Chemistry or CHEM 111 Fundamentals of General 1 PHIL 100 Introduction to Philosophy Chemistry Lab or MATH 241 Statistics 5 ENGL 210 World Literature NASD 210 Introduction to 3

Total 16 Indigenous Science NASD 101 History of Indians in the U.S. 3 Spring (First Year) Total 17 ENGL 101 English Comp I 3 ELECTIVE EXPR-ART-OPEN (List B) 3 SVLN 250 Service to the Environment I 1 Spring (Second Year) GEOG 331 GIS III 3 MATH 109 Trigonometry 3 HYDR 131 Intro to Water Qual Monitoring 3 HYDR 230 Field Hydrology 3 ELECTIVE Native or Second Language 3 HYDR 370 Groundwater 3 (Any NASL) NATR 270 Principles of Ecology 3 NATR 271 Principles of Ecology Lab 2 ELECTIVE (Math/Science)* 3

Total 16 Recommend GEOG 341 Total 17 Total Credits 96 A.S.

88 HYDROLOGY ACADEMIC PROGRAMS

Bachelor of Science, Hydrology Student Learning Outcomes The Bachelor’s Degree program provides stu- In addition to the previous learning objec- dents with a broad-based theoretical and technological tives, a student completing a Bachelor of Science in understanding of environmental and physical sciences ­Hydrology should also be able to: and prepares students to design and direct research • Apply and effectively articulate some of the major programs related to water resources. foundational hydrological principles (basic theo- retical knowledge.) Career Opportunities • Demonstrate an advanced understanding of es- Graduates of the Bachelor Degree program are sential technical and computational skills applied prepared to continue their education in graduate school in surface and groundwater quantification and or obtain employment as managers or directors of quality. programs in industry, local, state, federal and tribal • Demonstrate effective professional written, oral, programs. and graphical communication of advanced hydro- logical measurements and concepts. • Use critical thinking skills to explain abstract or interdisciplinary problems related to the hydro- logic sciences. • Integrate hydrologic science concepts with aware- ness of place based (local or community) issues and their related cultural perspectives. • Understand and practice the values of good citi- zenship, team work, and community service.

89 HYDROLOGY

Bachelor of Science, Hydrology

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) MATH 110 Calculus I 5 PHYS 201 Physics I 5 HYDR 321 Applied Hydrology 4 COOP 285 Advanced Internship 3 NATR 319 Introduction to Soil Science 3 GEOL 410 Fluvial Geomorphology 3 NATR 320 Introduction to Soil Science Lab 1 HYDR 411 Surface Water Groundwater 3 Interactions Total 13 ECON 410 Economic Development on 3 ACADEMIC PROGRAMS Indian Reservations Winter (Third Year) Total 17 MATH 111 Calculus II 5 NATR 240 Weather & Climate 3 HYDR 311 GIS App in Hydrology 3 Winter (Fourth Year) HYDR 422 Water Law (odd years) 3 PHYS 203 Physics II 5 OR NATR 440 NEPA Process 3 HYDR 425 Watershed Management 3 NATR 465 Senior Research Thesis 2 (even years) Development HYDR 341 Water Quality Monitoring 3 HYDR 422 Water Law (odd years) 3 (odd years) OR OR HYDR 425 Watershed Management 3 HYDR 431 Tribal Waters (even years) 3 (even years) HYDR 341 Water Quality Monitoring 3 Total 17 (odd years) OR HYDR 431 Tribal Waters (even years) 3 Spring (Third Year) Total 16 NASD 250 History of Federal Indian 5 Policy HYDR 410 Advanced Groundwater 3 WILD 430 Fisheries Ecology 3 Spring (Fourth Year) NATR 375 Research and Thesis Seminar 1 HMNT 301 Social & Environmental 3 ELECTIVE MATH/SCIENCE* 3 Ethics *Recommend Math 112 NATR 495 Senior Thesis 3 SVLN 450 Service to the Environment 1 COOP 285 Advanced Internship 3 ELECTIVE MATH/SCIENCE** 3 Total 16 *Recommend PHYS 205 ELECTIVE COMM-ADV (List F) 3 Recommend SPCH 360 Total 15 Total Credits 94 Upper Division Total Credits 190 B.S.

90 INFORMATION TECHNOLOGY ACADEMIC PROGRAMS INFORMATION TECHNOLOGY / Associate of Science Degree, ENGINEERING DEPARTMENT Information Technology

• Associate of Science Degree (A.S.) (94 credits) Career Information • Bachelor of Science Degree (B.S.) (181 credits) The Information Technology Associate degree program prepares students for entry level jobs such as Program Description network technician, help desk technician, or a com- The Associate and Bachelor of Science degrees puter support specialist. in Information Technology (IT) provide students with broad and versatile skills to solve a wide range Student Learning Outcomes of problems in the field. The core of the curriculum Upon completion of the Associate and Bachelor of introduces students to the fundamentals of IT with a Science degrees, students will: focus on databases, networking, information security, and operating systems. Students will learn how to • Apply the appropriate technical standards and handle current and future IT business needs. Upper legal practices while deploying, maintaining, and level courses prepare students to design, implement, troubleshooting existing technology infrastructure. and administer a complete IT infrastructure. Both • Communicate professional material in oral and IT programs prepare students for industry standard written form with their peers and laypersons. certifications, such as those from Cisco, Microsoft, and • Engage in life-long learning to stay knowledgeable CompTIA. in a rapidly changing technological environment. • Work as part of a team, in different stages of infor- mation technology projects. • Understand the information technology needs of the Confederated Salish and Kootenai Tribes and other tribes.

91 INFORMATION TECHNOLOGY

Associate of Science, Information Technology

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ITEC 100 ITEC Fundamentals 4 CSCD 218 Programming I 4 ITEC 105 PC Technician I 3 ITEC 215 A IT Seminar 1 ENGL 101 English Composition 3 ITEC 220 CCNA 2: Routing and 4 MATH 100 College Algebra 5 Switching Essentials ELECTIVE EXPR-ART-OPEN (List B) 3 Total 15 ACADEMIC PROGRAMS ELECTIVE NAS-Open 3 Total 15 Winter (First Year) ENGL 202 English Composition II 3 ITEC 106 PC Technician II 3 Winter (Second Year) ITEC 110 Client Administration I 4 ITEC 215B IT Seminar 1 NASD 101 History of Indians in the U.S. 3 ITEC 221 CCNA 3: Scaling Networks 4 ELECTIVE NAS-FAH.NASL (List A) 3 ITEC 240 Windows Server I: Install 4 and Configure Total 16 ELECTIVE SS-Intro (List C) 5 Total 14 Spring (First Year) ITEC 107 A+ Exam Preparation 2 ITEC 111 Client Administration II 4 Spring (Second Year) ITEC 120 CCNA 1: Introduction to 4 ITEC 215C IT Seminar 1 Networks ITEC 222 CCNA 4: Connecting Networks 4 SPCH 100 Basic Communications 3 ITEC 241 Windows Server II: Manage 4 HMNT 101 Introduction to Humanities 3 and Administer OR ITEC 250 Web Programming 3 PHIL 100 Introduction to Philosophy ELECTIVE NAT-SCI-INTRO (List DS) 5 OR

ENGL 210 World Literature Total 17 Total Credits 93 Total 16 A.S.

A+ certification preparation: ITEC 105, ITEC 106, ITEC 107

CCNA certification preparation: ITEC 120, ITEC 220, ITEC 221, ITEC 222

MTA/MCSA certification preparation: ITEC 110, ITEC 240, ITEC 241

92 INFORMATION TECHNOLOGY ACADEMIC PROGRAMS

Bachelor of Science, Information Technology

Career Information The Information Technology Bachelor degree program prepares students for junior level jobs such as system administrator, network administrator, database administrator, or network security analyst.

CURRICULUM CURRICULUM

Fall (Third Year) Fall (Fourth Year) ITEC 301 CCNA Exam Preparation 4 ITEC 405 Advanced Network Routing 4 ITEC 310 Linux Server Administration 3 ITEC410 Cloud Computing 4 ITEC 315A IT Seminar 1 ITEC 415A IT Seminar 1 ITEC 320 Windows Server Administration 3 ELECTIVE SS-OPEN (List H or J) 5 ELECTIVE NAS-ADV (List E) 3 Total 14 Total 14 Winter (Fourth Year)

ITEC 415B IT Seminar 1 Winter (Third Year) ITEC 430 Scripting for System 4 ITEC 315B IT Seminar 1 Administrators ITEC 325 Data Storage 4 ITEC 435 Advanced Network 4 ITEC 330 Network Security Analysis 4 Switching ITEC 335 Administering Network 4 ITEC 440 MCSA/MCSE Exam 4 Services I Preparation ELECTIVE COMM-ADV (List F) 3 ELECTIVE FA-OPEN or HUM-ADV 3 (List G) Total 16 Total 16

Spring (Third Year) ITEC 315C IT Seminar 1 Spring (Fourth Year) ITEC 360 Relational Database 4 ITEC 415C IT Seminar 1 Management ITEC 460 Advanced IT Internship 5 ITEC 365 Administering Network 4 ITEC 465 Advanced Network 4 Services II Troubleshooting ELECTIVE NAT-SCI 5 ELECTIVE SS-ADV (List J) 3 or

MATH (List I) Total 13 Total Credits 180 Total 14 B.S.

93 LIBERAL ARTS LIBERAL ARTS DEPARTMENT For graduates looking to continue their education, the Liberal Arts A.A. degree provides the academic • Liberal Arts (A.A.) (90 credits) background and skills to successfully transfer into a more specified area of interest. The Liberal Arts The Liberal Arts Department offers an enriching program allows students to explore a wide range of two-year program consisting of studies in a variety of fields, allowing for the exploration of personal inter- academic fields including Social Science, Humanities, ests, while completing general education requirements Communications, Native American Studies, and Fine to transfer into a bachelor degree program. Arts. Upon graduating with this degree, a student is Common areas of further study: education, better prepared with skills, knowledge, and perspec- communications, English, humanities (art, literature, tives needed to successfully enter the work force or music, philosophy), history, political science, public transfer into a bachelor’s degree program for further relations, historical preservation, law, business, social ACADEMIC PROGRAMS studies. science, and psychology. The Liberal Arts faculty believes that a good education empowers people, and that empowered in- Liberal Arts Degree dividuals promote positive social change. We provide The two year Liberal Arts degree program ­opportunities for our students to acquire academic ­provides students with a broadbased, solid foundation skills paired with increased self-awareness. The of skills and knowledge in a wide range of areas. The ­department offers a variety of courses designed to two-year course plan focuses on many areas of study, ­create well-rounded learners and communicators, which expose students to a wide variety of topics and while sparking imagination, creativity, and curios- fields. This may provide useful insight to students ity. The faculty is also strongly committed to integrat- who are unsure about choosing a specific field of study ing Native American history, culture, and viewpoints or future career path. The Liberal Arts A.A. degree is into all classes and to providing tools for students to ­designed to prepare students for entry into the work- enhance and strengthen their Native American com- force and/or pursuit of further educational opportuni- munities today and in the future. Liberal Arts majors ties. graduate with a better understanding of themselves, their communities, and the world. Student Learning Outcomes Career Opportunities Upon completion of the Liberal Arts Program, students will be able to: For graduates looking to immediately enter the workforce, the Liberal Arts A.A. degree provides • Practice effective written and verbal communica- marketable skills for entry-level job opportunities in tion skills through the creation of essays, reports, a wide range of fields. Liberal Arts graduatespossess ­ and oral presentations. skills desirable to employers including: effective • Reflect understanding of the connection of people written and oral communication; analytical thinking and place to language, ideas, and culture. and reasoning; understanding of people, cultures, and • Utilize critical thinking skills to analyze and societies; trainability, and flexibility. synthesize ideas and information from a variety Employment opportunities exist across the of sources with one’s own ideas to create well ­spectrum: public / private sector, government, and thought out discussions, arguments, and ideas in non-profit organizations. Specific job descriptions, written and oral work. opportunities, and wages vary due to location and career area of interest. Positions above entry level • Demonstrate recognition of differing American may require further on the job training, certifications, Indian values and traditions, and a respect for or education. various tribal cultures through the integration Common career areas: marketing, public relations, of Native American cultural perspectives into management, advertising, media, journalism, com- ­coursework. munications, public service, administrative support, • Apply knowledge of the Liberal Arts to real-world museum work, historical preservation, and law. situations, in meaningful ways, across multiple s­ettings and conditions.

94 LIBERAL ARTS ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) NASD 109 Native American Contributions 3 SPCH 100 Basic Communications 3 NASD 101 History of Indians in the U.S. 3 ENGL 201 Native American Literature 3 ANTH 101 Introduction to Anthropology 5 NASD 210 Intro to Indigenous Science 3 ELECTIVE OPEN 3 PSYC 110 Introduction to Psychology 5 ELECTIVE NAS-FAH/NASL (List A) 3 Total 14 Total 17

Winter (First Year) ENGL 101 English Composition I 3 Winter (Second Year) HIST 111/ (any combination of 3 ENGL 210 World Literature 3 112/121/122 two required) HMNT 310 Advanced Humanities 3 HMNT 101 Introduction to Humanities 3 PSYC 320 Cross Cultural Issues 5 MATH 101 Art of Math 5 in Psychology OR OR MATH 100 College Algebra SCID 101 Science, Society, and Culture ELECTIVE NASD OPEN 3 ELECTIVE EXPR-ART-OPEN (List B) 3 Total 17 Total 14

Spring (First Year) Spring (Second Year) ENGL 202 English Composition II 3 ENGL 306 Writing Research Papers 3 ELECTIVE MS Electives (list DM or DS) 5 SCLG 110 Introduction to Sociology 5 HIST 111/ (any combination of 3 OR 112/121/122 two required) PSYC 230 Developmental Psychology PHIL 100 Introduction to Philosophy 3 NASD 301 Living in Two Worlds 3 HMNT 300 Liberal Arts Capstone Course 3 Total 14 Total 14 Total Credits 90 A.A.

95 LIFE SCIENCES LIFE SCIENCES DEPARTMENT agents (antibiotics) as well as gaining important in- sights into how living organisms, including man, adapt • Bachelor of Science Degree - Life Sciences to their environments. SKC-CMBL’s new microscopy (B.S.) (188-190 credits) facility allows students to view detailed structure and • function of cells, tissues and organs as well as perform Program Description independent study and research relating to disease, diversity of species, and the environment. The Life Sciences program at SKC is a four-year

degree program that is designed to teach students The Salish Kootenai College Environmental about how molecules interact within living cells, ­Chemistry Laboratory (SKC-ECL) through the study of molecular and cellular biology and chemistry. An active, hands-on research experi- The Salish Kootenai College Environmental Chemistry Laboratory (SKC-ECL) specializes in the ACADEMIC PROGRAMS ence is an integral part of the program. This program offers paid laboratory internships, as well as academic analysis of environmental contaminants in water and credit for working in SKC’s two research labora- soil, as well as plant and animal tissues. SKC-ECL tories – the Environmental Chemistry Laboratory serves as a student-centered training and research lab (SKC-ECL), and the Cellular and Molecular Biology that offers full analytical chemistry capabilities for ­Laboratory (SKC-CMBL). Students with productive students in the General Science, Natural Resources research projects often travel to national meetings and the Life Sciences Programs. Through laboratory ranging from Hawaii to Washington D.C. to present internships, SKC-ECL allows students to gain valuable their work. experience on state-of-the-art analytical instrumenta- The Life Sciences program offers two tracks that tion, such as high performance liquid chromatography differ only in the classes taken in the senior year. One (HPLC), gas chromatography/mass spectrometry is the “Cellular Biology” track, which focuses this (GCMS) and atomic absorption and atomic fluores- last year on a more in-depth study of molecular and cence spectroscopies (AAS, AFS). Current ongoing cellular processes, and the other the “Environmental projects include investigations of the movement and Health” track that focuses more on tribal environ- adverse health effects of heavy metals, such as mer- mental health issues, epidemiology, environmental cury, and organic contaminants, such as PCBs, in ­chemistry and toxicology. wildlife, and the environment. The Life Sciences Program welcomes students with Associate of Science degrees from other pro- Career Opportunities grams. Such students will need to work closely with an advisor to ensure that the course requirements The knowledge gained within this program will of the Freshman and Sophomore years are met and prepare students for a wide range of career options in ­students can progress. science. These include a research graduate track, as well as healthcare, industry and government. Depend- Life Sciences Research Laboratories ing on the choice of tracks, you could go on to be- come a pharmacist, a medical doctor, dentist, research Salish Kootenai College Cellular and Molecular ­scientist, medical technologist, cellular biologist, Biology Laboratory (SKC-CMBL) ­toxicologist, biochemist, microbiologist, or tribal The Salish Kootenai College Cellular and Molecu- ­environmental health specialist. lar Biology Laboratory (SKC-CMBL) is a student’s link between class work and the latest instrumentation Student Learning Outcomes and discoveries in biology, medicine and biotechnol- ogy. The variety of instrumentation available within Students who complete the Bachelor Degree in the SKC-CMBL allows students to pursue interests Life Sciences will be able to: ranging from viruses to whole cells, tissues and • Apply the scientific process to study chemical and organs. The SKC-CMBL utilizes PCR (Polymerase biological systems Chain ­Reaction) in combination with other techniques • Apply appropriate quantitative analysis to scien- to study DNA, genomes, gene regulation, proteins and tific data cells. Additionally, SKC-CMBL is hunting for new viruses, in hopes of discovering new anti-bacterial

96 LIFE SCIENCES ACADEMIC PROGRAMS

• Communicate scientific information effectively in Bachelor of Science, Life Sciences writing and oral presentations • Work as part of a productive research group CURRICULUM • Demonstrate an understanding of ethical standards for the responsible conduct of scientific research Fall (First Year) • Articulate the relevance of their research to tribal ENGL 101 English Composition I 3 cultural values and indigenous scientific frame- BIOS 101 General Biology 4 works BIOS 102 General Biology Laboratory 1 NASD 101 History of Indians in the U.S. 3 Requirements MATH 100 College Algebra 5 A student must earn a “C” or better in all Total 16 ­required core courses and maintain an overall GPA of 2.0 in order to graduate with the B.S. (Life ­Sciences). Winter (First Year) Students may need to strengthen math, English­ ENGL 202 English Composition II 3 and writing skills with additional coursework prior MATH 108 Advanced Functions 3 to entering the Life Sciences program. Math and sci- CHEM 110 Fundamentals of General 4 ence courses that are more than five years old may Chemistry need to be repeated within the Life Sciences degree CHEM 111 Fundamentals of General 1 program. Your Academic­ Advisor will help you plan Chemistry Lab coursework that meets your specific needs and goals. BIOS 130 Introduction to Microbiology 4 BIOS 131 Introduction to Microbiology 1 Lab Total 16

Spring (First Year) MATH 109 Trigonometry 3 SPCH 100 Basic Communication 3 HMNT 101 Introduction to Humanities 3 CHEM 140 Fund Org and Bio Chemistry 5 Total 14 Total Credits 46 First Year

97 LIFE SCIENCES

CURRICULUM CURRICULUM

Fall (Second Year) Fall (Third Year) CHEM 150 General Chemistry I 3 CHEM 360 Organic Chemistry I 3 CHEM 151 General Chemistry Lab I 2 CHEM 361 Organic Chemistry I Lab 2 MATH 110 Calculus I 5 PHYS 201 Physics I 5 BIOS 230 Molecular & Cellular 4 LFSC 320 Mammalian Physiology 5 Biology I LFSC 375A Life Science Seminar I 1 ELECTIVE NAS-FAH/NASL (List A) 3 (List F) Total 17 Total 16 ACADEMIC PROGRAMS Winter (Second Year) Winter (Third Year) CHEM 152 General Chemistry II 3 CHEM 362 Organic Chemistry II 3 CHEM 153 General Chemistry Lab II 2 CHEM 363 Organic Chemistry Lab II 2 ELECTIVE SS-INTRO (List C) 5 PHYS 203 Physics II 5 NASD 210 Introduction to Indigenous 3 LFSC 330 Genetics & Adaptation 5 Science (NASD open) LFSC 375B Life Science Seminar I 1 BIOS 232 Molecular & Cellular 4 (List F) Biology II Total 16 Total 17

Spring (Third Year) Spring (Second Year) CHEM 364 Organic Chemistry III 3 CHEM 154 General Chemistry III 3 CHEM 365 Organic Chemistry Lab III 2 CHEM 155 General Chemistry Lab III 2 PHYS 205 Physics III 5 MATH 241 Statistics 5 MATH 342 Statistical Methods 3 ELECTIVE EXPR-ART-OPEN (List B) 3 LFSC 340 Biochemistry 4 BIOS 234 Biochemistry of the Cell 4 LFSC 375C Life Science Seminar I 1 (List F) Total 17 Total 17 Total Credits 51 Second Year Total Credits 49 Third Year

98 LIFE SCIENCES ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (Fourth Year) – Cellular Biology Fall (Fourth Year) – Environmental Track Health Track LFSC 420 Cellular Biology I: LFSC 485A Life Science Internship 2 Cell Structure & Function 5 LFSC 310 Environmental Health (List H) 3 LFSC 485A Life Science Internship 2 LFSC 475A Life Science Seminar II 1 ELECTIVE SS-ADV (List J) 3 ELECTIVE FA-OPEN/HUM-ADV (List G) 3 ELECTIVE FA-OPEN/HUM-ADV (List G) 3 ELECTIVE SS-OPEN (List H) 2 LFSC 475A Life Science Seminar II 1 ELECTIVE NAS-ADV (List E) 3 Total 14 Total 14

Winter (Fourth Year) Winter (Fourth Year) LFSC 422 Cellular Biology II: Genomes 5 CHEM 420 Environmental Chemistry 4 LFSC 485B Life Science Internship 2 LFSC 460 Environmental Toxicology I 3 ELECTIVE Approved Major Elective 3 LFSC 485B Life Science Internship 2 ELECTIVE SS-OPEN (List H) 5 ELECTIVE Approved Major Elective 3 LFSC 475B Life Science Seminar II 1 LFSC 430 Principles of Epidemiology 3 ELECTIVE SS-ADV (List J) Total 16 LFSC475B Life Science Seminar II 1 Total 16 Spring (Fourth Year) LFSC 424 Cellular Biology III: Complex Cellular Systems 5 Spring (Fourth Year) ELECTIVE Approved Major Elective 3 LFSC 462 Environmental Toxicology II 3 ELECTIVE NAS-ADV (List E) 3 LFSC 495 Senior Research Capstone 3 LFSC 495 Senior Research Capstone 3 ELECTIVE Approved Major Elective 3 ELECTIVE OPEN 3 Total 14 Total 12 Total Credits 44 Fourth Year Total Credits 42 Fourth Year Total Credits 190 B.S. Total Credits 188 B.S.

99 MATHEMATICS

• Associate of Science (A.S.) - Mathematical Student Learning Outcomes ­Sciences (92 credits) Upon completion of the ASMS degree a student will be able to: Program Description • understand the role of mathematics in western and The goal of the Associate of Science in Mathemat- Native societies past, present, and future, ical Sciences (ASMS) degree is to prepare students • model and analyze real-world phenomena math- interested in pursuing a Bachelor’s degree in Science, ematically, Technology, Engineering, and Mathematics (STEM) related fields. Upon completion of the ASMS students • communicate mathematical ideas logically and to will have completed the general (CORE) requirements a wide variety of audiences both written and oral, set fourth by the Montana University System (MUS) • think critically and problem solve using math- as well as the mathematics requirements found in the

ACADEMIC PROGRAMS ematical ideas, first two years of the STEM-related degrees offered by MUS institutions. • demonstrate understanding of essential concepts of mathematics and their interconnectedness, Career Opportunities • and access and solve quantitative problems using appropriate mathematical tools. The knowledge gained by completing this pro- gram will prepare students for a wide variety of career choices in STEM-related fields that require extensive Program Requirements mathematics background. Choice could include pure For students in the ASMS degree program to re- or applied mathematics, statistics, engineering, or main in good standing they must: mathematics teaching. Regardless of choice, math- ematics is an excellent foundation for, and is usually • maintain a 2.5 or better cumulative GPA with no a prerequisite to, study in all areas of science and individual grade lower than 2.0, engineering. Thus giving students leaving SKC with • maintain a 2.5 or better GPA in all mathematical an ASMS degree numerous career opportunities. content courses with no individual grade lower than 2.0, • complete the MAP Mathematics Test prior to beginning the program and complete the Praxis II – Mathematics: Content Test as a final require- ment of the degree.

100 MATHEMATICS ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) MATH 110 Calculus I 5 MATH 235 Multivariable Calculus 5 ENGL 101 English Composition I 3 MATH 201 Intro to Abstract Math 5 ELECTIVE SS-INTRO (List C) 5 NASD 101 History of Indians in the. 3 ELECTIVE OPEN 3 United States Total 16 Total 13

Winter (First Year) Winter (Second Year) MATH 111 Calculus II 5 MATH 223 Linear Algebra (even*) 5 ENGL 202 English Composition II 3 or ELECTIVE NAT-SCI-INTRO (List DS) 5 MATH 231 Differential Equations (odd*) ELECTIVE OPEN 3 MATH 241 Statistics 5 ELECTIVE EXPR-ART-OPEN (List B) 3 Total 16 ELECTIVE 1 OPEN 3 Total 16 Spring (First Year) MATH 112 Calculus III 5 SPCH 100 Basic Communications 3 Spring (Second Year) ELECTIVE HMNT 100 3 MATH 231 Differential Equations (even*) 5 or or PHIL 100 MATH 223 Linear Algebra (odd*) or ELECTIVE NAS-FAH/NASL (List A) 3 ENGL 210 ELECTIVE OPEN 5 MATH 350 Math Modeliong (odd* ) 5 MATH 350 Math Modeliong (odd* ) 5 OR OR ELECTIVE OPEN (even*) 5 ELECTIVE OPEN (even*) 2 Total 16 Total 15 Total Credits 92 A.S.

ELECTIVE 1: Open Elective choices should be based on the program requirements at the institution to which the student intends to transfer.

(even*) - indicates courses offered when the Fall ­Quarter is in an even numbered year.

(odd*) - indicates courses offered when the Fall ­Quarter is in an odd numbered year.

101 MEDIA DESIGN MEDIA DESIGN DEPARTMENT Student Learning Outcomes At the conclusion of the Media Design degree • Associate of Arts (A.A.) program, students will be able to: (95-96 credits) • Effectively use a variety of tools and processes for producing contemporary forms of digital media. Program Description • Effectively use multiple contemporary media de- Upon completion of the Associate of Arts degree livery platforms and delivery systems. in Media Design, students will have knowledge and • Use a cluster of industry standard applications to technical skills in graphic design, web design, and create digital media. multimedia fields. • Accurately describe the phases of production (pre, The Media Design Associate of Arts at SKC is

ACADEMIC PROGRAMS production and post) as well as the project man- considered a “hybrid” program - that is, while each agement tasks inherent in each phase. course has set times on the schedule each term for stu- dents to meet as a class with their instructors, any and • Use current industry standards of production, potentially all courses may additionally require online design, and function within a chosen area of spe- participation for some part of the schedule. Check your cialty. Media Design syllabi and speak with the instructor of • Use current and emerging media to represent record for each course. traditional and contemporary indigenous people in provocative and respectful ways. Career Opportunities • Apply coursework and area of specialization to- SKC graduates in Media Design have success- wards transitioning from school to working in the fully attained careers in the surrounding community. industry. Currently, graduates create page layouts, ads and update company web pages. Graduates gaining entry • Identify career ladders and options for further level employment in this field can expect $12 to $20 education. per hour. Other graduates have freelance positions • Plan, create and maintain a professional portfolio earning near $25 per hour, completing photography, highlighting and marketing skills and capabili- poster, and web designs. Local businesses include To- ties. Present this portfolio via websites, blogs, and tal Screen Design, Charkoosta, and sign and printing social media. businesses. Examples of job titles for graduates with • Collaborate and communicate in ways that support a Media Design degree include: design team and/or group production. Web Designer, Graphic Designer, Photographer­ & Photo Editor, Digital Illustrator and Videographer/­ Video Editor.

102 MEDIA DESIGN ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ENGL101 English Composition I 3 ARTD 150 Introduction to Art History 3 ARTD 114 Beginning Drawing (List B) 3 OR MEDA 101 Intro to Digital Arts & Design 5 MEDA 109 Creativity, Culture, & Media FTVP 102/3 Intro to Photography/Lab 3 SPCH 100 Basic Communications 3 MEDA 190 Intro to Web Page Design 2 OR Total 15 MEDA 255 Foundations of Digital Citizenship MATH 100 Algebra (List DM) 5 OR Winter (First Year) MATH 101 Art of Math (List DM) NASD 101 History of Indians in the 3 ARTD 111 Fundamentals of Art & Design 3 United States MEDA 143 Digital Storytelling & 4 MEDA 204 Media Project Development 3 Social Media FTVP 140 Fundamental Video Production 3 Total 17 MEDA 120 Intro to Digital Illustration 3 ELECTIVE NAS-FAH/NASL (List A) 3 Winter (Second Year) Total 16 MEDA 225 Game Development & 3D 5 Modeling Spring (First Year) OR MEDA 269 Intermediate Photoshop 4 ENGL 202 English Composition II 3 MEDA 170 Page Layout & Design 3 HMNT 101 Introduction to Humanities 3 ART 145 Beginning Printmaking 3 OR SCID 101 Science, Society & Culture 5 PHIL 100 Introduction to Philosophy MEDA 175 Interactive Web Development 2 Total 15-16 ELECTIVE SS-Intro (List C) 5 FTVP 141 Intermediate Video 3 OR Spring (Second Year) FTVP 202/203 Intermediate Photography PSYC 225 Psychology of Advertising 2 OR & Propaganda FTVP 191 New Directions in Indigenous MEDA 205 Advd & Special Projects 3 Film OR Total 17 MEDA 298 Indigenous Storytelling ELECTIVE NASD open 3 MEDA 212 Tomorrow’s Media Seminar 3 MEDA 290 Design Portfolio & 3 Presentation Cap SVLN 100 Service Learning 1 Total 15 Total Credits 95-96 A.A.

103 MEDICAL ASSISTANT MEDICAL ASSISTANT Student Learning Outcomes Upon completion of the Medical Assistant A.A.S., students will be able to: • Associate of Applied Science (A.A.S.) (91 credits) • Utilize correct medical terms and identify body systems and functions. Program Description • Apply knowledge of the ethical/legal aspects of working in the healthcare field. The Medical Assistant AAS Degree prepares stu- dents for employment in healthcare facilities including • Demonstrate effective skills in coding and billing clinics, hospitals, tribal health, etc. in both the front in a healthcare facility. office and the clinical setting. This two-year AAS • Input patient information into healthcare software degree provides knowledge and skills in Medical Ter- for the purpose of coding, billing and maintaining ACADEMIC PROGRAMS minology, Anatomy and Physiology, patient in-take, patient records. billing and coding, law and ethics in the healthcare • Perform the routine clinical skills of an office or field, communication with patients, and software used clinic. for patient records. Clinical skills will include prepar- • Administer routine medications. ing patients for exams, taking patient histories, phle- botomy, lab specimen collection, medications, human • Assist Health Care Providers in various settings. diseases, and routine patient care. • Demonstrate appropriate methods of communica- tion when dealing with patients, co-workers, and Career Opportunities other healthcare providers. Employment trends indicate that the Medical • Include cultural considerations in all aspects of Assistant profession is expected to grow significantly their position when interacting with clients. both in Montana and nationally over the next 5-7 year period. Requirements: • Must complete a background check by the second quarter of the program • Must have all immunizations required by clinical agencies • Must provide documentation of health insurance coverage • Must earn a B or Better in all HIEP, BIOS and MAST Courses

104 MEDICAL ASSISTANT ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) CAPP 100 Computer Literacy 1 HMNT 101 Intro to Humanities 3 ENGL 101 English Comp I 3 or OFED 106 Keyboard Skill Building 1 PHIL 100 Intro to Philosophy BIOS 215 Human Anatomy and 4 or Physiology I ENGL 210 World Literature BIOS 216 Human Anatomy and 1 MAST 235 Clinical Skills for M.A. I w/Lab 6 Physiology Lab HIEP 201 Medical Office Procedures 4 HIEP 117 Medical Terminology/Anatomy 4 NASD 101 History of Indians in U.S. 3 HIEP 121 Medical Legal Aspects 2 Total 16 Total 16

Winter (Second Year) Winter (First Year) ELECTIVE NASD 3 MATH 100 College Algebra 5 SPCH 100 Basic Communications 3 CAPP 102 Document Processing 3 MAST 240 Clinical Skills for M.A.II MAST 141 Human Disease 3 w/ Lab 6 HIEP 130 Medical Office Billing I 2 Total 12 BIOS 217 Anatomy and Physiology II 4 BIOS 218 Anatomy and Physiology Lab II 1 Total 18 Spring (Second Year) MAST 271 Medical Assistant Externship 12 MAST 281 CMA Exam Prep 2 Spring (First Year) Total 14 OFED 121 Human Relations 3 Total Credits 91 CAPP 161 Electronic Spreadsheets 3 HIEP 131 Medical Office Billing II 3 (A.A.S.) HIEP 133 Electronic Medical Records 3 MAST 143 Pharmacology for M.A. 3 Total 15

105 NATIVE AMERICAN STUDIES NATIVE AMERICAN STUDIES CURRICULUM DEPARTMENT Fall • Certificate of Completion, NASD 100 Introduction to Native 3 Native American Studies (C.C.) American Studies (45 credits) NASD 156 Beading 3 • Associate of Arts, Native American Studies (A.A.) NASD 162 Drumming & Singing 3 (94 credits) NASL 101 Basic Salish I 3 The Native American Studies Program provides or the opportunity to study the historic experience, the NASL 111 Basic Kootenai I contributions, the culture, and the contemporary life ELECTIVE NAS OPEN 3

ACADEMIC PROGRAMS of Native Peoples of North America. Course work Total 15 spotlights the culture, language and traditions of the Peoples of the ­Flathead Nation, while studying Na- tive history from tribes across the United States. The curriculum examines history, Native languages, art, Winter sciences, literature and traditions of the Salish, Pend CAPP 100 Computer Literacy 1 d’Orielle and Kootenai Peoples. It includes North ENGL 101 English Composition I 3 American Native history, federal policy, and the con- NASD 101 History of Indians in the U.S. 3 temporary issues that shape the lives of Native people NASD 107 Coyote Stories 3 throughout the United States. Students will have the *NASL 102 Basic Salish II 3 ability to observe the integrity with which Native Peo- or ple led their lives in the past and today with cultural *NASL 112 Basic Kootenai II traditions that have sustained them for generations. ELECTIVE (List DM or DS) 2 Students will discover perspectives that significantly contrast with the modern Western worldview. Total 15

Career Opportunities Students completing the Native American Studies Spring Certificate or Associate degree program have a solid NASD 103 Flathead Reservation History 3 foundation that they can utilize when entering into or (1850-1910) transferring to higher level degree programs in Native NASD 140 Flathead Reservation 3 American Studies. This foundation is also very valu- Indian Arts able in providing a solid historical and general cultural NASD 150 Hide Tanning 3 background to anyone living and working in Indian *NASL 103 Basic Salish III Country as a great companion program for any other or degree program. *NASL 113 Basic Kootenai III 3 ELECTIVE (List DM or DS) 3 Certificate of Completion, Native American Studies Total 15 Student Learning Outcomes Total Credits 45 Upon completion of the Certificate, students will: C.C. • Explain how the history of Indians post contact * = Course has a Prerequisite relates to the Flathead Indian Reservation; • Demonstrate basic traditional arts and technologies of the Salish and Kootenai cultures; • Recognize and pronounce basic vocabulary in the language of the Salish or Kootenai People; • Analyze how federal Indian Policy affected the S­alish and Kootenai tribes. 106 NATIVE AMERICAN STUDIES ACADEMIC PROGRAMS

Associate of Arts, CURRICULUM Native American Studies Fall (First Year) Student Learning Outcomes GNSD 102 Skills for College Success 2 Upon completion of the Associate of Arts, a NASD 100 Introduction to 3 ­student will: Native American Studies • Analyze aspects of humanities as it relates to cul- NASD 101 History of Indians in the US 3 ture, history, and literature of American Indians; NASL 101 Basic Salish I 3 or • Communicate orally and through scholarly writing NASL 111 Basic Kootnai I issues of federal Indian Policy and tribal govern- ELECTIVE EXPR-ART-OPEN (List B) 3 ment; Total 14 • Contextualize the effects that federal policy has on Native Americans; • Investigate historic and contemporary interactions Winter (First Year) between native and non-native populations. ENGL 101 English Composition I 3 • Investigate the history and techniques used in NASD 102 Flathead Reservation History 3 indigenous science. (before 1850) Students must receive a “C” or better in all NASD 104 Native American Images 3 ­required courses while maintaining an overall grade in Film point average of 2.0 to graduate. NASD 107 Coyote Stories 3 *NASL 102 Basic Salish II 3 or *NASL 112 Basic Kootenai II Total 15

Spring (First Year) CAPP 100 Computer Literacy 1 *ENGL 202 English Composition II 3 HMNT 101 Introduction to Humanities 3 *NASD 103 Flathead Reservation History 3 (1850-1910) *NASL 103 Basic Salish III 3 or *NASL 113 Basic Kootenai III ELECTIVE (List DS) 3 Total 16 Total Credits 45 First Year

107 NATIVE AMERICAN STUDIES

CURRICULUM

Fall (Second Year) ANTH 101 Introduction to Anthropology 5 ENGL 201 Native American Literature 3 ELECTIVE NAS-FAH/NASL (List A) 3 ELECTIVE SS-INTRO (List C) 5 Total 16

Winter (Second Year) ACADEMIC PROGRAMS *NASD 252 History of Tribal Government 3 *NASD 262 Contemporary Issues 3 *SPCH 100 Basic Communications 3 ELECTIVE SS-OPEN (List H) 3 NASD 210 Introduction to Indigenous 3 Science (List DS) Total 15

Spring (Second Year) NASD 140 Flathead Res. Indian Arts 3 *NASD 250 History of Federal 5 Indian Policy *NASD 292 Encampment 4 SVLN 100 Service Learning 1 ELECTIVE MATH-OPEN (List DM) 5 Total 18 Total 49 Total Credits 94 Second Year A.A.

*=Course has Prerequisite

108 NURSING ACADEMIC PROGRAMS NURSING DEPARTMENT ing, Inc. Nursing Program information is printed in this catalog, the ASN and RN/BSN program informa- • Associate of Science in Nursing Degree (ASN) tion guides, the ASN and RN/BSN Handbooks and at (98 Credits) the Accreditation Commission for Education in Nurs- • Bachelor of Science in Nursing Degree (RN/BSN) ing, Inc., 3343 Peachtree Road NE, Suite 500, Atlanta, (180 Credits) GA 30326. 404-975-5000 (http://acenursing.org/).

Program Description Associate of Science Nursing (ASN) The associate and baccalaureate degree programs ­Program provide the theoretical and clinical foundations for The ASN program is designed to provide the educational and career mobility in nursing. The entry-level skills and knowledge needed to obtain programs prepare graduates to practice in a variety of licensure and work as a Registered Nurse. The ASN rural and Native American health care settings. The program is approved by the Montana State Board of core competencies integrate evidence-based practice Nursing (301 South Park, 4th Floor P.O. Box 200513, with health promotion, acute, and chronic care of indi- Helena, MT 59620-0513 Phone: (406) 841-2340, viduals across the lifespan, families, communities, and http://bsd.dli.mt.gov) populations. The nursing curricula are based in part on the ASN Program Admission Requirements underpinnings of Knowles Adult Learning Theory, Campinha-Bacote Cultural Competence Model, and Students interested in apply for the ASN program, Leininger Theory of Transcultural Nursing. The nurs- must notify their academic advisor early in their advis- ing curricula are designed for students to earn their ing process to ensure that course sequencing meets ASN degree, pass the NCLEX-RN exam, and return prerequisites requirements. for one/two years to complete a BSN degree. The • ASN Admission application deadline is May 1st philosophy and organizing framework for the pro- annually. grams are published in the ASN and RN/BSN Student • Nursing Department ASN application (send Handbooks. Prospective applicants are encouraged to ­directly to Nursing Department). contact the Nursing Department (406-275-4909) for the most current admission requirements and program • Students are eligible for admission after comple- updates. Also, consult our website, www.nursing.skc. tion of all prerequisites. edu, for information. • Transcript verification of all required prerequisite must be received in the Enrollment Services office Career Pathways by June 15th annually. A graduate from SKC Nursing programs will be prepared to work as bedside nurses in a hospital set- Prerequisites ting or clinic setting. The beginning salary for a new • A grade of B or better must be achieved for the graduate nurse is around $28,000 to $50,000 per year following science and math prerequisites: average. The beginning hourly wage of an RN is $16- • BIOS 215 Anatomy and Physiology I $26 per hour. This number can increase over time, as the RN gains experience, certifications, or if the RN • BIOS 216 Anatomy and Physiology I Lab specializes in a specific area of nursing. The degree • BIOS 217 Anatomy and Physiology II prepares the student for postgraduate studies and • BIOS 218 Anatomy and Physiology II Lab degrees in nursing or health-related fields. Students may continue going to school to receive an advanced • MATH 100 College Algebra degree at colleges or universities that offer bachelor, • or approved transfer equivalents (see SKC masters, DNP and PhD programs in nursing. enrollment services for approved transfer courses) Accreditation Prerequisite courses cannot be taken more than The ASN and RN/BSN programs are accredited by a total of three (3) times to achieve an acceptable the Accreditation Commission for Education in Nurs-

109 NURSING

grade for admission to the nursing program. Math ASN Program Acceptance Process and ­Science courses must achieve requirement and be • Incomplete application packets (missing required taken within the last five (5) years. documents or prerequisites) will not be considered • Completion of the remaining course prerequisites for admissions. must achieve a grade of C or better: • The Nursing Department will begin screening all • ENGL 101 English Composition I completed applications after June 15th, annually. • ENGL 202 English Composition II • Admission into the Nursing Department is based • PSYC 230 Developmental Psychology on grade point average (GPA), admission test, and Native American enrollment status (Native • or approved transfer equivalents (see SKC American preference refers to Tribal members and enrollment services for approved transfer descendants traceable to the second generation). courses) ACADEMIC PROGRAMS • Enrollment in the nursing program is limited, General Education Requirements based on availability of clinical facilities and faculty. • The following courses can be taken in the ASN • Students are admitted into the nursing program Program once the student is admitted. once a year in fall quarter. • SPCH 100 Basic Communication • Students receive written notification of acceptance • HMNT 101 Introductions to Humanities, status by July 10th annually. or PHIL 100 Introduction to Philosophy, or ENGL 210 World Literature Confirmation of Acceptance by Students • NAS-FAH (list A) To confirm enrollment into the ASN Program and • NASD 101 History of Indians in the United to be eligible to enroll in nursing courses, students States must submit the following by August 19th. Failure to • or approved transfer equivalents (see SKC comply will change acceptance status to non-accep- enrollment services for approved transfer tance status in the nursing program. courses) • A signed Admission Acceptance Disclaimer form Completion of the application process and prereq- that outlines student responsibilities. uisite coursework does not guarantee admission to the • A completed Health Form, documenting health nursing program (see acceptance process). status, immunizations, skin tests, and ability to • Completion of an admission test selected by SKC meet physical and mental essential abilities criteria Nursing Department. for nursing practice. • The following Admission documentation must • Immunizations are required by clinical agencies; be received by Enrollment Services by June 15th therefore, strict adherence to immunization dead- annually. lines will be enforced. • The SKC application packet. • Documentation of health insurance, IHS benefi- ciary status, Medicaid, or Medicare coverage. • Official copy of high school transcript. • A copy of a driver’s license or a legal identifi- • Official college transcripts. cation (must show photo) document such as a • Selection of ASN Applicants will be completed by passport. June 30th annually • Completion of nametag order form must be turned • Current certification as a Certified Nurse Assistant in by the deadline. is recommended but no longer required for admis- • Completion of Health Care Provider CPR training. sion into the ASN program. • Attendance at Nursing Institute in September is • Computer literacy is strongly encouraged as mandatory. ­nursing course material is presented online.

110 NURSING ACADEMIC PROGRAMS

Expenses • Licensure may be denied to graduates/nurses who demonstrate: In addition to SKC tuition and fees, nursing stu- • Fraudulent information or misrepresentation in dents have significant costs including laboratory, pro- the licensing application or exam. gram fees, textbooks, uniforms, name tag, health insur- • Active history of substance abuse/chemical ance, background checks, drug screens, and clinical dependency. travel. RN licensure expenses include the NCLEX-RN • Failure to maintain the professional conduct of exam fee and travel to the testing site. A written list nurses. of nursing program expenses may be obtained at the • Conviction of a crime that relates adversely to Nursing Department. the practice of nursing. Clinical Laboratories Nursing coursework includes interactive learning Student Learning Outcomes activities in the classroom, independent study, campus The Associate Degree Program encompasses the practice lab, and clinical practice in a variety of institu- four competencies expected of students: critical think- tional and community based health care settings. One ing, communication, culturally congruent care, and lab credit hour represents three contact hours. Clinical citizenship. facilities are located in Kalispell, Missoula, and other Upon completion of the ASN program, graduates western Montana communities. Overnight stays in will be able to: various communities may be necessary throughout the • Critical thinking- Utilize critical thinking and program. Clinical labs may be scheduled on days, eve- evidence-based interventions to coordinate holistic nings, nights, or on weekends. During the last quarter care. of the program, students participate in preceptorships, • Communication- Utilize effective written and following the work schedules of RN preceptors. Stu- verbal communication and information technology dents are responsible for housing and transportation to to collaborate with health care members, patients and from clinical facilities. and their families. • Culturally Congruent Care- Provide culturally con- Nursing Department Policies gruent care to reduce health disparities. • Citizenship- Demonstrate citizenship, integrity, Due to the unique nature of the nursing profession, self-reflection, and life long learning in nursing the Nursing Department maintains policies in addition practice. to those of the college. The policies are available in the ASN Student Handbook. Examples include admission, All nursing program information can be accessed progression, professional behavior, and grading poli- through the Nursing Department (406-275-4909), cies. email: [email protected], and the website (nursing.skc.edu). Additional Requirements for Licensure as a Registered Nursing (RN) Completion of the Associate of Science in Nurs- ing is not the sole criteria for obtaining a license to practice as a registered nurse. The National Council of State Boards of Nursing (ncsbn.org) publishes re- quirements by state. The Montana Nurse Practice Act authorizes the State Board of Nursing (http://mt.gov/ dli/nur/) to set requirements for RN Licensure in Mon- tana. Requirements for licensure include: • Graduation from an approved school of nursing. • A passing score on the NCLEX-RN, the national licensing exam. • The capacity to maintain the professional code of nursing practice.

111 NURSING

A.S.N. Degree Requirements Bachelor of Science Nursing (RN/BSN) Program Fall (Level I Nursing) The RN/BSN program is designed for RNs with SPCH 100 Basic Communication 3 an associate degree. Diploma certificate RNs may be NSGD 211 Health Assessment 3 accepted with approval. It builds upon associate degree NSGD 317 Pathophysiology I 3 coursework to expand the level, complexity, and scope NSGD 202 Introduction to Nursing 3 of RN practice to provide clinical leadership and care for individuals, families, and populations. RN students

Total 12 are admitted to the program at the upper division level. Coursework may be completed with full-time or part- Winter (Level I Nursing) time enrollment. NSGD 221 Foundations of Nursing 4 ACADEMIC PROGRAMS ELECTIVE FAH Intro 3 The Admission Process NSGD 318 Pharmacology I 3 The RN/BSN application packet and all support- NSGD 337 Pathophysiology II 2 ing documents must be received by the SKC Nursing Total 12 Department on the following dates annually to be considered for enrollment in RN/BSN courses. Spring (Level I Nursing) Fall admissions: June 15th NSGD 231 Medical/Surgical Nursing I 4 Winter admissions: November 15th NSGD 328 Pharmacology II 2 Spring Admissions: February 15th NSGD 325 Maternal/Child Nursing 3 Students may apply for: NSGD 324 Pediatrics Nursing 3 • Full-time or part-time plans of study. Total 12 • For those students wishing to attend school part- time, courses (NSGD 418, NSGD 428, NSGD Fall (Level II Nursing) 438, NSGD 439) must be taken in sequence the NSGD 241 Medical Surgical Nursing II 6 final year. All other RN/BSN courses may be NSGD 343 Mental Health Nursing 3 scheduled as desired in collaboration with the NAS FAH List A 3 academic advisor. • Admission to the program also possible with col- Total 12 laboration with the Academic Advisor Winter (Level II Nursing) • Must have an unencumbered RN License. NSGD 251 Medical/Surgical Nursing III 6 Student Learning Outcomes NSGD 353 Gerontology 3 The RN/BSN Degree Program encompasses the NASD 101 History of Indians in the US 3 four competencies of critical thinking, communication, Total 12 culturally congruent care, and citizenship. Upon completion of the RN/BSN program, gradu- Spring (Level II Nursing) ates will be able to: NSGD 261 Critical Care 3 • Critical thinking- Utilize critical thinking, nursing NSGD 363 Management of Care 6 theory, and research to support decision making in NSGD 247 NCLEX Preparation 3 nursing practice. • Communication- Incorporate information literacy, Total 12 effective communication strategies, and analysis of nursing knowledge to provide effective commu- Associate of Science in Nursing Degree nity based care. Total General Education Credits: 38 Total Nursing Credits: 60 Total Degree Credits: 98 112 NURSING ACADEMIC PROGRAMS

• Culturally Congruent Care- Provide culturally con- • Documentation of current Health Care Provider gruent care to utilize advocacy in improving the CPR certification effectiveness of health care systems. • A legal document containing photo such as • Citizenship- Demonstrate citizenship, leadership, driver’s license or passport social consciousness, and commitment to improve • A current criminal background check, unless stu- the quality of life for Native American and rural dent has had one within the past year. communities. • RN/BSN students must attend a required orienta- Admission Documents tion prior to the beginning of classes. • A completed Health Form, documenting health Application documents include: status, immunizations, skin tests, and ability to • Nursing Department application meet physical and mental essential abilities criteria • Official copy of high school and college for nursing practice. transcripts, send directly to the Enrollment • Immunizations are required by clinical agencies; Services Department. therefore, strict adherence to immunization dead- SKC Enrollment Services lines will be enforced. PO Box 70 Expenses Pablo, MT 59855 In addition to SKC tuition and fees, RN/BSN nurs- • Copy of current unencumbered RN license ing students have significant costs including laborato- • BSN advisors are available throughout the ry, program fees, textbooks, lab coat, nametag, health academic year for assistance with the admission insurance, background checks, drug screens, and clini- process. Please call 406-275-4909 for further cal travel. A written list of nursing program expenses information. may be obtained at the Nursing Department. • A GPA of 2.5 or greater for lower division general education and nursing coursework. Nursing Department Policies • Application forms may be obtained from the Due to the unique nature of the nursing profession, ­Nursing Department or online at nursing.skc.edu. the Nursing Department maintains policies in addition to those of the college. The policies are available in the The Acceptance Process RN/BSN Student Handbook. Examples include admis- sion, progression, readmission, professional behavior, Enrollment into baccalaureate level courses is and grading policies. based on availability of clinical facilities and faculty. The RN/BSN admission committee reviews all appli- Program Delivery cations. Tribal members and American Indian descen- dants traceable to the second generation receive first BSN courses are offered as hybrid campus/on- preference for admission. RN/BSN students will be line or online classes. General education courses are sent written notification of acceptance status into the available online or on campus. Hybrid courses require RN/BSN program postmarked by July 10th for Fall weekly online activities and mandatory all day campus Admissions, December 1st for Winter Admissions and or online sessions scheduled one to three times a quar- March 1st for Spring Admissions. ter. Approximately 6 to 20 hours per week is required of the student to be participating in on-line activities. The following information must be turned in to the Students must have access to a computer and high- Nursing Department after acceptance into the RN/BSN speed Internet service. Students may choose to access Program these services on SKC campus if desired. • A signed Admission Acceptance Disclaimer form that outlines colleague responsibilities. • Documentation of health insurance, IHS benefi- ciary status, Medicaid, or Medicare coverage

113 NURSING

Clinical Practicum RN/BSN Course Requirements Two senior nursing courses include clinical Fall preceptorships in institutional or community-based NSGD 368 Transition into BSN 5 agencies. Students are expected to identify clinical NSGD 406 Nursing Theory 4 goals, site preferences, clinical availability, and ar- NSGD 386 Health and Humanities 4 range their own preceptorships with faculty approval. NSGD 408 Family Care 5 One lab credit hour represents three contact hours. A total of 162 precepted clinical hours are required for Total 18 the program.

General Education Requirements Winter

ACADEMIC PROGRAMS General education requirements must be complet- NSGD 417 Evidence-based Practice 4 ed while enrolled in the RN/BSN Program. NSGD 418 Health Promotion 5 • NAS-Open Elective NSGD 428 RN-BSN Practicum I 5 NSGD 349 Issues in American Indian 4 • NAS-Advanced Elective (List E) Health • SPCH 360 Professional Presentations or ENGL

306 Writing Research Papers Total 18 • EXPR-Art-Open (list B) • FA-Open or HUM-Advanced (List G) Spring • MATH 241 Statistics NSGD 434 Nursing Leadership 4 • PSYC 110 Introduction to Psychology NSGD 439 Population Focused Care 4 NSGD 438 RN-BSN Practicum II 5 • SS-Advanced (list J) NSGD 390 Culture and Caring 5 Total 18

**Students may wish to earn their BSN degree in nursing on a part time basis. In that case, students are encouraged to meet with their advisor to ensure appro- priate sequence of taking their coursework.

Bachelor of Science in Nursing Degree Total General Education Credits: 66 Total Nursing Credits: 114 Total Degree Credits: 180

114 OFFICE PROFESSIONS ACADEMIC PROGRAMS OFFICE/BUSINESS • Students will demonstrate appropriate Human­ Relations skills in customer and co-worker TECHNOLOGY DEPARTMENT ­interactions. Students will create and maintain spreadsheets, Certificate of Completion/Office Professions • • ­database and word processing documents (45-46 credits) ­commonly used in businesses. • Certificate of Completion/Medical Office Clerk (47-48 credits) • Students will staff and equip an office, along with • Business Technology completing a budget. (90-91 credits) (see page 37) • Students will solve business math calculations­ ­using an electronic calculator. Program Description The Office Professions Department provides two Certificate of Completion, options for students seeking employment in a general Office Professions or a medical office position. The Office Professions Certificate focuses on skills & knowledge needed CURRICULUM for entry-level office employment including records Fall management and filing, business math and calcula- CAPP 100 Computer Literacy 1 tor skills, word processing, database and spreadsheet GNSD 102 Skills for College Success 2 applications, customer service skills, business writing skills, and general workplace competencies necessary NASD 101 History of Indians in the U.S. 3 for office employment. or The Medical Office Clerk Certificate includes NASD 109 Native American 3 ­additional courses to the Office Professions Certificate Contributions addressing medical terminology, medical legal issues, OFED 213 Records Management/Filing 3 coding and billing, and electronic medical records in OFED 114 Business Grammar & Usage 1 health care facilities. Both certificates require a 50- ELECTIVE OPEN 3 hour practicum where students gain real world experi- ence in a local office or medical facility. Total 13 Students entering the certificate program(s) prepared to take the required courses can complete Winter both certificates in one year providing they take (and ENGL 101 English Composition I 3 successfully pass) the required courses each quarter. MATH 100 College Algebra 5 Upon completion of the OP or MOCC Certificate, or ­students wanting to transition into the Business Tech AAS (2-year) degree would have a number of the OFED 111 Business Math 4 required courses completed. OFED 113 Calculator Lab 1 In addition to the office and medical office CAPP 102 Document Processing 3 ­courses, students take general education courses as OFED 106 Keyboard Skill Building 1 required by certificate programs at Salish Kootenai CAPP 162 Data Management Systems 3 College. Total 15/16 Career Opportunities Spring Students who complete the Office Professions ­Certificate will be prepared for employment in entry- OFED 260 Office Procedures 3 level general office positions which are expected to CAPP 161 Electronic Spreadsheets 3 increase in number both in Montana and nationally. CAPP 103 Advanced Document Processing 3 OFED 121 Human Relations 3 Student Learning Outcomes: OFED 290 Office Practicum 2 • Students will manage records in an organization GNSD 125 Job Seeking Skills 3 including the ability to file records alphabetically, Total 17 numerically, geographically, and by subject. • Students will exhibit competency in basic office Total Credits 45/46 skills and professionalism in a practicum setting. C.C. 115 OFFICE PROFESSIONS

Medical Office Clerk CURRICULUM Certificate of Completion Fall Career Opportunities CAPP 100 Computer Literacy 1 Students completing the Medical Office GNSD 102 Skills for College Success 2 Clerk ­Certificate will qualify for office positions HIEP 117 Medical Term.& Anatomy 4 in healthcare facilities including hospitals, tribal HIEP 121 Medical Legal Aspects 2 health ­facilities, health clinics, etc. These posi- OFED 106 Keyboard Skill Building 1 tions are also expected to increase significantly in OFED 114 Business Grammar & Usage 1 Montana and nationally. OFED 213 Records Management/Filing 3 Total 14 ACADEMIC PROGRAMS Student Learning Outcomes: • Students will define medical terms and ­identify Winter body systems and functions. ENGL 101 English Composition I 3 • Students will demonstrate knowledge of HIEP 130 Medical Office Billing I 2 the ethical/legal aspects of medical office MATH 100 College Algebra 5 ­employment. or OFED 111 Business Math 4 • Students will demonstrate skills in coding and OFED 113 Calculator Lab 1 billing for medical reimbursement. CAPP 102 Document Processing 3 • Students will manage electronic medical NASD 101 History of Indians in the U.S. 3 ­records via an online simulation. or NASD 109 Native American Contributions 3 Total 16/17

Spring OFED 260 Office Procedures 3 CAPP 161 Electronic Spreadsheets 3 HIEP 131 Medical Office Billing II 3 OFED 121 Human Relations 3 OFED 290 Office Practicum 2 HIEP 133 Essential Electronic 3 Medical Records Total 17 Total Credits 47/48 C.C.

116 PSYCHOLOGY ACADEMIC PROGRAMS PSYCHOLOGY DEPARTMENT • Gain understanding of psychological dimensions across which cultures vary (and tend to • Associate of Arts Degree (A.A.) misunderstand one another), and identify how (94 credits) specific cultures fit these patterns • Bachelor of Arts Degree (B.A.) • Develop the ability to function flexibly across (184 credits) multiple cultural settings, with respect for differences and openness to new ways Program Description • Increase knowledge of S&K cultures and apply The SKC Psychology department offers two the dimensions of culture to interactions among degrees, the Associate of Arts degree and the Bachelor Native American and other U.S. cultures of Arts degree. These programs are offered in a 2-plus-2 format, which means that students complete Career Outlook the two-year Associate of Arts degree before entering A Bachelor’s degree in Psychology leads to the Bachelor of Arts program for two more years. graduate school, or to a variety of careers that involve The Psychology Associate of Arts degree was interpersonal, analytical, writing and/or research skills. developed through the Mental Health Careers A psychology AA or BA is an excellent background Opportunity Program (MHCOP), a collaboration for Administration, Management, Human Resources, of Montana tribal colleges with the University of Law Enforcement, Social Services, Advocacy, Montana Psychology Department. Created in response Coordination of Services, or Chemical Dependency to the need for tribal mental health workers, its goal is counseling. At the Master’s or PhD level, psychology to train students in a manner consistent with traditional graduates specialize in areas such as Adult or Child culture, while meeting core requirements of structured Counseling, Clinical Psychology, Forensics, School degree programs in mental health. Psychology, Research or Law. Entry into graduate The Psychology Bachelor of Arts program builds programs is competitive, but because of the need for upon the skills developed at the Associate level. The mental health practitioners in Indian Country, there are goal of the BA curriculum is to provide coursework many opportunities for Native American students who and training in psychology and counseling in the obtain a degree in psychology. context of a broad understanding and appreciation of human behavior. The SKC Psychology program follows APA guidelines for psychology undergraduate Special Admissions Requirements degree programs. 1. Students may need to strengthen math, English The Psychology program integrates the 4C’s and writing skills with additional coursework (Cultural competency, Citizenship, Communication, prior to entering the Psychology program. Critical/Clear thinking) into the degree objectives, 2. Entry into the Junior Year of the Psychology drawing upon Western and Indigenous models of Bachelor of Arts program includes submitting learning. Goals of the 4C’s are to: a Placement Application and completing two • Improve written and spoken communication skills, writing placement activities. active listening skills, and skills in communicating 3. Students may need to take psychology within and across cultures coursework in the A.A. program before • Develop skills in accessing, understanding and entering the Junior Year of the B.A. Program. using written materials in psychology subject areas 4. Students should be aware that some careers • Increase awareness of how psychology is related in psychology require a Federal Background to citizenship, both individually (exploring values, Check. beliefs and actions that contribute to a sense of self) and collectively (exploring connections National Park Service ProRanger Career among family, community, culture and world) Track Option (ProRanger) • Increase awareness of own cultural values, beliefs, ProRanger allows students who are accepted norms, history and attitudes through a competitive application process to follow a career track towards employment as either a Law

117 PSYCHOLOGY

Enforcement or Interpretive Ranger with the National Student Learning Outcomes Park Service (NPS). Students receive additional train- Through completion of the Psychology A.A. ing, mentoring and paid internships at host Parks. Af- curriculum, students will: ter completing a Bachelor Degree and the ProRanger requirements they will receive non-competitive hiring • Be familiar with the main subject areas in the field preference for full-time employment with the NPS. of psychology, including core concepts and major Additional information is available in the Workforce theories Development section of the catalog and by contacting • Be aware of basic types of research methodology an advisor in the Psychology Department. used in psychology and how psychological knowledge in different subject areas is acquired Psychology Associate of Arts Degree through use of these methods The Psychology AA curriculum provides a • Gain practical experience in the application ACADEMIC PROGRAMS foundation of essential knowledge in core subject of psychological principles to everyday life areas of psychology as well as basic competency in situations, and be able to relate these to classroom writing, communication and math skills. Students materials take a variety of elective courses in Native American • Gain an understanding of how psychological Studies, Expressive Arts, Health and Fitness, Math, principles function cross-culturally and be able to Science and other subject areas as they explore their apply them to cross-cultural issues, generally and educational interests. Completion of the AA program to specific tribal cultures leads to junior-level entry into a four-year degree program. Requirements Associate of Arts Degree Objectives • A student must earn a “C” or better in all required The curriculum of the Psychology AA is courses and maintain an overall GPA of 2.0 in designed to: order to graduate with the Associate of Arts degree. • Provide basic competence in psychology subject • areas for students seeking a degree in psychology See Course Descriptions for specific course or mental health field prerequisites. • Provide a transfer program with core courses in psychology, math, science and liberal arts for students pursuing a bachelor’s degree at a four- year institution • Encourage interest in psychology as a study of basic human experience and as a general background for other majors • Increase awareness of the interface of psychology with different cultures and disciplines, such as Native American studies, sociology, anthropology and cross-cultural studies • Enable students to apply basic math and research skills to the study of psychology • Provide support courses in psychology for other SKC degree programs

118 PSYCHOLOGY ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second year) GNSD 102 Skills for College Success 2 PSYC 210 Psychological Literature 3 or ELECTIVE PSYC 341 Gender Differences 5 ENGL 101 English Composition I 3 SPCH 100 Basic Communications 3 PSYC 105 Human Potential Seminar 2 ELECTIVE NAT-SCI-OPEN (List DS) 5 ELECTIVE OPEN 3 Total 16 PSYC 110 Introduction to Psychology 5 (List C) Winter (Second Year) Total 15 PSYC 120 Research Methods in 5 Psychology PSYC 320 Cross Cultural Issues in 5 Winter (First Year) Psychology ENGL 202 English Composition II 3 PSYC 151 Career Explorations in 2 NASD 101 History of Indians in the 3 Psychology United States ELECTIVE OPEN 3 PSYC 230 Developmental Psychology 5 Total 15 ELECTIVE NAS/FAH 3 or NASL (List A) ELECTIVE OPEN 3 Spring (Second Year) PSYC 351 Introduction to Personality 5 Total 17 SCLG 308 Social Psychology 5

ELECTIVE EXPR-ART 3

or Spring (First Year) NAS/FA (List B) MATH 100 College Algebra 5 SCWK 174 ASSIST 2 or Total 15 MATH 101 Art of Math (List DM) PSYC 361 Abnormal Psychology 5 Total Credits 94 ELECTIVE NASD 3 A.A. HMNT 101 Introduction to Humanities 3 or PHIL 100 Introduction to Philosophy or ENGL 210 World Literature Total 16

119 PSYCHOLOGY

Psychology Bachelor of Arts Degree • Develop baccalaureate level skills in psychological writing, public speaking, computer applications Students who earn a bachelor’s degree in and interpersonal communication psychology may pursue graduate studies, or work in a field where a solid grounding in human behavior is • Demonstrate understanding and application of needed. Students focus on areas of particular interest research methodology as applied to Western and through coursework in various subject areas, including Indigenous styles of research, including use of adult or child counseling, Indigenous research, psychological literature to find, review, understand biological psychology, school-based counseling, and keep current in the subject areas of psychology administration/management, human relations, or • Apply knowledge of psychology to real-world law enforcement. Coursework in the BA program situations in meaningful ways across multiple draws from multiple academic departments at Salish settings and conditions Kootenai College. ACADEMIC PROGRAMS • Continue to develop self-knowledge and its application to interpersonal psychology, including Bachelor of Arts Degree Objectives the ability to understand and assess the influence The curriculum of the Psychology Bachelor of of one’s own perspectives, abilities, strengths and Arts program is intended to: weaknesses • Provide a generalist degree with coursework • Develop flexibility in working within and across across a broad range of subject areas in cultures by building upon cultural knowledge and psychology and other disciplines awareness • Train students in a variety of skills, including • Integrate Native American cultural perspectives computer applications, written communication, into knowledge and application of psychology speaking and presentations, and interpersonal and counseling theory and be able to apply this relations knowledge to issues, perspectives and situations • Address the educational needs of Tribal College encountered in a reservation setting students who live and work in a reservation setting The Bachelor of Arts in Psychology curriculum • Provide coursework that helps prepare the student is organized to serve two general purposes. It is an to use psychology in a multicultural context, with appropriate degree for students who plan to go to specific emphasis on Native American cultures graduate school in Psychology, Counseling, Mental and values Health, School Counseling, or Law. The curriculum is designed for students who may pursue either a • Increase skills in understanding and applying Master’s Degree or a Ph.D. research methodology using both Western and The degree also serves as a broad-based program Indigenous styles of research for students who want to enter the workforce after • Offer upper division psychology courses in earning a Bachelor’s degree. Students may enter preparation for graduate studies psychology fields such as Mental Health or Case • Offer a broad-based program for careers requiring Management or non-psychology fields such as knowledge and understanding of human behavior. Personnel, Human Resources, Administration, Corrections, Law Enforcement, or any field requiring an understanding of human behavior. Student Learning Outcomes The Psychology degree balances psychology In addition to the Learning Outcomes for the course work with coursework in concentration areas Associate of Arts, upon completion of the Bachelor of of the student’s choice. The concentration area is Arts degree, students will: made up of Focus Electives selected by the student in consultation with their advisor and in pursuit of their • Show development of a broad knowledge base in educational/career goals. In Focus Courses, students psychology subject areas, including an awareness may learn practical skills that are helpful in a variety of ethical issues in the fields of psychology and of careers, such as electronic data management, grant counseling writing, conflict resolution, Native American policy, public presentation, and so on.

120 PSYCHOLOGY ACADEMIC PROGRAMS

Students select 9 Focus Credits covering a range Writing Sequence: Successful completion (3.0) in the of skills related to their career goals, in addition to following 2 courses: 9 credits in Psychology and 6 credits in Native ­American Studies. ENGL 306 Writing Research Papers 3 Senior Capstone: All students develop a Senior SPCH 360 Professional Presentation Skills 3 Capstone project, in which they deeply explore a topic OR in psychology, while demonstrating and refining their OFED 240 Business Presentations investigative and written communication skills. Pro- jects include perspectives related to Indigenous psy- chology. Format may be a literature review or a small Psychology Bachelor of Arts empirical study. The Capstone project culminates in an APA-style paper and formal presentation during spring CURRICULUM quarter of the 4th year.

Junior Year Entry Fall (Third Year) Upon completion of the AA Psychology degree PSYC 301 Seminar in Upper Division Ψ* 1 or equivalent AA degree, students may apply to the MEDA 101 Digital Arts & Design 5 Bachelor of Arts program. The Junior Year Placement ENGL 306 Writing Research Papers 3 Application helps determine the student’s writing (LIST F) proficiency at time of entry into the BA program, and SCWK 203 Breaking the Cycle of 2 informs the student of behavioral and professional Violence expectations for upper division psychology students. SCWK 160 Introduction to Addiction 3 The Placement Application includes: Completed Appli- Studies cation, TABE Writing test scores (current), Psychology Total 14 writing proficiency exercise; and Signed statement of understanding and willingness to follow guidelines set out in the SKC Psychology Student Conduct Code and Winter (Third Year) Guidelines for Professional Development. PSYC 301 Seminar in Upper Division Ψ 1 Requirements: PSYC 315 Biological Psychology 5 • A student must maintain an overall GPA of 2.75 in (LIST H/J) the upper two years of the psychology program in SPCH 360 Professional Presentation 3 order to graduate with the Bachelor of Arts degree Skills ELECTIVE FOCUS 3 • Students are expected to comply with campus Ψ ELECTIVE 3 conduct codes as delineated in the SKC Student Handbook and the SKC Psychology Student Con- Total 15 duct Code and Guidelines for Professional Devel- opment (see Psychology page of the SKC website) • See SKC Catalog Course Descriptions for specific Spring (Third Year) prerequisites ELECTIVE OPEN 2 • A student must maintain a 3.0 in the Writing HMNT 301 Social & Environmental 3 ­Sequence classes (see below), and must attain a Ethics (LIST G) grade of B in ENGL 306 MATH 241 Statistics 5 NASD 301 Living in 2 Worlds 3 (LIST H/J) Ψ ELECTIVE 3 Total 16

*Ψ indicates PSYCHOLOGY

121 PSYCHOLOGY

CURRICULUM Bachelor of Arts NASD CREDITS (12 required; selected from list, or by advisor consent) Fall (Fourth Year) EDUC 235 Introduction to 3 PSYC 372 Advanced Research Methods 3 Indian Education in Ψ NASD 102 Reservation History 3 PSYC 415 Counseling Methods 5 before 1850 PSYC 472 Indigenous Research Methods 5 NASD 103 Reservation History 3 in Ψ 1850-1910 ELECTIVE (Studio Arts) 3 NASD 106 Peoples of North America 3 Total 16 before 1500 NASD 176 Introduction to Traditional 3

ACADEMIC PROGRAMS Tool Making Winter (Fourth Year) NASD 215 NA Archaeology: Indigenous 3 Perspectives PSYC 450 Capstone I 3 NASD 225 American Indian Ed and 3 PSYC 405 Community Networking 1 Federal Policy NASD 210 Intro to Indigenous Science NASD 250 History of Federal 3 (LIST E) 3 Indian Policy ELECTIVE FOCUS 3 NASD 252 History of Tribal Government 3 Ψ ELECTIVE 3 on Flathead Reservation ELECTIVE NASD (from List) 3 NASD 262 Contemporary Issues in 3 Total 16 American Indian Life NASD 270 Native American Wellness 3 NASD 305 Native American Women 3 Spring (Fourth Year) NASD 306 Gender and Identity in 3 Indian Country PSYC 451 Capstone II 3 NASD 307 Tribal Leaders After 1900 3 ELECTIVE FOCUS 3 NASD 308 Ethnobotany 3 ELECTIVE NASD (from List) 3 NASD 310 Museum Science & Application 3 ELECTIVES OPEN 4 in Indian Country Total 13 NASD 330 History of Native Economics 3 NASD 450 Environmental Science and 4 Total Credits 184 Indigenous Religions B.A. NASL any Native American 3 Language course

*Ψ indicates PSYCHOLOGY

122 PSYCHOLOGY ACADEMIC PROGRAMS

Bachelor of Arts FOCUS CREDITS (9 required; ENGL 107 Communication in the Workplace 3 selected from list, or by advisor consent) GNSD 350 Grant Writing 3 Focus courses are selected from the following list in OFED 121 Human Relations 3 consultation with advisor, according to student edu- cational goals. Italics indicate that the course is also NASD 102 Flathead Reservation 3 on NASD B.A. List; can be used for EITHER (but not History <1850 both) Focus or NASD course. Additional Upper Divi- NASD 103 Flathead Reservation 3 sion Psychology courses can be used as Focus courses History <1850 when Psychology electives are completed. NASD 105 Indians of Montana 3 NASD 106 Peoples of North America ARTD 109 Self-Expression through 3 before 1500 (3) the Arts NASD 215 North Am Archaeology: 3 ARTD 225 Contemporary Native American 3 Indigenous Perspectives Art History NASD 225 American Indian Education 3 and Federal Policy BUMG 220 Management and Supervision 3 NASD 250 History of Federal Indian Policy 5 BUMG 257/258 Business Law I/Lab 3/1 NASD 252 History of Tribal Government 3 BUMG 302 Advanced Mgt: Leadership 3 NASD 262 Contemporary Issues in 3 BUMG 325 Business Law II 3 American Indian Life CAPP 105 Word Processing 3 NASD 270 Native American Wellness 3 CAPP 161 Electronic Spreadsheets 3 NASD 271 Foundations of Leadership and 3 CAPP 162 Data Management Systems 3 Ethics NASD 305 DR Native American Women 3 CDAR 245 Multicultural Competence and 3 NASD 306 DR Gender and Identity in 3 Ethics in CD Indian Country CDAR 251 Co-occurring Disorders in CD 3 NASD 307 DR Tribal Leaders after 1900 3 CDAR 259 CD Assessment and Case 3 NASD 320 Federal Indian Law 3 Management I NASD 325 Indian Child Welfare 3 CDAR 260 CD Assessment and Case 3 NASD 330 History of Native Economics 3 Management II NASD 415 Human Relations Management 3 CDAR 261 Treatment Planning & 3 NASD 441 Tribal Health and Welfare 3 Documentation in CD NASD 443 Tribal Courts 3 CDAR 262 Chemical Dependency 3 Counseling I SCWK 263 Pharmacology of Psychoactive 3 CDAR 263 Chemical Dependency 3 Substances Counseling II SCWK 470 Working with Children and 3 CDAR 264 Chemical Dependency 3 Families at Risk Counseling III

ECON 410 Economic Development in 3 Indian Country ECED 100 Intro to Early Childhood 3 Education ECED 325 Brain-Based Learning 3 EDUC 220 Parent Partnerships and 3 Community Collaboration EDUC 315 Health, Safety & Drug 3 Awareness in Education EDUC 235 Introduction to Indian Education 3

123 SOCIAL WORK SOCIAL WORK DEPARTMENT work, clinical social workers must have a master’s ­degree and two years of post-master experience in The SKC Social Work department offers a supervised clinical setting. Clinical social work- two ­degrees: the Associate of Arts in Chemical ers must also be licensed in the state in which they ­Dependency Counseling (A.A. in CDC; see page practice. 39) and the Bachelor of Social Work (B.S.W.). The median annual wage for social workers was $44,200 in May 2012. Employment of social workers • Bachelor of Social Work Degree (B.S.W.) Degree is projected to grow 19 percent from 2012 to 2022, (180 credits) faster than the average for all occupations. Employ- ment growth will be driven by increased demand for Program Description health care and social services, but will vary by spe- The mission of the Bachelor of Social Work cialty.

ACADEMIC PROGRAMS Program is to prepare students for generalist social (Information retrieved on March 10, 2015 from work practice with diverse populations and to cultivate the Bureau of Labor Statistics website, http://www. community leaders who will implement humane social bls.gov/ooh/community-and-social-service/social- policies, services, and programs that restore social and workers.htm) economic justice for at-risk children and their fami- lies. The cornerstone of the program is commitment to Admission Criteria personal and community well-being and the cultural A. Application and admission to SKC is a sepa- integrity of Native American communities. rate process from application and admission to The B.S.W. curriculum has been developed ac- the Social Work Program. All applicants must cording to the educational standards established by the be admitted to SKC and meet the admission Council on Social Work Education and is based on a criteria listed below prior to applying to Social strong liberal arts foundation that emphasizes cultural Work Program. understanding, critical thinking, communication, and • Minimum cumulative GPA of 2.5. citizenship. The upper-level Social Work courses • Demonstration of well-developed writing and provide a foundational knowledge base for social work language skills. practice; promote growth in self-awareness, cultural • A grade B or higher in ENGL 306, competence, and professional ethics; and prepare Writing Research Papers. students for graduate-level social work education. Applicants who do not demonstrate well-devel- Supervised field experience in either tribal or non- oped writing and language skills as specified above tribal social service agencies is an integral part of the may be required to participate in a Writing Improve- program. ment Plan as a condition of acceptance. Students, in conjunction with the Social Work Writing Advisor, Accreditation will develop the plan, and their progress will be moni- The SKC Bachelor of Social Work Program is tored by Social Work faculty members. accredited by the Council on Social Work Educa- Applicants and pre-social work students who tion, a specialized accrediting body recognized by the have not completed ENGL 306 and/or took MATH ­Council on Post-Secondary Accreditation. 100/101and/or ENGL 202, or an equivalent course more than five (5) years ago may be required to com- Career Outlook plete the SKC placement testing in math and English and follow the placement recommendations issued by Social workers help people solve and cope with the respective departments. problems in their everyday lives. One group of social Human Service and Social Work professional core workers, clinical social workers, also diagnose and courses that were completed more than eight (8) years treat mental, behavioral, and emotional issues. Social ago will be subject to departmental review and may workers are employed in a variety of settings, includ- not be counted towards the degree. ing mental health clinics, schools, child welfare and human service agencies, hospitals, and private prac- • Please note that all students, including the A.A. in tices. They generally work full time and may need to Chemical Dependency Counseling or Human Ser- work evenings, weekends, and holidays. Although vice program graduates, must complete the B.S.W. most social workers need a bachelor’s degree in social course requirements as specified in the catalog 124 SOCIAL WORK ACADEMIC PROGRAMS

for the year for which they are accepted into the Other Behavioral Expectations program as juniors, regardless of when they started B.S.W. students are subject to all provisions of their studies at SKC. In an event that a student the SKC Student Handbook, Social Work Department discontinues his or her studies for any length of Code of Conduct, and Social Work Internship Manual time after being accepted and subsequently returns during their program of study. They are expected to to finish the program, he/she will have to complete adhere to the NASW Code of Ethics and to exhibit the graduation requirements as per catalog year in behavior appropriate to someone pursuing a career as which the re-entry occurs. a professional social worker. Violation of the stated codes may result in the dismissal from the B.S.W. Application Process program. Program and college personnel are available Students pursuing a B.S.W. degree at SKC are to advise students who feel they are in a situation that required to complete a background check prior to may require outside assistance, and designated college starting the Social Work Program. Criminal history personnel may suggest counseling or other such and Child Protection Services background that may assistance as deemed necessary. Problems affecting prevent a student from being admitted into the Social the B.S.W. candidate’s ability to perform the functions Work Program include: of a professional social worker may delay or terminate the student’s progression through the Social Work • A felony conviction for child abuse or neglect, for Program.nt’s progression through the Social Work a crime against children (including pornography), Program. for spousal abuse, or for a crime involving violence, including rape, sexual assault, or homicide, but not including other physical assault Title IV-E Stipend or battery. The Montana Child Welfare Training Program is • A felony conviction for physical assault, battery, federally funded by Title IV-E grant from the Depart- or a drug-related offense in the past five (5) years. ment of Health and Human Services (DHHS). The program is designed to enhance social service delivery • Child Protective Services history that includes to children and families in Montana. Students who substantiation of any type of child abuse and/or have been admitted into the Social Work Program as neglect within the past five (5) years. juniors and are committed to working in the child wel- • A conviction for a crime including abuse, sexual fare field upon graduation are eligible to apply for the abuse, neglect, or exploitation of an elderly person Title IV-E stipend. Please contact the SKC Title IV-E or a person with a developmental disability. Coordinator at the Social Work Department for more • Evidence of criminal activity and/or convictions information and/or an application packet. during the time of enrollment in the B.S.W. Program. • Knowingly withholding information of prior criminal convictions. Background check instructions will be mailed to successful applicants. Applicants must make an appointment with an Admission Coordinator to complete the online background check before September 15th. An additional background check will be required if the previous one is more than two (2) years old at the time of internship placement.

125 SOCIAL WORK

Student Learning Outcomes PRE-B.S.W. CURRICULUM Upon the completion of the B.S.W. degree, the graduates are expected to: Please note that no course credit will be given for previous life and work experience. 1. Identify as a professional social worker and con- duct oneself accordingly. All courses require a minimum grade of C. 2. Apply social work ethical principles to guide pro- fessional practice. Fall (First Year) 3. Apply critical thinking to inform and communicate CAPP 100 Computer Literacy 1 professional judgments. ENGL 101 English Composition I 3 4. Engage diversity and difference in practice. HMNT 101 Introduction to Humanities 3 5. Advance human rights and social and economic OR

ACADEMIC PROGRAMS justice. PHIL 100 Introduction to Philosophy 6. Engage in research-informed practice and practice- NASD 101 History of Indians in the US 3 informed research. ELECTIVE List A- NAS-FAH 3 7. Apply knowledge of human behavior and the social environment. ELECTIVE OPEN 3 8. Engage in policy practice to advance social and Total 16 economic well-being and to deliver effective so- cial work services. 9. Respond to contexts that shape practice. Winter (First Year) 10. Engage, assess, intervene, and evaluate with BIOS 101 General Biology 4 individuals, families, groups, organizations, and BIOS 102 General Biology Lab 1 communities. ENGL 202 English Composition II 3 PSYC 110 Introduction to Psychology 5 ELECTIVE LIST B – EXPR-ART 3 Total 16

Spring (First Year) PSYC 230 Developmental Psychology 5 SCWK 160 Introduction to Addiction 3 Studies SPCH 100 Basic Communications 3 ELECTIVE NASD OPEN 3 Total 14

126 SOCIAL WORK ACADEMIC PROGRAMS

PRE-B.S.W. CURRICULUM B.S.W. CURRICULUM

Fall (Second Year) Students must be admitted into the B.S.W. ­Program before they can enroll in 300 and 400 level SCLG 308 Intro to Sociology 5 SCWK core professional courses. PSYC 210 Psychology Literature 3 SCWK 201 Introduction to Social Work ELECTIVE OPEN 3 Fall (Third Year) SCWK 307 Social Work Writing Lab I 2 Total 14 SCWK 310 Social Work Practice I 3 SCWK 355 Technical Writing for Social 2 Work Winter (Second Year) MATH 241 Statistics 5 HPED ELECTIVE 1 Total 12 MATH 100 College Algebra 5 OR MATH 101 Art of Math ARTD 109 Self-Expression through the Arts 3 Winter (Third Year) SCWK 174 Applied Suicide Intervention 2 SCWK 301 HBSE 1 3 OR SCWK 308 Social Work Writing Lab II 2 SOCIAL WORK ELECTIVE SCWK 311 Social Work Practice II 3 ELECTIVE OPEN 3 SCWK 315 Welfare Policy and Services 3 SCWK 330 Race, Gender, Ethnicity 5 Total 14 and Class Total 16 Spring (Second Year) ENGL 306 Writing Research Papers 3 PSYC 361 Abnormal Psychology 5 Spring (Third Year) SCWK 203 Domestic Violence: Breaking 2 GNSD 350 Intro to Grant Writing 3 the Cycle SCWK 306 APA Writing Style 2 SCWK 320 Social Work Values and Ethics 3 SCWK 309 Social Work Writing Lab III 2 ELECTIVE OPEN 3 SCWK 312 Social Work Practice III 3 SCWK 352 Internship Seminar 3 Total 16 SCWK 301 Human Behavior in the Social 3 Total Credits 90 Environment II First and Second Year Total 16

127 SOCIAL WORK

B.S.W. CURRICULUM

Fall (Fourth Year) SCWK 400 Internship I 5 SCWK 420 Advanced Research Methods 3 in Social Work ELECTIVE OPEN 2 ELECTIVE List G 3 ELECTIVE SCWK 3 OR CDAR

ACADEMIC PROGRAMS Total 16

Winter (Fourth Year) SCWK 401 Internship II 5 SCWK 421 Social Work Capstone I 3 SCWK Advanced Counseling Methods 3 for the Native American Client ELECTIVE List E 3 Total 14

Spring (Fourth Year) SCWK 402 Internship III 5 SPCH 360 Professional Presentation Skills 3 SCWK 471 Foster Care/Child Abuse 5 and Neglect OR CDAR Elective(s) SCWK Action Research 1-3 OR ELECTIVE Open Elective 3 Total 16 Total Credits 90 Third and Fourth Year Total Credits 180 B.S.W

128 TRIBAL GOVERNANCE AND ADMINISTRATION ACADEMIC PROGRAMS TRIBAL GOVERNANCE AND Career Opportunities ADMINISTRATION Students who complete the Associate of Arts and Bachelor Of Arts Degrees in Tribal Governance and • Associate of Arts Degree (A.A.) 93-97 credits Administration have a solid foundation that prepares • Bachelor of Arts Degree (B.A.) 187-193 credits emerging leaders in the profession of Tribal Gover- nance and Administration. Graduates are prepared for The Tribal Governance and Administration positions including elected governmental positions, program focuses on structures, processes and issues school educators, program managers, health educators, specific to Tribal Governments and Tribal Opera- law enforcement personnel, health care providers and tions. Coursework provides the knowledge and skills those who desire a career working with youth and fam- needed to work successfully within Tribal organiza- ily. This degree program is appropriate for those who tions, governments and schools as well as to navigate aspire to pursue an advanced degree. state, federal and other non-Tribal organizations. The Student Learning Outcomes program is also appropriate for those working with Upon completion of the Associate of Arts Degree governmental or other organizations in a liaison role in Tribal Governance and Administration, students with Tribal Governments and programs. will be prepared to: Currently, there are no other Bachelor of Arts Degree Programs in any of the tribal colleges in the • Describe the inter-relationship between tribal, U.S. in the area of Tribal Governance and Tribal Ad- federal, state and local governments. ministration. The Tribal Governance and Administra- • Apply an understanding of the history of tribal tion curriculum has been developed to meet the needs governments and Flathead Reservation history to of emerging leaders who are interested in entering in current topics and issues. the field of Tribal government and Tribal administra- • Demonstrate effective written and verbal commu- tion. The curriculum reflects the diversity of issues nication skills. addressed by the Tribes, including: health, natural • Describe foundational concepts of ethical leader- and cultural resources, education, federal Indian law, ship principals. strategic planning, human resources, fiscal policy and economic development. A survey of the membership of the Confederated Salish and Kootenai Tribes of the Flathead Indian Reservation in 2014 indicated that Tribal Governance and Tribal Administration were significant areas of need and interest. The survey data identified the need for higher education in the area of Tribal Governance and Tribal Administration in order to equip emerging leaders with the skills necessary for the increasingly complex work of Tribal Government and Tribal Ad- ministration.

129 TRIBAL GOVERNANCE AND ADMINISTRATION

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) ENGL 101 English Comp I 3 Math 100 College Algebra 5 NASD 101 History of Indians in the U.S. 3 or SCLG 110 Introduction to Sociology 5 MATH 101 Art of Math NASL 101 Basic Salish I 3 PHIL 100 Introduction to Philosophy 3 or TRHP 110 Introduction to Tribal Heritage 3 NASD 111 Basic Kootenai I Preservation ELECTIVE Open 1-3 NASL 201 Intermediate Salish I 3 or Total 15-17

ACADEMIC PROGRAMS NASL 211 Intermediate Kootenai I ELECTIVE Expressive Art (List B) 3 Winter (First Year) Total 17 NASD 250 Federal Indian Policy 5 NASL 102 Basic Salish II 3 or Winter (Second Year) NASL 112 Basic Kootenai II NASD 225 Federal Indian Policy and 3 ENGL 202 English Comp II 3 Education NASD 140 Flathead Reservation Arts 3 NASD 252 History of Tribal Government 3 ELECTIVE Open 1-3 on the Flathead Reservation NASD 102 Flathead Reservation History 3 Total 15-17 before 1850 NASL 202 Intermediate Salish II 3 or Spring (First Year) NASL 212 Intermediate Kootenai II SPCH 100 Basic Communications 3 ELECTIVE Natural Science (List DS) 5 NASL 103 Basic Salish III 3 Total 17 or NASL 113 Basic Kootenai III NASD 262 Contemporary Issues Facing 3 Tribes Spring (Second Year) ELECTIVE Advanced FA 3 MATH 241 Statistics 5 or NASD 271 Foundations of Leadership 3 Humanities (List G) and Ethics NASD 108 Tribal Uses of Wild Plants 3 NASD 103 Flathead Reservation History 3 (1850-1910) Total 15 NASL 203 Intermediate Salish III 3 or NASL 213 Intermediate Kootenai III Total 14 Total Credits 93-97 A.A.

130 TRIBAL GOVERNANCE AND ADMINISTRATION ACADEMIC PROGRAMS

Bachelor of Arts in Tribal Governance and CURRICULUM Administration Upon completion of the Bachelor Of Arts Degree Fall (Third Year) in Tribal Governance and Administration the student NASD 339 Tribal Finance, Accounting 5 will be able to: and Budget I • Analyze the impact of federal law and regulation NASD 321 Tribal Administration and 3 of tribal funding through compacting, contracting, Governance tribal enterprise and economic development. NASD 323 Native American Perspectives 3 in Natural Resource Management • Describe the impact of federal Indian policies on NASD 325 Indian Child Welfare–Special 3 opportunities and services for Indian people in the NASD 380B SpecialTopics in 1-3 areas of education, health, child welfare, natural Tribal Governance resources and economic development. • Demonstarte skills in business management, grant Total 15-17 writing, finance, and managing federal funds. • Apply knowledge of tribal administration in an Winter (Third Year) internship setting. NASD 320 Federal Indian Law 3 • Demonstrate effective written and verbal commu- NASD 349 Tribal Finance, Accounting 5 nication skills. and Budgeting II • Understand the role that Tribal Government and NASD 341 Principals of Tribal Sovereignty 3 program managers have in cultural and natural GNSD 350 Grant Writing 3 resource management. ELECTIVE OPEN 3 Total 17

Spring (Third Year) HMNT 301 Social and Environmental 3 Ethics ENVS 322 Environmental Law 3 ENGL 306 Writing Research Papers 3 NASD 371 Tribal Gaming 3 ELECTIVE OPEN 3 Total 15

131 TRIBAL GOVERNANCE AND ADMINISTRATION

CURRICULUM

Fall (Fourth Year) NASD 402 Indigenous Research 5 Methodologies and Ethics NASD 415 Human Resources Management 3 NASD 413 638 Contracts and Compacts 3 NASD 425 Internship I 3 NASD 403 Indian Education – Finance and 3 Administration Total 17 ACADEMIC PROGRAMS

Winter (Fourth Year) SPCH 360 Professional Presentation Skills 3 NASD 445 Intergovernmental Relations 3 NASD 455 Internship II 3 NASD 443 Tribal Courts 3 NASD 441 Tribal Health and Wellness 3 Total 15

Spring (Fourth Year) HYDR 422 Water Law 3 NASD 485 Internship III 3 NASD 471 Cultural Resource Management 3 NASD 433 Contemporary Tribal Economics 3 NASD 475 Strategic Planning for Tribal 3 Organizations Total 15 Total Credits 187 - 193 Total Credits A.A. 93-97 Total Credits B.A. 94-96

132 TRIBAL HISTORIC PRESERVATION ACADEMIC PROGRAMS NATIVE AMERICAN STUDIES preservation and cultural resource management. DEPARTMENT • Increasing awareness of how tribal historic preser- vation contributes to the Native community, both • Associate of Arts Degree (A.A.) as individuals (through exploring values, beliefs, (90 credits) ethics and actions that contribute to Native iden- • Bachelor of Arts Degree (B.A.) tity) and collectively (through exploring the ways (181 credits) tribal governments, museums and other institu- tions help native communities thrive and prosper). Program Description • Increasing awareness of one’s own cultural values, beliefs, norms, history and attitudes and how these The Tribal Historic Preservation major is commit- contribute to a preservation ethic and worldview. ted to training resourceful, skilled, multi-disciplinary preservationists and promoting the involvement of • Gaining an understanding of the cultural dimen- tribal people and governments in cultural resource sions human diversity and specifically how and management that respects and values indigenous ways why an understanding and appreciation of the past of knowing, oral tradition and Native ideologies. The can contribute to contemporary society. THP curriculum is grounded in a unique combina- • Developing the ability to navigate multiple cul- tion of Native American Studies, History, Anthropol- tural situations and to deal in an effective and pro- ogy, Natural Resources, Museum Studies and Native fessional manner in pursuing the goals of historic Language Studies. It emphasizes the ways in which preservation in tribal and non-tribal settings. indigenous groups, archaeologists and museums have • Increase knowledge of Salish and Kootenai cul- successfully integrated Native philosophies and princi- tures as well as the understanding other Native ples into preservation programs, including approaches American societies and other cultural groups in the to consultation, interpretation and representation, field United States. techniques and archaeological methodologies. This course of study also examines the range of historic preservation programs that have fostered mutually Tribal Historic Preservation beneficial and culturally appropriate collaborative Associate of Arts Degree research while empowering and contributing to Native communities and institution. Course work highlights Career Opportunities Native American perspectives in history, anthropol- Graduates with the Associates of Arts degree in ogy, representation, ethics, state and federal law and Tribal Historic Preservation will be qualified for entry policy as well as contemporary issues. level positions in tribal historic preservation offices, The Tribal Historic Preservation Associates of tribal cultural departments, tribal museums as well as Arts Degree is intended to fulfill the needs of students employment as archaeological technicians with private who seek basic knowledge of historic preservation and cultural resource management firms and government approaches to cultural resource management through agencies. coursework in Native American Studies, history, Na- tive language and anthropology. The Tribal Historic Preservation program incor- porates the 4C’s (Cultural competency, Citizenship, Communication, Clear thinking) in both the Associate of Arts and the Bachelor of Arts degree programs. The tribal Historic Preservation curriculum emphasizes the following competencies: • Strong written and verbal communication skills, active listening skills, technical and professional writing and cultural appropriate communication abilities. • Well-developed skills in locating, understanding and making use of written materials in historic

133 TRIBAL HISTORIC PRESERVATION

Student Learning Outcomes Associate of Arts, Through completion of the Tribal Historic Tribal Historic Preservation­ ­Preservation AA curriculum, students will: 1. Be familiar with the main subject areas in the CURRICULUM field of historic preservation and cultural resource management, including core concepts and major Fall (First Year) theories CAPP 100 Computer Literacy 1 2. Be aware of basic types of methodologies and GNSD 102 Skills for College Success 2 approaches used in historic preservation and how NASD 100 Introduction to Native 3 these different methods are applied by tribes as American Studies well as state and federal governments NASL 101 Basic Salish I* 3 ACADEMIC PROGRAMS 3. Gain practical experience in the application of OR tribal historic preservation methodologies and be NASL 111 Basic Kootenai I* able to relate this experience to course content. TRHP 110 Introduction to Tribal Heritage 3 Preservation 4. Gain an understanding of how historic preserva- ELECTIVE EXPR-ART-OPEN (List B) 3 tion principles are practiced in a variety of tribal settings. TOTAL 15

Requirements A student must earn a “C” or better in all required Winter (First Year) courses and maintain an overall GPA of 2.0 in order to ENGL 101 English Composition I 3 graduate with the A.A. NASD 102 Flathead Reservation History 3 before 1850 NASD 101 History of Indians in the U.S. 3 NASL 102 Basic Salish II* 3 OR NASL 112 Basic Kootenai II* Total 12

Spring (First Year) NASD 106 Pre-European Contact 3 ENGL 202 English Composition II 3 NASD 103 Flathead Reservation History 3 from 1850-1910 NASL 103 Basic Salish III* 3 OR NASL 113 Basic Kootenai III* ELECTIVE MATH-OPEN (List D) 5 Total 17

* Three quarters of either Basic Salish or Basic ­Kootenai language are required. Another accred- ited Native language college courses may be used to ­substitute for this requirement with approval.

134 TRIBAL HISTORIC PRESERVATION ACADEMIC PROGRAMS

CURRICULUM Bachelors of Arts, Tribal Historic Preservation Fall (Second Year) The Tribal Historic Preservation Bachelor of Arts ANTH 101 Introduction to Anthropology 5 Degree curriculum builds upon the knowledge and ANTH 210 Introduction to Archaeology 3 skills of the Associate of Arts Program, providing Elective EXPR-ART-OPEN (List B) 3 students with a broad-based knowledge of historic ELECTIVE SCI-OPEN (List D) 5 preservation strategies, archeological and historical Total 16 methodologies, historic preservation field techniques, Native American civilization, language, material cul- ture, arts and science. Students will become familiar Winter (Second Year) with the application of the social sciences, humanities, technology and law in pursuit of historic preservation HIST 111 American History to 1877 3 goals as articulated by elected tribal governments, HMNT 101 Introduction to Humanities 3 elders and communities. NASD 215 North American Archaeology: 3 Indigenous Perspectives NASD 210 Introduction to Indigenous 3 Career Opportunities Science Graduates with the Bachelor of Arts degree will be SPCH 100 Basic Communications 3 prepared to obtain employment as managers or direc- tors of tribal historic preservation programs, cultural Total 15 departments, or tribal museums as well as mid-level positions in historic preservation programs in state or federal agencies as well as private cultural resource Spring (Second Year) management firms and museums. Graduates with GEOG 100 Introduction to Geography 5 the Bachelor of Arts degree will also be qualified to HIST 112 American History Since 1877 3 continue their education in graduate school and earn ANTH 290 Indigenous Archaeology 6 their Masters or Doctorate. Having done so, these Field School candidates can look forward to employment in senior or positions in tribal historic preservation programs, state NASD 291 Tribal/Government Internship or federal agencies, private cultural resource manage- SVLN 100 Service Learning 1 ment firms and academia.

Total 15 Total Credits 46 Second Year Total Credits 90 A.A.

135 TRIBAL HISTORIC PRESERVATION

Student Learning Outcomes Bachelor of Arts Degree, Upon completion of the Bachelor of Arts degree, Tribal Historic Preservation students will: 1. Demonstrate a broad base of knowledge in tribal CURRICULUM historic preservation and cultural resource man- agement subject areas, including methodologies, Fall (Third Year) ethics, Native culture, Native language and anthro- NASD 176 Introduction to Traditional 3 pology. Tool Making 2. Develop baccalaureate level skills in writing, pub- NASD 250 History of Federal Indian Policy 5 lic speaking, computer applications and interper- NASL 201 Intermediate Salish I* 3 sonal communication. OR ACADEMIC PROGRAMS 3. Demonstrate understanding and application of NASL 211 Intermediate Kootenai I* research methodology in historic preservation and OR cultural resource management as applied in the NASL 120 Native American Language I tribal setting GEOL GIS I 3 4. Develop the ability to conduct original research Total 14 including literature review, fieldwork and profes- sional reporting. 5. Develop flexibility in working within and across Winter (Third Year) cultures by building upon cultural knowledge and GNSD 350 Introduction to Grant Writing 3 awareness. GEOG 321 GIS II 3 6. Integrate Native American cultural perspectives NASD 108 Tribal Uses of Wild Plants 3 into knowledge and application of tribal historic NASL 202 Intermediate Salish II* 3 preservation and cultural resource management or theory and be able to apply this knowledge to NASL 212 Intermediate Kootenai II* ­issues, perspectives and situations encountered or in professional settings both on and off the NASL 121 Native American Language II* ­reservation. ANTH 201 Cultural Anthropology 3 Total 15

Spring (Third Year) NASD 310 Museum Science and its 3 Application in Indian Country ENGL 306 Writing Research Papers 3 GEOG 331 GIS III 3 SPCH 360 Professional Presentation Skills 3 Elective (See list of recommended 3 electives below) Total 15 Total Third Year 44

136 TRIBAL HISTORIC PRESERVATION ACADEMIC PROGRAMS

CURRICULUM * At the Bachelors level, three additional quarters of Fall (Fourth Year) either Intermediate Salish or Intermediate Kootenai language or another accredited Native language col- ANTH 410 Advanced Archaeological Field 3 lege course are required. Methods ELECTIVE Expressive Art 3 Recommended Electives: OPEN (List B) NASL 203 Intermediate Salish III * ARTD 150 Introduction to Art History 3 OR BIOS 101/2 General Biology and 5 NASL 113 Intermediate Kootenai III* 3 Laboratory OR FORS 146 Dendrology 3 NASL 122 Native American Language III* FORS 154 Survey of Forests 3 NASD 320 Federal Indian Law 3 FTVP 102 Introduction to Photography 3 (List J: SS-ADVANCED) GEOL 101/2 Physical Geology and 5 ELECTIVE (See list of recommended 3 Laboratory electives below) HIST 121 World History to 1500 3 Total 15 HIST 122 World History since 1500 3 HMNT 301 Social and Environmental 3 Ethics Winter (Fourth Year) HMNT 310 Advanced Studies in 3 Humanities ANTH 420 Archaeology Laboratory 4 MATH 241 Statistics 5 Techniques and Analyses POLS 100 American Government 5 ANTH 421 Cultural Resource 3 NASD 308 Ethnobotany 3 Management and Law NASD 140 Flathead Reservation 3 ANTH 422 Current Issues in North 3 Indian Arts American Archeology NASD 145 Tipi Construction 3 NATR 430 NEPA Process 3 NASD 146 Tipi Setup 3 ELECTIVE (See list of recommended 3 NASD 150 Hide Tanning 3 electives below) NASD 156 Beading 3 Total 16 NASD 157 Intermediate Beading 3 SCID 101 Science, Culture, and Society 5 SCID 301 Conducting and Reporting 3 Spring (Fourth Year) Scientific Research SCLG 110 Introduction to Sociology 5 TRHP 495 Capstone in Tribal Historic 4 SCLG 310 Intercultural Communication 3 Preservation WILD 112/3 Introduction to Botany and 5 ANTH 490 Indigenous Archaeology 6 Laboratory Field School WILD 114/5 Introduction to Zoology and 5 Laboratory OR WILD 202 Introduction to Wildlife 3 NASD 491 Tribal/Government Internship & Fisheries ELECTIVE (See list of recommended 3 electives below) ELECTIVE (See list of recommended 3 electives below) Total 16 Total Fourth Year 47 Total Credits 181 B.S. 137 WILDLIFE AND FISHERIES WILDLIFE AND FISHERIES Student Learning Outcomes • Upon completion of the Associate of Science DEPARTMENT Degree in Wildlife and Fisheries, students will be able to: Wildlife and Fisheries • Understand basic principles of biology, ecology, • Associate of Science Degree (A.S.) (90 credits) and taxonomy. • Bachelor of Science Degree (B.S.) (182 credits) • Demonstrate knowledge of methods and tech- niques for fish, wildlife, and habitate management Program Description and conservation. • Communicate knowledge about natural resources The Wildlife and Fisheries curriculum provides and scientific issues within cultural, regional, and the opportunity to study the biology, ecology, manage- global contexts using written, oral, and visual

ACADEMIC PROGRAMS ment and conservation of wildlife, fish and their habi- information. tats. In this program students may choose to emphasize • Use critical thinking skills to describe solutions in wildlife or fisheries based on electives. Students will related to natural resources management and con- gain a basic and technical understanding of biology, servation issues. ecology and natural resource management issues at the • Demonstrate a basic knowledge and awareness of two-year level. Students that proceed on to the 4-year place basic wildlife and fisheries issues and their degree will achieve a greater theoretical and conceptu- related cultural perspectives. al understanding of biology, ecology, management and • Understand and practice the values of good citi- research. Students completing the bachelor’s degree zenship, teamwork, and community service. are required to complete an undergraduate senior the- • sis that demonstrates the knowledge they have gained National Park Service ProRanger Career in their undergraduate education. Upon completion of Track Option (ProRanger) the Bachelor of Science Degree, students are prepared for a variety of natural resource careers or for graduate ProRanger allows students who are accepted school. through a competitive application process to follow a career track towards employment as either a Law Special Admissions Requirements Enforcement or Interpretive Ranger with the National Park Service (NPS). Students receive additional train- Students may need to strengthen math, writing and ing, mentoring and paid internships at host Parks. Af- reading skills with additional coursework upon enter- ter completing a Bachelor Degree and the ProRanger ing the program, depending on results of the Test of requirements they will receive non-competitive hiring Adult Basic Education (TABE) and consultation with preference for full-time employment with the NPS. each student on an individual basis with their academic Additional information is available in the Workforce advisor. Development section of the catalog and by contacting an advisor in the Wildlife and Fisheries Department. Career Outlook Completion of the Associate of Science Degree will provide students a basic background in biological sciences. Students will have the knowledge and skills required for a variety of entry-level positions in natural resources. Students will also have a strong foundation for continuing on to a Bachelor of Science Degree.

138 WILDLIFE AND FISHERIES ACADEMIC PROGRAMS

CURRICULUM CURRICULUM

Fall (First Year) Fall (Second Year) BIOS 101 General Biology 4 MATH 241 Statistics and Lab 5 BIOS 102 General Biology Lab 1 GEOG 201 GIS I 3 MATH 100 College Algebra 5 HYDR 101 Introduction to Hydrology 3 ENGL 101 English Composition I 3 ELECTIVE NAS-FAH 3 (COMM) OR WILD 101 Ecological Field Methods 3 NAS-LANGUAGE (LIST A) ELECTIVE List: Habitat Elective 3 Total 16 Total 17

Winter (First Year) WILD 114 Introduction to Zoology 4 Winter (Second Year) WILD 115 Introduction to Zoology Lab 1 WILD 202 Introduction to Fisheries 3 MATH 108 Advanced Functions 3 and Wildlife and Modeling GEOG 321 GIS II 3 SCID 114 Scientific Literature 3 SPCH 100 Basic Communications 3 ELECTIVE LIST C 5 (COMM) (Recommended: SCID 101) CHEM 110 Fundamentals of General 4 Chemistry Total 16 CHEM 111 Fundamentals of General 1 Chemistry Lab ELECTIVE EXPR-ART-OPEN (List B) 3 Spring (First Year) Total 17 NATR 170 Introduction to Botany 4 NATR 171 Introduction to Botany Lab 1 ENGL 202 English Composition II 3 Spring (Second Year) (COMM) NATR 270 Principles of Ecology 3 MATH 109 Trigonometry 3 NATR 271 Principles of Ecology Lab 2 SVLN 250 Service to the Environment I 1 CHEM 140 Organic Chemistry and Lab 5 NASD 101 History of Indians in the U.S. 3 ELECTIVE HMNT-INTRO CRS 3 Total 15 ELECTIVE NAS-OPEN 3 Total 16 Total Credits 97 A.S.

139 WILDLIFE AND FISHERIES

*Emphasis Electives List I - Associate of Science Bachelor of Science in Wildlife and Fisheries (must have at least 3 habitat emphasis credits and an additional 6 emphasis elective credits from this list or Requirements courses approved by your advisor) A student must receive a “C” or better in all NATR 172 Forest Botany 4 required courses while maintaining an overall grade FORS 102 Fire and Human Cultures 3 point average of 2.0 to graduate. Students transferring FORS 110 Introduction to Wildfire 3 to the B.S. program after completing an Associate of Management Science degree in resource-related program at another FORS 154 Survey of Forestry 3 college may substitute equivalent courses within the GEOG 100 Geography 5 first two years of the degree plan. Students must have GEOL 101/102 Geology 4 completed all basic math and science courses. Al- GEOL 130 Geology of the Flathead 1-4 though students will be introduced to a broad range of ACADEMIC PROGRAMS Indian Reservation techniques and concepts, each student may specialize HYDR 131 Introduction to Water Quality 3 through his/her choice of electives offered, field prob- Monitoring lems and internships. HYDR 210 Physical Hydrology 3 HYDR 211 Natural Hazards 3 Career Opportunities HYDR 232 Surveying and Maps 3 Completion of the Bachelor of Science Degree NASD 108 Tribal Uses of Wild Plants 3 will prepare the student to enter graduate school. This SCID 280 Science Research Project 1-5 degree program will also provide the student with the Habitat emphasis: skills necessary to work for Native American, fed- FORS 146 Dendrology 3 eral, and state governments, non-profit organizations, WILD 210 Wetland and Riparian Habitats 3 consultants and other employers in natural resource NATR 305 Grassland & Shrubland 3 fields. Students following this degree program can Management meet the federal agency hiring standards for biology, ­ecology, zoology, fish and wildlife job series; as well HABITAT ELECTIVES as the educational requirements for certification by FORS 146 Dendrology 3 The Wildlife Society. WILD 220 Wetland and Riparian 3 Habitats NATR 305 Grassland and Shrubland 3 Habitats

*A course completed to meet the requirements of List 1 cannot also be used to meet the requirements of List 2

140 WILDLIFE AND FISHERIES ACADEMIC PROGRAMS

Student Learning Outcomes CURRICULUM Upon completion of the Bachelor of Science ­Degree in Wildlife and Fisheries, a student will, in ad- Fall (Third Year) dition to the goals listed for the Associate of Science, WILD 326 Entomology 3 be able to: WILD 327 Entomology Lab 1 • Upon completion of the Bachelor of Science GEOL 101 Physical Geology 4 Degree in Wildlife and Fisheries, a student will, GEOL 102 Physical Geology Lab 1 in addition to the goals listed for the Associate of NATR 413 Wildlands Recreation 3 Science Degree, be able to: Managements (LIST H) • Demonstrate a broad-based theoretical, techno- ELECTIVE LIST 2: Emphasis Elective 3 logical, and practical knowledge of the biological, ecological, and conservation sciences. TOTAL 15 • Demonstrate an understanding of research meth- ods, data analysis, and techniques applied in wildlife, fish and habitat monitoring and research Winter (Third Year) projects using a variety of techniques. WILD 330 Mammalogy 4 • Explain how laws, policies, and cultural perspec- WILD 331 Mammalogy Lab 1 tives influence fish, wildlife, and habitat manage- NATR 342 Environmental Adaptation 3 ment and conservation. of Plants • Effectively communicate written, oral, and visual NATR 440 NEPA Process (LIST H) 3 information concerning natural resource issues, ELECTIVE LIST 2: Emphasis Elective 3 cultural information, and scientific data. • Use critical thinking skills to analyze and resolve TOTAL 14 problems related to fish, wildlife, and habitat man- agement, research, and conservation issues. • Compare and contrast the economic, political, and Spring (Third Year) cultural systems that influence natural resource WILD 332 Ornithology 3 management for Native American governments WILD 333 Ornithology Lab 1 with other agencies and entities. NATR 390 Environmental Law (LIST J) 3 • Understand and practice the values of good citi- NATR 172 Forest Botany 4 zenship, teamwork, and community service in the NATR 375 Research and Thesis Seminar 1 local community and reservation environment ELECTIVE LIST 2: Emphasis Elective 3 . TOTAL 15

141 WILDLIFE AND FISHERIES

CURRICULUM Emphasis Electives List 2: – Choose from this list or another course approved by your advisor.

Fall (Fourth Year) BIOS 130/131 Introduction to 4/1 WILD 341 Ichthyology and Herpetology 4 Microbiology Laboratory WILD 342 Ichthyology and Herpetology 1 NATR 420 Disturbance Ecology 3 Lab ENGL 310 Writing Research Papers 3 WILD 402 Wildlife and Fisheries 4 NATR 240 Weather and Climate 3 Techniques NATR 319 Introduction to Soil Science 3 ELECTIVE LIST E (Recommended: 3 NATR 305 Grassland and Shrubland 3 NASD 210) Management ELECTIVE LIST 2: Emphasis Elective 3 FORS 110 Introduction to Wildland Fire 3

ACADEMIC PROGRAMS Management Total 15 FORS 146 Dendrology 3 FORS 154 Survey of Forestry 3 FORS 251 Silviculture 3 Winter (Fourth Year) FORS 271 Forest Health and Disturbance 3 NATR 410 Conservation of Biodiversity 3 FORS 310 Forest Ecology 3 NATR 460 Restoration Ecology 3 FORS 420 Fire Ecology 3 NATR 342 Environmental Adaptation of 3 GEOG 341 Remote Sensing and Image 3 Plants Analysis SPCH 360 Professional Presentation 3 GEOL 130 Geology of the Flathead 3 Skills (COMM) Indian Reservation NATR 465 Research and Thesis 2 HYDR 131 Introduction to Water Quality 3 Development Monitoring HYDR 210 Physical Hydrology 3 Total 14 HYDR 230 Field Hydrology 3 HYDR 232 Surveying and Maps 3 HYDR 370 Groundwater 3 Spring (Fourth Year) HYDR 422 Water Law 3 WILD 430 Fisheries Ecology 3 LFSC 180 Introduction to Sustainability 3 MATH 342 Statistical Methods 3 NASD 108 Tribal Uses of Wild Plants 3 ELECTIVE (LIST G) 3 WILD 112 Biological Field Methods 3 Recommend HMNT 301 WILD 220 Wetland and Riparian Habitats 3 SVLN 450 Service to the Environment II 1 NATR 495 Senior Thesis 3 Total 13 Total Credits B.S. 183 (A.S. 97 + 86)

142 WORKFORCE DEVELOPMENT

Short Term Certifications – Continuing Education and Workforce Development Salish Kootenai College offers community and workforce development programs that are designed to meet the training needs of employers and individu- als. Courses and programs also offer opportunities to expand workforce skills of current SKC students. Some educational offerings are provided as Continuing Education Courses through the Lifelong Learning Center as one-time courses or continuing education. Continuing Education courses do not earn college credit. However, Continuing Education credits are recorded on college transcripts. Some academic programs offer workforce de- velopment courses or series of courses. Students can

earn college credit which may count toward degree WORKFORCE DEVELOPMENT requirements. Students completing the course(s) earn a certification or credential, which is a document stating the student has achieved specified workforce skills and competencies. Approved certifications are included on transcripts of students graduating with college Certifi- cates of Completion or Degrees. However, students who complete only short term certifications will not receive an official degree and will not be eligible to participate in college graduation ceremonies. Certifications may be based on industry standards and accreditation requirements, or may be designed to prepare students with other workforce skills. Certi- fications which are eligible for placement on student transcripts are approved by the Curriculum Committee and the Vice President of Academic Affairs. Students taking workforce development courses are admitted and register through regular college ­processes.

143 INDIGENOUS RESEARCH METHODS

Certification in Indigenous Required Courses Research Methods NASD 402 Indigenous Research Methodologies and Methods Program Description (5 credits) The Certification in Indigenous Research Meth- NASD 411 Implementing the Indigenous ods is offered jointly through Salish Kootenai College Paradigm in the Research (SKC) and the American Indigenous Research Asso- Proposal ciation. (5 credits) The Certification in Indigenous Research Methods NASD 412 Protection of Human Subjects in and Methodologies is designed for researchers who Indigenous Research wish to conduct research in Indigenous communities. (2 credits) The classes focus on the cultural aspect of Indigenous ELECTIVE (3 credits) research methods as they relate to all sciences. Includ- ed are current theories of Indigenous research, explo- rations of the purpose of Indigenous research, both Choose from one of the following. historical and contemporary; roles and responsibilities NASD 270 Native American Wellness of an Indigenous researcher; oral and recorded tradi- (3 credits) tions and sources of information; and other important NASD 210 Introduction to Indigenous issues that face Indigenous researchers, both now and Science in future. Students will learn to apply the Indigenous (3 credits) paradigm to their research proposal. NASD 401 Art-based Research Students who wish to earn the certification do not (3 credits) need to be full-time SKC students. Students may take the courses as credit-bearing classes that may count toward electives in their academic major. Students may also take the courses as Continuing Education courses. All courses are online and taken through the SKC online learning platform, Moodle.

Learning Outcomes After completing the Certification, learners will be able to:

WORKFORCE DEVELOPMENT • Apply Indigenous research methods to gather data in tribal communities. • Practice ethical theories to reduce methodological discrimination. • Improve relevance in policy and practice within Indigenous contexts. • Enhance skills in critical reflection, including self-awareness and art-based research in relation to research with Indigenous groups. • Apply the unique components of protection of human subjects and communities in indigenous research. • Use indigenous research methods to write a research proposal relevant to the student’s profes- sional or academic interest.

144 GEOSPACIAL SCIENCE

Certificate In Geospatial Science Elective Courses (choose an 3 additional credits): Program Description FORS 343 Fire and GIS (3 credits) The Certificate in Geospatial Science program will HYDR 311 GIS Applications in Hydrology provide students with a solid foundation in the theory (3 credits) and application of geographic information. GIS (Geo- HYDR 420 Groundwater Monitoring graphic Information System) is a computer-based map- (3 credits) ping tool for understanding spatial data—it involves ANTH 210 Introduction to Archaeology gathering, storing, manipulating, analyzing, and dis- (3 credits) playing spatial information. Smipúlexwtn is the Salish ANTH 410 Advanced Archaeological Field word for GIS and translates to “an instrument used on Methods (3 credits) the land”. GIS technology is new and evolving, yet it is traditional in spirit and thousands of years old. For Independent Studies or Special Topics courses in example, searching for a campsite requires knowledge Geospatial Science (0-3 credits) of many aspects of the landscape and an analytical We periodically offer 1-credit workshops on various mind—basically a geographic information system. topics, presented by guest speakers from govern- WORKFORCE DEVELOPMENT The US Department of Labor has identified GIS to ment agencies or visiting professors. Also, geospatial be one of the three leading areas of employment in the internships or independent study research projects may near future—skilled geospatial technicians are highly count toward elective credit. sought after in careers such as Natural Resources, Earth Sciences, and Cultural Resource Management Learning Objectives & Preservation, as well as Urban/Community Plan- • Understand cartography theory and practice, the ning, Agriculture, Public Health, Marketing, Business, use of coordinate systems, map symbology, and Transportation, and Law Enforcement. map layout. This Certification program complements any ma- • Understand where spatial data comes from, and jor at the Salish Kootenai College, especially Forestry, how to acquire & manage datasets. Be familiar Wildlife Biology, Hydrology, and Tribal Historic with types of spatial data. Preservation. The program also provides continuing • Know how GPS systems operate. Be able to col- education opportunities for professionals, currently in lect and incorporate GPS data into GIS. the workforce, interested in expanding or maintaining • Gain a theoretical and practicing knowledge of their skill level in geospatial science. digitizing, geoprocessing, and raster analysis— tools for creating and manipulating spatial data. Required Core Courses (3-credits each): • Understand the theory and practical uses of Re- The Certificate requires 15 credits—12 credits of core mote Sensing and image analysis. courses and 3 elective credits. • Develop skills for designing and implementing real-world GIS applications in your profession. GEOG 201 - Cartography, data & sources, GIS I GIS basics Material directly relating to indigenous traditional GEOG 321 - Digitizing, database knowledge and current issues in tribal natural resource GIS II management, spatial analysis management will be sought out and incorporated into GEOG 331 - Overlay analysis, advanced all geospatial classes in the form of project-based exer- GIS III spatial analysis cises and course content. These courses will be open GEOG 341 Remote Sensing - image to students in any academic department, and available processing theory & practice to current professionals in the workforce wishing to expand their geospatial skill base.

145 WORKFORCE DEVELOPMENT

National Parks Service ProRanger Career ProRanger Requirements Track Option (ProRanger) To be eligible for the ProRanger program, you ProRanger is a new academic and internship based must be: program that provides a pathway for full-time employ- • A U.S. citizen or U.S. national ment with the National Park Service (NPS) in two • Minimum of 18 years of age different career paths, Law Enforcement or Interpre- tive Ranger. The program is a collaborative partner- • Enrolled at least half-time in an accredited under- ship between SKC and the NPS that provides special- graduate or graduate degree program ized training through coursework at SKC during the • Able to pass a federal background check, includ- students Junior and Senior years, paid NPS internships ing security clearance and criminal history (may during the summers, and a career with the NPS upon be reviewed on a case-by-case basis) graduation and completion of ProRanger. Students • Willing to make a two-year commitment to the who pursue the Law Enforcement path will also re- NPS ProRanger training program ceive training at the NPS Law Enforcement Academy. Interested students must be accepted as ProRangers Requirements for Participation: through a competitive application process, and are encouraged to consult with advisors in the Wildlife • Good academic standing (2.5 GPA & at least half- & Fisheries or Psychology Department. Applicants time course load) should be dedicated, serious individuals who can dem- • Participation during consecutive quarters, includ- onstrate their potential in and outside the classroom. ing summer • Participation in all ProRanger classes, workshops, Program Objectives seminars and professional development activities The ProRanger Track is designed to assist students to during the academic year achieve the following: • Willing to relocate and travel during summer • Obtain critical certifications that make the student internships marketable to the NPS as career U.S. Park Rang- ers. Additional requirements for the Law Enforcement • Be eligible to enter the NPS as a fulltime employ- Option: ee as an NPS Law Enforcement Officer or as an • ProRanger students must be in good physical Interpretive Park Ranger health, able to meet the demands of an active train- ing program and career path Learning Objectives • At completion of the Law Enforcement program, WORKFORCE DEVELOPMENT After completion of the ProRanger program, the students must be no younger than 21 and no older student will be able to: than 37 (veterans may be exempt). • State the core values of the National Park Service • In addition to academic and internship training, (NPS). students in the Law Enforcement track will attend • Identify the five career fields within the NPS and one quarter of Certified Police Officer training dur- their contribution to the mission of the NPS. ing the winter of their second year. • Demonstrate basic competencies in the five career • Certified Police Officer training requires that the fields in the NPS student travel to Rangely, Colorado for the 10- week training program • Describe the manner in which NPS achieves its congressional mandate through the 1916 Organic Act.

146 WORKFORCE DEVELOPMENT

Coursework ProRanger coursework will be offered online through a collaborative partnership involving Salish Kootenai College, the National Park Service and Texas A&M University. These courses will be taken during the academic year in the Junior and Senior years of the Bachelor’s program.

Winter Quarter GNSD 382 2 credits (W) National Park Ranger I is the first of three courses that will prepare students to successfully participate as interns and future employees in the National Park Ser- vice (NPS). National Park Ranger I will focus on an introduction to the Park Service history, mission, and organization. Students will learn about NPS employee WORKFORCE DEVELOPMENT expectations and the basics of park and public land management.

Spring Quarter GNSD 384 2 credits (S) National Park Ranger II is the second of three cours- es that will prepare students to successfully participate as interns and future employees in the National Park Service (NPS). National Park Ranger II will focus on principles of operational leadership, natural resource stewardship skills, fundamentals of interpretation, ethics and communication skills. Students will learn about the federal information security system and how to prepare for an interpretive program.

Fall Quarter GNSD 386 2 credits (F) National Park Ranger III is the final of three courses that will prepare students to successfully participate as interns and future employees in the National Park Service (NPS). National Park Ranger III will further students’ understanding of the core values of the NPS as they relate to interpretation, resource management, law enforcement and other bureau divisions to achieve agency goals.

147 PROGRAM AND COURSE DESCRIPTION KEY

How to Read Program and (FWS): Refers to the term the course is offered. Course Descriptions (F) = The course is offered fall quarter EXAMPLE: (W) = The course is offered winter quarter ANTH 101 5 cr (FWS) [List …] (S) = The course is offered spring quarter Introduction to Anthropology is a survey of physical and cultural anthropology… [List…] This letter code indicates the course is Prereq: ENGL101 or instructor consent included in a General education requirement list (see Coreq: Section 3, General Education.) Challengeable course Introduction to Anthropology: The bolded words ANTH: This letter code indicates the particular area ­indicate the title of the course. of study. Description: A short explanation of the course 101: This number provides two separate pieces of ­content. information. Prereq: Refers to another course that must be taken 1 _ _ = The general class level before the course. (1 or 2 = lower division) (3 or 4 = upper division) Coreq: Refers to another course that must be taken at the same time as the course. _20 = The placement of this class within a sequence of other classes. Challengeable course: Refers to a course that can be challenged by special examination. A list of challenge- 5 cr: Refers to academic credit. Academic credit is able courses is available from the office of the Vice usually calculated as the number of hours of classroom President of Academic Affairs. instruction per week/per quarter. Instructor consent: An instructor may disregard 5 cr = 5 hours per week X 10 weeks = 50 hours a prerequisite if the student provides documented ­evidence of similar coursework or experience. COURSE LIST

148 COURSE ABBREVIATION KEY

Course Abbreviation Key

ACSC = Academic Success HEOP = Heavy Equipment ANTH = Anthropology HIEP = Medical Clerk ARTD = Art HIST = History ASTR = Astronomy HMNT = Humanities BIOS = Biology HPED = Health & Physical Ed. BUMG = Business HYDR = Hydrology CDAR = Chemical Dependency ITEC = Information Technology CHEM = Chemistry LFSC = Life Sciences COOP = Cooperative Education MAST = Medical Assistant CSCD = Computer Science MATH = Mathematics DANC = Dance MEDA = Media Design DATD = Dental Assisting Tech. MUSC = Music DRMA = Drama NASD = Native American Studies DVSP = Developmental Studies NASL = Native American Language ECED = Early Childhood Ed. NATR = Natural Resources ECON = Economics NSGD = Nursing EDUC = Education NUTR = Nutrition EMER = Emergency Services OFED = Office Professions ENGG = Engineering PHIL = Philosophy ENGL = English PHYS = Physics ENVS = Environmental Science POLS = Political Science FLAG = Flagger Training PSYC = Psychology FORS = Forestry SCID = Science FTVP = Film, Photography, & SCLG = Sociology ­Television SCWK = Social Work GEOG = Geography SPAN = Spanish GEOL = Geology SPCH = Speech GNSD = General Studies SVLN = Service Learning TRHP = Tribal Historic Preservation TRUK = Truck Driving WILD = Wildlife and Fisheries COURSE LIST

149 COURSE DESCRIPTIONS ACSC 101-ACSC 112

ACSC 101 3 cr (FWS) ACSC 105 1 cr (FWS) ACSC 109 1 cr (FWS) Academic Success focuses on fun- Effective Note Taking Strategies will Interpersonal Communication will damentals of being a successful focus on learning multiple not taking provide an in-depth look at the com- student; exploring study habits, learn- techniques for college level courses. munication cycle and the many dynam- ing strengths, resource barriers, and The course will emphasize the differ- ics of communication-- with special college preparedness. Students will ence between effective textbook notes emphasis placed on identifying types of learn valuable study, life, and soft skills and lecture notes to ensure academic distortion, employing active listening to become responsible and successful success. skills, and effective conflict manage- students. Prereq: none ment strategies. Prereq: none Coreq: none Prereq: none Coreq: none Coreq: none ACSC 106 1 cr (FWS) ACSC 102 2 cr (FWS) Test Anxiety & Test Taking Strate- ACSC 110 1 cr (FWS) Creating your Personal Employment gies is a class where participants will Tribal Leaders Seminar will provide a Plan will help students in the process identify, reflect on and explore test forum for students to hear from and en- of creating an employment plan by anxiety triggers. They will then identify gage with several cultural, elected and using the PEP Talk Blueprint and the the most context appropriate and agree- administrative leaders from the Con- Montana Career Information System. able strategies and techniques to ensure federated Salish and Kootenai Tribes. (MCIS) Students will gain awareness greater success on college exams. The speakers will also participate in a of their skills, interests, and life issues. Prereq: none moderated panel that will allow students They will explore possible careers that Coreq: none to ask questions and further engage with match their skills and interests, research the Tribal leaders. job availability and workforce demand ACSC 107 1 cr (FWS) Prereq: none in those fields around Montana & Financial Aid, Financial Literacy and Coreq: none country. Budgeting will help students under- Prereq: none stand and fill out the FAFSA form for ACSC 111 variable Coreq: none the upcoming school year. The course 1-3 cr (FWS) will also focus on developing a budget Building Reading Skills On-Line will ACSC 103 1 cr (FWS) for today’s students and will help them allow students to realistically assess and Writing Scholarship Essays will understand their credit score. This class improve their basic reading skills with focus on the process of completing and will focus on being a good consumer the assistance of the Skills Tutor on-line submitting a scholarship essay with and making the best of college re- curriculum. Students will take a series emphasis on the preparation of the SKC sources. of short, on-line assessments to assist Scholarship. Prereq: none and improve vocabulary, words in con- Prereq: none Coreq: none text, recall information, and evaluation Coreq: none of meaning. ACSC 108 1 cr (FWS) Prereq: none ACSC 104 1 cr (FWS) Understanding Learning Difficulties Coreq: none Understanding and Utilizing your with Power Path. This course utilizes Learning Strengths. In this course, the Power Path learning tool to assess ACSC 112 variable students will take different learning and student vision and hearing. Students 1-3 cr (FWS) personal assessments and will integrate will receive Scotopic Sensitivity Filters Building Math Skills On-Line will al- the information generated into their as needed, determine how they can ac- low students to learn and improve upon individualized plan of success for their cess hearing and vision services beyond their area of strengths or deficits in math college studies. Power Path, and learn the basis of infor- with the assistance of the Skills Tutor Prereq: none mation processing in the brain. on-line curriculum. Students will work Coreq: none Prereq: none independently in on line lessons and Coreq: none activities to gradually build their skills and achieve their goals in mathematics. Prereq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

150 COURSE DESCRIPTIONS ACSC 113-ANTH 410

ACSC 113 variable 1-3 cr. ANTH 210 3 cr (F) [List H] ANTH 310 3 cr (S) (FWS) Introduction to Archaeology examines Museum Science and its Applica- Building Language Skills Online will the anthropological study of ancient hu- tion in Indian Country introduces the allow students to assess and improve man societies. Archaeological methods student to a wide range of topics and upon their areas of strengths or defi- and their theoretical underpinnings will challenges in the museum field such as cits in language with the assistance of be explored with emphasis on ar- governance, ethics, collections man- the Skills Tutor on line curriculum. chaeological practice and fieldwork. In agement, exhibition design, research, Students will take a series of short addition, we will examine the long and education, marketing and development on-line assessments to assist in deter- complex interaction between the human with special emphases on how these mining their skill area focus and will culture and the environment which gave skills and procedures have been applied work independently in on-line lessons rise to diverse ancient civilizations. The by Indian tribes and public institutions. and activities to gradually build those political dimensions of archaeology, Students will gain basic knowledge skills and achieve their goals related to ethics and contemporary tribal historic and useful skills for managing mu- language. preservation in the United States will seum collections including methods Prereq: none also be explored. and techniques used in administration, Coreq: none Prereq: none collections registration and documenta- Coreq: none tion, risk management, disaster plan- ALLH 110 2 cr (F) ning, packing/shipping and preventive Allied Health Math provides applica- ANTH 290 6 cr (S) conservation. tions of mathematics for students enter- Indigenous Archaeology Field School Prereq: ANTH 101, ANTH 210 ing health science fields. Students will I provides experience in current ar- Coreq: none solve allied health applications; convert chaeological field methods and practice within and between metric, household, in archaeology and offers an introduc- ANTH 410 3 cr (F) and apothecary systems; read and in- tion to the practical skills of site survey, Advanced Archaeological Field terpret allied health graphs, labels, and excavation, recording, and laboratory Methods will critically examine the forms; calculate and apply statistical procedures. Students will actively techniques, methods and approaches to concepts; model applications of math in ­participate in ongoing archaeological archaeological investigation. Students allied health settings. site studies which may include will receive advanced instruction in Prereq: Appropriate placement score on pre-European or post-European contact archaeological survey methodology, entry math test sites, Native or non-Native sites investi- excavation techniques as well as non- Coreq: none gation, surface reconnaissance, system- intrusive remote sensing technologies. atic subsurface testing, block excava- There will be particular emphasis on the ANTH 101 5 cr (F) tions and artifact processing at the level development of research design, project [List C, H] of field technician. protocol, logistics, record keeping and Introduction to Anthropology is a Prereq: Instructor consent supervising field projects as well as the survey of physical and cultural anthro- Coreq: none detection, treatment, analysis and inter- pology, including comparative studies pretation of archaeological materials. of language, economical life, social Prereq: Instructor consent groupings, government, art, religion, Coreq: none and the life cycle and cultural change among tribal and peasant people. Prereq: none Coreq: none

ANTH 201 4 cr (W) [List H] COURSE LIST Cultural Anthropology studies the social life and social organization of hu- mans, groups and institutions, economic life, religion, political forms, education, and arts. Prereq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

151 COURSE DESCRIPTIONS ANTH 420-ARTD 114

ANTH 420 4 cr (W) ANTH 422 3 cr (W) ARTD 109 3 cr (W) [List B, G] Archaeology Laboratory Techniques Current Issues in North American Self-Expression Through the Arts is and Analyses will provide students Archaeology looks at recent trends intended for non-art majors and those with independent, supervised training and events in archaeology and historic who are unfamiliar with studio arts. The in a variety of archaeological laboratory preservation in North America. Spe- activities in this class will help students methods including database develop- cifically, we will discuss issues relat- gain an understanding of how art can ment and management, artifact identi- ing to ethics and values, stewardship, be used to explore meaning and express fication, description and classification, stakeholders and interest groups, social oneself in non-verbal ways, while archeological analyses and interpreta- relevance, regulation, policy and real familiarizing them with various artistic tion as well as curation and storage world problem solving as exemplified in materials and processes. procedures. The course provides hands- contemporary practice. The course will Prereq: none on experience with a range of both cover a wide variety of regions and cir- Coreq: none pre-contact and post-contact artifacts cumstances; however, an emphasis will and assemblages and the student will be placed on Native American archaeol- ARTD 111 3 cr (WS) [List B, G] gain practical experience using common ogy and indigenous archaeology. Fundamentals of Art and Design laboratory equipment and instrumenta- Prereq: ANTH 101, ANTH 202 focuses on the design, and composition tion. The importance of archaeological Coreq: none of images using a variety of creative collections, processing and curation and medias. Students can expect to gain an how significance is determined will be ANTH 490 6 cr (S) understanding of how and what makes a discussed. Indigenous Archaeology Field School picture ‘work’. This course will empha- Prereq: ANTH 101, ANTH 210 II provides additional experience in cur- size the primary elements of art and the Coreq: none rent method and practice in archaeology principles of design in the creative pro- and offers students an opportunity to cess. How these have been integrated in ANTH 421 3 cr (W) take part in the planning, research de- the art of different cultures and histori- Cultural Resource Management and sign, analysis and interpretation phases cal periods will be considered. Law examines important issues and of fieldwork. Students will actively Prereq: none procedures in cultural heritage policy participate in ongoing archaeological Coreq: none emphasizing the legal and ethical basis site studies which may include pre-Eu- for federal cultural resource manage- ropean or post-European contact sites, ARTD 112 3 cr (FS) [List B, G] ment, public archaeology and tribal his- Native or non-Native sites investigation, Beginning Water Color is designed toric preservation. The design and pro- surface reconnaissance, systematic sub- to give students a basic understand- duction of federal planning documents, surface testing, block excavations, and ing of watercolor painting techniques common procedural conventions and artifact processing at the level of field including: the preparation of watercolor trends in best practice and approaches assistant to the principle investigator. paper, paint mixing for value and hue, to CRM will be discussed. Heritage Prereq: Consent of instructor and the presentation of finished work. resources, including prehistoric and his- Coreq: ANTH 420 Students will be presented concepts for toric archaeological sites, historic build- understanding composition and design ings and structures, traditional cultural ARTD 103 1 cr (OD) in watercolor media. properties (TCPs), historic landscapes, Matting for Art Classes is an introduc- Prereq: none archaeological artifacts, archival materi- tion to matting for students entering the Coreq: none als and Native American sacred sites, SKC Student art show. This course is sacred objects, and human remains will to support all students in Art classes ARTD 114 3 cr (FS) [List B, G] be discussed. Case studies are empha- and to provide time to mat and frame Beginning Drawing introduces stu- sized to illustrate key issues in historic artwork for personal and professional dents to basics drawing techniques such preservation and cultural resource man- purposes. as line, shading, and crosshatching. agement encompassing diverse fields Prereq: none Fundamentals such as composition, such as archaeology, ethnology, history, Coreq: none perspective, and values will be explored conservation architecture and landscape through a variety of in and out of class architecture. drawing exercises and assignments. Prereq: ANTH 101, ANTH 210 Prereq: none Coreq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

152 COURSE DESCRIPTIONS ARTD 115-ARTD 140

ARTD 115 3 cr (FW) ARTD 123 1 cr (F,S) ARTD 131 3 cr (S) [List B, G] [List B, G] Welding Skills & Techniques will Intermediate Silversmithing applies Painting introduces students to the ma- introduce students to various welding the skills and techniques learned in Be- terials, tools, and techniques of painting. techniques necessary for producing ginning Silversmithing to create more Various paint and surface preparations artworks in Welded Metal Sculpture. involved pieces of jewelry. Using the will be introduced. Composition, color, It provides time necessary for students same fabrication methods, jewelry will and design will be considered through to develop technical skills to be able be produced with the overlay, inlay, progressive steps utilizing various to create metal works of art. Students and channel work style. Personal design techniques. in Welded Metal Sculpture will have concepts will be developed. Prereq: none priority, but other students may register Prereq: ARTD 130 Coreq: none for class. Coreq: none Prereq: none ARTD 116 3 cr (W) Coreq: ARTD 118 ARTD 135 3 cr (W) [List B, G] [List B, G] Sculpture introduces students to basic ARTD 129 3 cr (F) Introduction to Stained Glass pro- Three Dimensional concerns of sculp- Basic Lapidary provides the basis of vides students the beginning techniques ture through creative problem solv- safety and shop usage of lapidary work. in building stained glass art with copper ing in a variety of materials. Various Participants will be given knowledge of foil type construction in mind. This tools and sculptural techniques will be equipment types, usage, safety require- course will provide an introduction to introduced. Both technical and concep- ments, rock selection and preparation, a variety of stained glass construction tual skills will be developed through and the lapidary skills required to possibilities, using various tools and individual projects. complete cabochons. This is primarily a techniques. Prereq: none hands-on course and students must have Prereq: none Coreq: none reasonable hand strength and coordina- Coreq: none tion. ARTD 117 3 cr (W) Prereq: none ARTD 140 3 cr (FS) [List B, G] Coreq: none [List B, G] Drawing II is designed to further de- Introduction to Studio Arts is an velop students understanding of draw- ARTD 130 3 cr (FWS) introduction to hands-on studio art ing techniques explored in Drawing [List B, G] processes. It is for both art majors and I. Fundamental rules of composition, Beginning Silversmithing introduces non-art majors who would like to learn perspective, and value will be advanced. students to the basic techniques of about the different art courses taught at Through both in class and out of class silversmithing and lapidary art. Students SKC. Students will explore options in assignments students will further de- will develop technical skills such as sculpture, painting, drawing, sandblast- velop their technical skills and personal shaping, hammering, engraving, and ing, and or printmaking techniques. One expression. soldering milled sheet and wire sterling or two weeks will be devoted to various Prereq: ARTD 114, or consent of silver. Polishing techniques and setting studio arts and instruction will be given instructor stones to complete a piece of jewelry by the different SKC instructors who Coreq: none are also taught. teach in these areas. Prereq: none Prereq: none ARTD 118 3 cr (FS) Coreq: none Coreq: none [List B, G] Challengeable course Welded Metal Sculpture is designed for students interested in learning metal sculpture welding techniques. Students COURSE LIST will learn how to cut, shape, and weld metal into significant forms of expres- sive personal statement. Prereq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

153 COURSE DESCRIPTIONS ARTD 145-ARTD 172

ARTD 145 3 cr (WS) ARTD 160 3 cr ( FWS) ARTD 169 2 cr (F,W,S) List B, G] [List B, G] Intro to Sewing introduces students Beginning Printmaking introduces stu- Introduction to Ceramic Arts will ex- to basic sewing and pressing equip- dents to basic printmaking techniques pose students to the working properties ment, textiles, and techniques for basic used in relief, embossing, etching and of clay, its basic tools and equipment construction, while also preparing them collagraph processes. Students will using hand –built methods. Students for the more advanced cultural arts sew- learn various ways to transfer their art also have the option of learning the ing courses such as Star Quilt Making, images from plates onto paper. Students proper use of the potter’s wheel. They Dance Dress Construction, and Tipi will develop skills to print dynamic will incorporate these properties to cre- Construction. compositions of line, shape, texture, ate a variety of pottery pieces that will Prereq: none color, and design. demonstrate their skill, and express their Coreq: none Prereq: none understanding and personal interpreta- Coreq: none tions of the medium. ARTD 170 3 cr (FWS) Prereq: none [List B, G] ARTD 150 3 cr (F) [List B, G] Coreq: none Star Quilt Making introduces students Introduction to Art History examines to fundamentals of the making of a Star the history of art from different cultures ARTD 163 3 cr (WS) Quilt. Students will be taken through and time periods with an indigenous Ceramic Arts Intermediate is the the steps of designing, basic stripping perspective included. Video and slides second quarter of ceramic arts. Students methods, and various sewing and quilt- will provide a visual guide to many will expand their previous learning ing techniques. Students will complete important aspects of art and its essential to create at least 6 pottery pieces that one quilt by the end of the quarter. connection to culture and the under- will demonstrate their intermediate Prereq: none standing of the people that created it. skill, express his/her understanding and Coreq: none Prereq: none personal interpretation of the medium. Coreq: none Students will also focus on surface ARTD 171 3-5 cr (OD) treatment that includes exploration of [List B, G] ARTD 156 3 cr (OD) glazes. Introduction to Papermaking offers a Handloom Weaving: The Gift of Prereq: ARTD 160 broad spectrum of ways to make hand- Spider Woman is “All Around Us Coreq: none made paper. Working with a variety of Beautiful” study of weaving throughout different fibers, various pulps, pigments history. Modern techniques and tools ARTD 165 3 cr (FS) and other materials, students will ex- will be introduced and researched. Stu- [List B, G] plore a variety of techniques. This class dents will select from the various looms Sandblast Etching introduces students will aid students in design, conceptual available to produce individual projects. to the elements and techniques of sand- thinking, problem solving, as well as Prereq: none blasting images into glass and stone. devoting time to the development of Coreq: none Students will learn basic design and personal ideas into paper art forms. composition principles as they apply to Prereq: None ARTD 158 3 cr (OD) the art of sandblasting images into both Coreq: None Intro to Off Loom Weaving introduces two and three-dimensional objects. non-loom techniques such as finger Prereq: none ARTD 172 3-5 cr (F) [List G] weaving sashes, tablet weaving, and Coreq: none Textile and Fiber Arts is an intro- Salish two-bar weaving. The traditional duction to the physical and aesthetic and cultural context of these weaving properties of fiber, yarn, and fabric, and methods will be shared. Students will to the fundamentals of fiber art design. select colors and designs for completing Lectures and studio projects explore the individual projects. interrelationship of fabric, design, and Prereq: none construction. Structural enrichment of Coreq: none textiles will be explored through various hands on projects. Prereq: None Coreq: None

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

154 COURSE DESCRIPTIONS ARTD 175-ARTD 275

ARTD 175 1 cr (F) ARTD 255 3 cr (W) ARTD 260 variable credits Artist Portfolio I Art Majors will [List B, E, G, H] (OD) [List G] establish an electronic artist portfolio, Contemporary Native American Art Ceramic Arts Advanced Students which they will build and maintain History gives an overview of the arts choosing to take Ceramic Arts Ad- during the course of obtaining their AA of the Indigenous Americas within a vanced are declaring that they have an Degree. Students will be informed of global context. Students will examine advanced desire and skill toward the the various content required for gradu- the integral connections found between ceramic arts. They will clearly define ation, such as images, artist statement, ancient, traditional, and contemporary the area or areas they intend to focus on and sample writing. Indigenous Art. Formal analysis and and will also create a description of the Prereq: none critical thinking about Native American minimum number of pieces they intend Coreq: none creativity in the context of a continu- to create. Students will submit a final ing history will be emphasized. Course 300-word paper that will discuss the ARTD 213 3 cr (S) instruction will include viewing art- successes and failures they have experi- Intermediate Painting includes identi- work, reading artist essays, interviews, enced during the quarter. fication of ideas and technical abilities lectures and individual projects. Prereq: ARTD163 in painting by students. Examining the Prereq: none Coreq: None context of modern and contemporary Coreq: none works, Native American painters in ARTD 261 3 cr (OD) particular will be included. The course ARTD 256 3 cr (OD) Bookmaking provides and introduction emphasizes conceptual inquiry as well Intermediate Loom Weaving is a con- to the basic skills and problems of de- as the role of quality studio practices in tinuation and advancement of weaving signing, assembling, and binding books reaching student determined painting skills and techniques. More complex by hand. You will learn many new goals. patterns, weave structures and ethnic techniques and approaches and you are Prereq: ARTD115 traditions from time immemorial on encouraged to include any other materi- Coreq: none a variety of fine weaving looms, and als that you have experience with into non-loom presentations, such as Salish the work that you do. Creative design ARTD 215 3-5 cr (OD) and tablet weaving. Course workshops and craft quality will be emphasized. Introduction to Mixed Media Art is in yarn dyeing and spinning will be Prereq: none an advanced class is for students to take included. Coreq: none the concepts and techniques learned in Prereq: ARTD 156 Introductory 2D and 3D courses and Coreq: none ARTD 275 1 cr (S) apply them to working with mixed me- Artist Portfolio II Students will have dia materials. Students will have oppor- ARTD 259 3 cr (OD) opportunity to document work, explore tunity to try a variety of techniques as Intermediate Ceramics is the second various work samples, complete an the approach their work to evolve their quarter of Ceramics Arts. Students will artist statement and resume for their conceptual thinking. 3-5 credits. expand their previous learning to create graduation portfolio. Prereq: Any 100 level Fine Arts class at least 6 pottery pieces that will dem- Prereq: ARTD190 Coreq: none onstrate their intermediate skill, express Coreq: none his/her understanding and personal ARTD 230 3 cr (S) interpretation of the medium. Students Intermediate Silversmithing applies will also focus on surface treatment that the skills and techniques learned in Be- includes exploration of glazes. ginning Silversmithing to create more Prereq: ARTD160 involved pieces of jewelry. Using the Coreq: none same fabrication methods, jewelry will COURSE LIST be produced with the overlay, inlay, and channel work style. Personal design concepts will be developed. Prereq: ARTD 130 Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

155 COURSE DESCRIPTIONS ARTD 380-BIOS 218

ARTD 380 4-5 cr (OD) BIOS 102 1 cr (FWS) BIOS 171 2 cr (S) Advanced Studio is an open studio [List DS, I] [List DS, I] class that allows students who have General Biology Laboratory provides Introduction to Botany Laboratory completed an intermediate course to experiences in major biological prin- provides students the opportunity to work in a more advanced capacity in a ciples. study the structure and taxonomy of selected media. Course requirements Prereq: none plants. Upon learning structure, students will be determined by instructor and Coreq: BIOS 101 will learn the use of taxonomic keys to student, and tailored to identify specific Challengeable course identify local plants. goals for the quarter. This course will Prereq: BIOS 101/102 require students to produce one research BIOS 130 4 cr (WS) Coreq: BIOS 170 paper on technical and historical aspects [List DS, I] Challengeable course of the media in which the will be work- Introduction to Microbiology is an ing. introduction to microorganisms with BIOS 215 4 cr (F)[List DS, I] Prereq: none an emphasis on identification, metabo- Human Anatomy and Physiology I Coreq: none lism, genetics, and gene expression. provides a general integrated introduc- This course highlights the relationships tion to human structure and function ASTR 110 5 cr (S) between microbes, man and disease. with the emphasis on tissues, skeletal, [List DS, I] Prereq: BIOS 101, BIOS 102, or con- muscular, and nervous systems. Appli- Introduction to Astronomy describes sent of instructor cations of basic physiological chemistry our solar system, the nature of the sun Coreq: BIOS 131 are presented therefore a background in and the stars, the structure and composi- chemistry is assumed. tion of the galaxies, and theevolution BIOS 131 1 cr (WS) Prereq: BIOS 101 or HIEP 117 of the Universe. Basic principles of [List DS, I] Coreq: BIOS 216 physics are explained and then ap- Introduction to Microbiology Labo- plied to astronomical phenomena, but ratory provides students with a famil- BIOS 216 1 cr (F)[List DS, I] no math beyond elementary algebra is iarity of the procedures and techniques Human Anatomy and Physiology I used. Extensive use of computers and used to culture and experiment with Laboratory reinforces topics covered in the Internet to analyze images and other ­microorganisms. BIOS 215 with lab experiments. astronomical data will be integral to Prereq: BIOS 101, BIOS 102, or con- Coreq: BIOS 215 thecourse. sent of instructor Prereq: none Coreq: BIOS 130 BIOS 217 4 cr (W) Coreq: none Human Anatomy and Physiology II BIOS 170 3 cr (S) provides a general integrated introduc- BIOS 101 4 cr (FWS) [List DS, I] tion to human structure and function [List DS, I] Introduction to Botany examines the with the emphasis on endocrine, cardio- General Biology is a survey of basic structure, function, and evolutionary vascular, respiratory, renal/acid-base, biological principles, including concepts and ecological relationships of plants. and reproductive systems. Applications of cell biology, metabolism, genet- Emphasis will be on the flowering of basic physiological chemistry are ics, evolution, and ecology. Students plants, with comparisons to other plants. presented throughout. will explore how essential biological Prereq: BIOS 101/102 Prereq: BIOS 215/216, or consent of processes influence their chosen field of Coreq: BIOS 171 instructor study. Challengeable course Coreq: BIOS 218 Prereq: none Coreq: BIOS 102 BIOS 218 1 cr (W) Challengeable course Human Anatomy and Physiology II Laboratory reinforces topics covered in BIOS 217 with lab experiments. Prereq: BIOS 215/216, or consent of instructor Coreq: BIOS 217

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

156 COURSE DESCRIPTIONS BIOS 219-BUMG 106

BIOS 219 4 cr (S) BIOS 234 4 cr (S) BUMG 101 3 cr (F) [List DM] Human Anatomy and Physiology Biochemistry of the Cell is an intro- Applied Accounting I introduces the III. This course is a continuation of the duction to biochemistry, cell organelles, basic concepts, terms, and procedures of anatomy and physiology core series. cellular communication and energy pro- accounting for a sole proprietorship ser- The course provides an introduction to duction. Integrated laboratory modules vice organization. The accounting cycle integrated physiology, with emphasis on are included. is completed in an online workbook endocrine, cardiovascular, respiratory, Prereq: BIOS 232 including a comprehensive simulation. renal and reproductive systems. Coreq: none Students also explore the accounting Prereq: BIOS 217/218 profession through well-known organi- Coreq: BIOS 229 BIOS 270 3 cr (S) zations and websites. [List DS, I] Prereq: none BIOS 229 1 cr (S) Principles of Ecology introduces basic Coreq: none Human Anatomy and Physiology III principles with emphasis on ecosys- Laboratory. This laboratory is a course tems, energetics and population dynam- BUMG 102 3 cr (W) with emphasis on endocrine, cardiovas- ics. Students learn to apply theoretical Applied Accounting II is a con- cular, respiratory, renal and reproduc- concepts to practical problems. tinuation of accounting concepts tive system. Prereq: ENGL 101, BIOS 101, 102 & and procedures for a corporation in Prereq: BIOS 217/218 one math course a merchandising business. Accounts Coreq: BIOS 219 Coreq: BIOS 271 Payable, Accounts Receivable, payroll accounting, and uncollectable accounts BIOS 230 4 cr (F) BIOS 271 2 cr (S) are emphasized along with the account- Molecular and Cellular Biology I is [List DS, I] ing cycle. A comprehensive simulation the first course in a three quarter se- Principles of Ecology Laboratory is completed. quence that covers the biological basis combines field and laboratory experi- Prereq: BUMG 101 for life, cells, and how they work. This ence with ecological measurement and Coreq: none quarter is an introduction to study of investigations of ecological problems. the molecules found within the cell as Prereq: none BUMG 103 3 cr (S) well as an introduction to their chemi- Coreq: BIOS 270 Applied Accounting III continues the cal properties. This course sequence series of accounting concepts, terms, (BIOS 230, 232, 234) should be of BIOS 410 3 cr (W) and and procedures for a corporation in interest to those interested in a career Conservation of Biodiversity introduces merchandising business. Topics include in the biological sciences or applying the concepts and methods of preserv- depreciation, accruals, deferrals, revers- to professional schools in the health ing biological diversity in the Northern ing entries, and inventory along with sciences. Integrated laboratory modules Rocky Mountains. Students will analyze the accounting cycle. A comprehensive are included. issues of rare and endangered species, simulation is completed. Prereq: CHEM 140 methods of preserving ecosystems, and Prereq: BUMG 102 Coreq: none conservation issues of American Indian Coreq: none Reservations. BIOS 232 4 cr (W) Prereq: Junior Standing BUMG 106 1 cr (OD) Molecular and Cellular Biology II is Coreq: none Applied Accounting Lab is designed the continuation of BIOS 230 and cov- for students enrolled in BUMG 101, ers molecular genetics and the basis for BUMG 100 3 cr (F) [List H] 102, or 103, and is meant to assist the genomic regulation, DNA replication, Introduction to Business presents the student with assigned accounting prob- RNA synthesis, and protein synthe- fundamental areas of business: market- lems in an instructor-related setting. sis. Integrated laboratory modules are ing, management, finance, accounting This course may be taken up to three COURSE LIST included. and law. Studies emphasize entrepre- times for credit. Prereq: BIOS 230 neurship in business. Prereq: none Coreq: none Prereq: none Coreq: BUMG 101, 102, 103 Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

157 COURSE DESCRIPTIONS BUMG 150-BUMG 250

BUMG 150 3 cr (W) [List H] BUMG 208 1 cr (S) Principles of Marketing is designed to BUMG 201 3 cr (F) [List DM] Principles of Accounting III Labora- examine the functional areas of mar- Principles of Accounting I stud- tory is designed to help accounting stu- keting including product, price, distri- ies the basic concepts, principles and dents with assigned workbook problems bution, promotion and target market techniques used in the generation of as required in BUMG 203. The Com- strategies in a domestic as well as in accounting data for financial statement munity Service Learning component international level. Students will also preparation and interpretation. Asset of the Business program is embedded explore marketing tools that are used to and liability valuation and their rela- within this lab. deal with problems which may arise in tionship to income determination are Prereq: none the marketing arena. addressed. Coreq: BUMG 203 Prereq: BUMG 100 Prereq: none Coreq: none Coreq: BUMG 206 BUMG 220 3 cr (WS) [List H] Management and Supervision focuses BUMG 152 3 cr (S) BUMG 202 3 cr (W) on management theories, terms, and Creative Marketing for Small Busi- Principles of Accounting II is a con- concepts in today’s organizations. ness is designed to help students gain tinuation of BUMG 201, which focuses Real world examples and hands-on an understanding of practical marketing on corporate equity (stock accounts and techniques of supervising employees techniques that fit within a basic budget. dividends), long-term liabilities, and in- are emphasized. A research paper is The student can expect to leave with vestments. Interpretation of accounting included. a toolkit of marketing ideas related to reports including ratios and cash flow Prereq: ENGL 202 product, price, distribution, promotion, analysis is included. Coreq: none and target market strategies. Creativity Prereq: BUMG 201 is emphasized in order to help students Coreq: BUMG 207 BUMG 240 3 cr (S,OD) recognize how to establish a com- Computerized Accounting helps petitive advantage in a small business BUMG 203 3 cr (S) students learn to use QuickBooks, the environment. Principles of Accounting III involves latest edition, a widely used computer- Prereq: none the examination of cost systems and ized accounting system for small busi- Coreq: none the use of accounting information for ness applications. Students will create a managerial planning, control; decision project demonstrating the ability to set BUMG 160 3 cr (S) [List DM] making through capital budgeting; cost up and manage an accounting system Personal Finance provides an introduc- and variance analysis. for a small business. tion to the basic principles of finance. Prereq: BUMG 202 Prereq: One accounting class, or con- This course will introduce students Coreq: BUMG 208 sent of instructor to basic financial principles, as well Coreq: none as practical applications to common BUMG 206 1 cr (F) financial decisions such as making Principles of Accounting I Labora- BUMG 250 3 cr (W) housing and transportation decisions. tory is designed to help accounting Management Information Systems Financial assessment, budgets, and goal students with assigned problems as is the study of computer-based infor- setting will be discussed along with the required in BUMG 201. mation systems related to the field of use and abuse of credit. The time-value Prereq: none business. The course is designed to of money and personal banking use Coreq: BUMG 201 familiarize the student/manager with will be used in providing a framework computer-based information systems for students to make better personal BUMG 207 1 cr (W) that provide usable information and financial decisions. Where appropri- Principles of Accounting II Labora- problem solving support necessary to ate, specific financial issues involving tory is designed to help accounting stu- make effective business decisions. Indian communities will be presented dents with assigned workbook problems Prereq: BUMG 220 for discussion. as required in BUMG 202. Coreq: none Prereq: none Prereq: none Coreq: none Coreq: BUMG 202

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

158 COURSE DESCRIPTIONS BUMG 257-BUMG 330

BUMG 257 3 cr (F) [List H] BUMG 299 3 cr (S) BUMG 320 3 cr (S) Business Law I provides an introduc- Business Capstone is an integrative Advanced Finance: Investments, tion to the basic principles of business course which gives students the oppor- Analysis is a continuation of BUMG law. Topics include: the legal, regula- tunity to demonstrate their understand- 310 Principles of Finance. Students will tory, political and social environment of ing of the skills, lessons and research expand into the areas of investments, business; legal issues in business orga- learned during the two years of associ- analysis, and financial management. nizations, and common law subjects. ate degree study. In this course students Prereq: BUMG 310 Prereq: ENGL 101 will construct a full business plan based Coreq: none Coreq: BUMG 258 upon their own market, economic and product research. Students will present BUMG 325 3 cr (W) [List J] BUMG 258 1 cr (F) [List H] their plan to the class. Business Law II continues a discus- Business Law Laboratory in con- Prereq: ENGL 202, CAPP 161, BUMG sion of the basic principles of business junction with BUMG 257, this class 150, BUMG 202 law. This course will continue with the explores various issues in the study of Coreq: none historical and cultural development of business law and is designed to broaden law, as well as practical applications to students understanding of basis legal BUMG 302 3 cr (F) [List F] current business issues, such as property principles and concepts. Advanced Management: Leadership rights, administrative law, environmen- Prereq: none will study aspects of leadership in the tal law, and workplace issues such as Coreq: BUMG 257 Native American business community. discrimination and termination of em- Students will develop a leadership style ployment. Where appropriate, specific BUMG 285 3 cr (OD) based on their individual background legal issues involving doing business on American Indian Entrepreneurs: and goals. Indian reservations will be presented for Flathead Cases introduces students Prereq: BUMG 220 discussion. to issues of reservation businesses and Coreq: none Prereq: BUMG 257/258 tribal values related to business devel- Coreq: none opment by American Indian entrepre- BUMG 305 3 cr (S) neurs. The basic elements of this subject Conflict Resolution will introduce the BUMG 331 3 cr (S) are described and students work study principles and practices of dispute reso- Advanced Marketing: Advertising cases from businesses on the Flathead lution in a business setting including introduces marketing strategy develop- Reservation. Students are also intro- negotiation, mediation, and arbitration. ment, with a focus on advertising and duced to examples of topic applications Prereq: BUMG 220 promotional strategy. The ramifications through experience with actual business Coreq: none of solving marketing problems are applications and group problem solving. explored and discussed with documen- Prereq: none BUMG 310 3 cr (W) tation of the results. Coreq: none Principles of Finance introduces the Prereq: BUMG 150 basic terminology related to financial Coreq: none BUMG 286 3 cr (OD) analysis for business functions. The American Indian Entrepreneurs: basic elements of this subject are de- BUMG 330 2 cr (W) Rosebud Cases presents students with scribed and students work with exam- Business Planning. This course is case examples of actual businesses on ples of essential applications. Students designed to submit quality competitive the Rosebud Reservation. Students are are also introduced to examples of topic business plans to various business plan encouraged to examine business issues applications through experience with competitions held annually. Each year and situations faced particularly by actual business applications and group the National American Indian Business reservation-based businesses owned by problem solving. Leaders (AIBL) Program and American

American Indians. Prereq: BUMG 203/208, MATH 102 Indian Higher Education Consortium COURSE LIST Prereq: none Coreq: none (AIHEC) hosts National Business Plan Coreq: none Competitions designed to encourage students to awaken their entrepreneurial spirit. This course challenges students to bring their business ideas to life. Prereq: BUMG 100, 150 and ENGL 101, or consent of instructor Coreq: none TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

159 COURSE DESCRIPTIONS BUMG 335-BUMG 410

BUMG 335 2 cr (OD) BUMG 355 2 cr (OD) BUMG 385 3 cr (OD) Customer Service answers the ques- First Things First is a course that Professional Skills Development. In tions, “How do I attract, serve and keep helps students strengthen skills in time this course, students learn ‘soft’ skills customers? What do the concepts of ser- management. Emphasis is placed on that are essential to forming the founda- vice quality and customer value really personal and professional goal set- tion of effective business acumen. Ac- mean to me and to my firm?” Students ting. Students identify areas of priority tivities and assignments in the class are are taught the key concepts and meth- in their lives and plan for a healthy designed to explore personal, cultural, ods of designing strategies for service balance in use of their time in order to and regional boundaries in regards to centered on the needs and expectations meet their goals. the way people think and act in a busi- of customers. Prereq: BUMG 220 ness setting. Prereq: BUMG 150 Coreq: none Prereq: ENGL 202 Coreq: none Coreq: none BUMG 359 3 cr (S) [List G] BUMG 345 2 cr (OD) Business Ethics and Social Responsi- BUMG 402 2 cr (OD) Personal Selling is designed to assist bility introduces students to basic ethi- Retail Sales provides students instruc- business students in understanding the cal concepts, principles and examples to tion in the principles of retail sales dynamics of preparing for sales presen- enhance understanding and use of ethi- in the fields of: planning, marketing, tations and delivering successful sales cal precepts and frameworks in solv- accounting, management and finance. results. Practical and effective guidance ing moral dilemmas. Students expand Students will interact with actual retail for small business and personal sales is awareness of what constitutes ethical operations on the Flathead Reserva- the focus for the course. and unethical practices in business at tion and gain real world experience in Prereq: BUMG 150 the individual, group, organizational retailing. Coreq: none and multinational levels. The aim is to Prereq: BUMG 150 convince students of the essential role Coreq: none BUMG 349 5 cr (W) of corporate social responsibility in the Tribal Finance, Accounting and conduct of business enterprise. BUMG 405 2 cr (OD) Budgets II focuses on the federal laws Prereq: BUMG 257 Strategic Planning provides students and regulations that tribal managers are Coreq: none with an introduction to the idea of required to comply with annually. These building a strategic plan and making laws and regulations include the Indian BUMG 360 3 cr (F) [List F] businesses decisions based upon sound Gaming Regulatory Act, Title 31, the Advanced Business Writing an principles and information. The course Single Audit Act, and auditing rules un- activity-oriented class is designed to is designed to help students identify, der the Tribal Self-Determination Act. develop proficiency in writing and use, and implement the best informa- The course will also focus on compli- presenting various types of business tion possible to make the best business ance with federal grants, the preparation communications. Students will learn decisions. of year-end financial statements, and to use different strategies in business Prereq: BUMG 220 the role of circulars from the federal correspondence and to avoid common Coreq: none Office of Management and Budget. The writing errors. Students will participate general standards for accountants and in exercises designed to developeffec- BUMG 410 2 cr (W) the penalties for non-compliance will be tive presentations and effective commu- Production and Operations examines studied. The role of federal auditors and nications skills in group settings. the key concepts and theories used by investigators will be compared to the Prereq: ENGL 202 managers to ensure efficient and effec- role of tribes’ internal auditors. Coreq: none tive operations. Manufacturing case Prereq: Junior Standing studies focus on production techniques Coreq: none to maintain clear control systems and inventory control. Prereq: BUMG 220 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

160 COURSE DESCRIPTIONS BUMG 425-BUMG 450

BUMG 425 4 cr (F) BUMG 432 3 cr (W) BUMG 442 3 cr (S) Entrepreneurship I: Theory. Students Tax: Volunteer Income Tax Assis- Advanced Marketing Research will exam the historical development tance (VITA) volunteers provide free involves the various practices of of entrepreneurship, explore the myths Income Tax Preparation Assistance to marketing research. Both primary and of entrepreneurship, research the major low-income, elderly, disabled and lim- secondary research will be discussed. schools of entrepreneurial thought, ited English speaking people. Students Emphasis will be placed on research on investigate the entrepreneurial mind-set, will become certified as VITA tax pre- behalf of reservation-based businesses. and evaluate the ethical challenges of parers and volunteer at the SKC VITA Prereq: BUMG 150 entrepreneurship. Clinic. The tax law training teaches the Coreq: none Prereq: BUMG 320 basic concepts of income tax law and Coreq: none is sufficient for preparing tax returns. BUMG 445 4 cr (S) Students will utilize the Link and Learn Entrepreneurship III: Practice BUMG 428 3 cr (F) Taxes e-Learning a training program Students will exam the importance of Tax: Individual and Business. This based on the VITA tax return process. strategic planning for an entrepreneur- course is designed to provide an intro- This training will introduce students ial venture, research the five stages duction to taxation regulation and plan- to the major components of the VITA of a typical venture lifecycle, identify ning for individuals and small business return preparation process. the unique managerial concerns with owners. The ramifications of solving Prereq: BUMG 428 growth of business, examine the princi- tax problems are explored, experienced Coreq: none pal methods used in business valuations, and discussed, with documentation of and investigate the decisions concerning the results. BUMG 435 4 cr (W) future operation and management of the Prereq: BUMG 203/208 Entrepreneurship II: Process Students business. Coreq: none will explore the opportunity identifica- Prereq: BUMG 435 tion process, define and illustrate the Coreq: none BUMG 430 4 cr (F) sources of innovative ideas of entre- Internship I: Business Problem Solv- preneurs, examine the role of creativ- BUMG 450 4 cr (S) ing introduces actual business problem ity and the major components of the Internship III: Business Field Ex- solving situations. The ramifications of creative process, research the major perience introduces students to actual solving business problems are explored pathways and structures for entrepre- business problem solving situations. and discussed with documentation of neurial ventures, understand the legal Students experience management func- results. Students are introduced to reser- challenges for entrepreneurial ventures, tions in existing businesses andwork vation based business situations through and examine the sources of capital for in conjunction with the SKC faculty, experience with actual business applica- entrepreneurial ventures. to make a contribution and learn from tions and group problem solving. Prereq: BUMG 425 existing tribal businesses. The ramifica- Prereq: BUMG 302, 320 Coreq: none tions of solving business problems are Coreq: none explored, experienced and discussed, BUMG 440 4 cr (W) with documentation of the results. Internship II: Business Consulting Students are introduced to reservation introduces actual business problem based business situations through expe- solving situations. Students experience rience with actual business applications management functions in existing busi- and group problem solving. nesses and work in conjunction with the Prereq: BUMG 440 SKC faculty, to make a contribution and Coreq: none learn from existing tribal businesses.

The ramifications of solving business COURSE LIST problems are explored, experienced and discussed, with documentation of the results. Students are introduced to reservation based business situations through experience with actual business applications and group problem solving. Prereq: BUMG 430 Coreq: none TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

161 COURSE DESCRIPTIONS BUMG 455-CAPP 161

BUMG 455 4 cr (OD) BUMG 485 2-12 cr. (OD) CAPP 102 3 cr (W) Introduction to Public and Tribal Senior Project provides an opportunity Document Processing is a hands- Administration introduces students to for students in their senior year of the on class that explores beginning and the operation of tribal, local, and federal Business major to pursue an interest intermediate features of a current word government programs and policies. or opportunity of their choice. Work- processing application program. Those The historic context and limitations of ing alone or in small groups, students features include character formatting, government organizations are explored can engage in activities designed to alignment, line spacing, indenting, cut/ through topics including intergovern- create new enterprises, provide service copy, headers/footers, page numbering, mental relations, financial and budget- to existing entities, or participate in a orientation, tabs, spell check, bullets/ ary issues, and program evaluation. supervised work experience. Prior to numbering, tables, and columns. In ad- Similarities and differences with private registering for this class, students will dition, students learn proper formatting sector businesses are highlighted. present the project to the instructor for of basic business documents including Prereq: BUMG 302, BUMG 325, approval. This class can be taken up to memos, e-mails, business letters, enve- BUMG 360, or consent of instructor three times for a total of not more than lopes, and reports. A resume and cover Coreq: none 12 credits. letter project will also be included. Prereq: Senior status in Business Prereq: CAPP 100 & Keyboarding BUMG 465 4 cr (OD) ­Program and approval of instructor. Proficiency Public & Non Profit Financial Man- Coreq: None Coreq: none agement explores the various aspects Challengeable Course of financial management as it relates to CAPP 100 1 cr (FWS) both governmental and nonprofit orga- Computer Literacy is a hands-on class CAPP 103 3 cr (S) nizations. Topics include fund account- that introduces basic computer skills. Advanced Document Processing is a ing, the budgeting cycle, auditing and Students work through applications hands-on class that furthers basic and asset management. Differences betwen in word processing, spreadsheets, and intermediate word processing skills to public entities and those in the nonprofit Internet use. encompass advanced techniques includ- area are highlighted and explored. Prereq: none ing advanced letter parts, mail merge, Prereq: BUMG 302, BUMG 325, Coreq: none collaboration, styles, graphics, columns, BUMG 360, or consent of instructor Challengeable Course and tables. Students will design a Coreq: none newsletter as a project to demonstrate CAPP 101 1 cr (F) skills acquired. BUMG 475 3 cr (OD) Computer Literacy for Highway Con- Prereq: CAPP 102 Non-profit Management examines struction Worker Training explores Coreq: None the fundamental principles of nonprofit basic uses of computers Challengeable Course management. Students will explore the including word processing and Internet roles and responsibilities of a nonprofit use as they apply to highway construc- CAPP 161 3 cr (FS) board of directors and the management tion needs including employment Electronic Spreadsheets is a hands- team, discover the essential aspects of exploration. on class that familiarizes students with fundraising, and become acquainted Prereq: none the basic capabilities of an electronic with the budgeting process. Coreq: none spreadsheet application program. Prereq: ENGL 202, CAPP 161 Challengeable Course Student activities include creating, for- Coreq: none matting, editing, charting, and printing spreadsheets. Students explore formulas and functions used for problem solving in business. Students do independent problems for a portfolio to demonstrate their skills. Prereq: CAPP 100 or Computer Com- petency Coreq: none Challengeable Course

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

162 COURSE DESCRIPTIONS CAPP 162-CHEM 111

CAPP 162 3 cr (WS) CDAR 260 3 cr (W) CDAR 263 3 cr (W) Data Management Systems is a Chemical Dependency Assessment Chemical Dependency Counseling II hands-on class that familiarizes students and Case Management II focuses on introduces basic theories and dynam- with the basic operations of a relational client-centered strategies to improve ics of counseling groups. Students will database application program. Stu- coordination and continuum of care, develop facilitative skills appropriate dent activities include understanding especially for persons who have mul- to working with those groups in the terminology, creating, querying, sorting, tiple needs. Case management policy management of alcohol and drug abuse. reporting and maintaining a database. and procedures, resource development, Culturally relevant treatment models Prereq: CAPP 100 or Computer and on-going treatment of individuals specific to Native American communi- ­Competency in Native American Communities are ties will be emphasized. Coreq: none discussed. Prereq: CDAR 262 or consent of Challengeable Course Prereq: CDAR 259 or consent of ­instructor ­instructor Coreq: none CDAR 245 3 cr (F) Coreq: none Multicultural Competency and Ethics CDAR 264 3 cr (S) in CD provides an overview of addic- CDAR 261 3 cr (W) Chemical Dependency Counseling tion counseling among diverse popu- Treatment Planning & Documenta- III introduces students to the field of lations, with an emphasis on Native tion in CD acquaints students with experiential counseling with an em- Americans. Students explore ethical theories, models, stages, and functions phasis on traditional Native American responsibilities among CD counselors of alcohol and drug abuse treatment. practices and methodologies used in and use case studies and other activi- The focus of this course is treatment promoting physical and mental well- ties to develop critical thinking skills planning and documentation. being. Students will move beyond stan- needed for ethical decision-making. Prereq: CDAR 260 or consent of dard practices and explore innovative, Prereq: none ­instructor evidence-based chemical dependency Coreq: none Coreq: none treatment models. Prereq: CDAR 263 or consent of CDAR 262 3 cr (F) ­instructor Chemical Dependency Counseling Coreq: none CDAR 251 3 cr (S) I builds practical skills in alcohol and Co-occurring Disorders in CD ex- drug abuse counseling with an emphasis CHEM 110 4 cr (FW) amines the co-occurrence of substance on client-centered approaches such as [List DS, I] abuse and mental disorders, including Solution-Focused Brief Intervention, Fundamentals of General Chemistry definitions, terms, and classification Cognitive Behavioral Therapy, and instructs students in the basic concepts systems for co-occurring disorders. Motivational Interviewing. Culturally of general chemistry, with special em- Prereq: none relevant treatment models specific to phasis on its fundamental principles and Coreq: none Native American communities will be laws. Biological applications, although emphasized. not a primary focus, are integrated CDAR 259 3 cr (F) Prereq: PSYC 110 or consent of throughout. Chemical Dependency Assessment ­instructor Prereq: MATH 100 or consent of and Case Management I introduces Coreq: none ­instructor procedures and instruments used in Coreq: none chemical dependency assessment, placement, testing, diagnosis, and refer- CHEM 111 1 cr (FW) ral, and provides students hands-on [List DS, I] opportunities to practice case manage- Fundamentals of General Chemistry COURSE LIST ment skills. Laboratory provides an inquiry-based, Prereq: none small scale approach to introductory Coreq: none laboratory experiences corresponding to concepts discussed in lecture. Prereq: none Coreq: CHEM 110

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

163 COURSE DESCRIPTIONS CHEM 140-CHEM 362

CHEM 140 5 cr (S) CHEM 152 3 cr (W) CHEM 155 2 cr (S) Fundamental Organic and Biological Principles of General Chemistry II is Principles of General Chemistry Lab- Chemistry is an introduction to carbon the second course in the three-quarter oratory III is the laboratory component based chemistry and the main classes course sequence designed to instruct of CHEM 154, the third course in a of organic and biological molecules: science and engineering students in ba- three-quarter course sequence designed nucleic acids, proteins, carbohydrates sic concepts and mathematical methods to provide a hands-on approach to un- and fats. This course will include an used in General Chemistry. This second derstanding concepts and methods used introduction to enzymes and metabolic course focuses on chemical thermody- in General Chemistry. Lab exercises pathways and will employ embedded namics, properties of liquids, solutions, complement lecture discussions and laboratory modules chemical kinetics, chemical equilib- introduce students to the equipment, Prereq: CHEM 110 or CHEM 152 rium, acid-base reactions and specific procedures, and experimental results of Coreq: none reactions in aqueous solutions. a variety of chemical processes. During Prereq: CHEM 150 this course emphasis will be focused on CHEM 150 3 cr (F) Coreq: CHEM 153 mathematical analysis of experimental [List DS, I] chemical systems. Principles of General Chemistry I is CHEM 153 2 cr (W) Prereq: CHEM 153 the first course in a three quarter course Principles of General Chemistry Lab- Coreq: CHEM 154 sequence designed to instruct science oratory II is the laboratory component and engineering students in basic con- of CHEM 152, the second course in a CHEM 360 3 cr (F) cepts and mathematical methods used three-quarter course sequence designed Organic Chemistry I is the first quarter in General Chemistry. This first course to provide a hands-on approach to un- of a three-quarter sequence in organic focuses on the structure of the atom, derstanding concepts and methods used chemistry featuring the chemistry of chemical composition and bonding, in General Chemistry. Lab exercises carbon compounds with an emphasis on chemical periodicity, reaction stoichi- complement lecture discussions and structural theory, reactions and mecha- ometry, properties of gases and solving introduce students to the equipment, nisms. The first quarter focuses on chemical equations. procedures, and experimental results of bonding theory, stereoisomerism, acids Prereq: MATH 100 and CHEM a variety of chemical processes. During and bases and the chemistry of alkanes, 110/111, or consent of instructor this course emphasis will be focused alkenes and alkynes. Coreq: CHEM 151 on acquiring quantitative data so that Prereq: CHEM 154 students may begin to perform interme- Coreq: CHEM 361 CHEM 151 2 cr (F) diate-level chemical analysis. [List DS, I] Prereq: CHEM 151 CHEM 361 2 cr (F) Principles of General Chemistry Coreq: CHEM 152 Organic Chemistry Laboratory I fea- Laboratory I is the laboratory compo- tures techniques of microscale organic nent of CHEM 150, the first course in a CHEM 154 3 cr (S) chemistry: separation and purification three-quarter course sequence designed Principles of General Chemistry III of mixtures, reactions and syntheses of to provide a hands-on approach to un- is the third course in a three-quarter organic compounds. derstanding concepts and methods used course sequence designed to instruct Prereq: CHEM 155 in General Chemistry. Lab exercises science and engineering students in ba- Coreq: CHEM 360 complement lecture discussions and sic concepts and mathematical methods introduce students to the equipment, used in General Chemistry. This third CHEM 362 3 cr (W) procedures, and experimental results course focuses on more advanced con- Organic Chemistry II is a continuation of a variety of chemical processes. cepts in General Chemistry including of CHEM 360. This quarter focuses on Although qualitative analysis is empha- buffering solutions, electrolytic solu- nucleophilic substitution and elimina- sized during this introductory laboratory tions, oxidation and reduction reactions, tion reactions and the chemistry of course, some quantitative measurements electrochemistry, thermodynamics, haloalkanes, alcohols and sulfides. will also be performed. kinetics, and an introduction to organic Infrared, 1H and 13C nuclear magnetic Prereq: MATH 100, CHEM 110/11, or chemistry. resonance and mass spectroscopy are consent of instructor Prereq: CHEM 152 also introduced. Coreq: CHEM 150 Coreq: CHEM 155 Prereq: CHEM 360 Coreq: CHEM 363

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

164 COURSE DESCRIPTIONS CHEM 363-DATD 111

CHEM 363 2 cr (W) COOP 285 1-12 cr (FWS) CSCD 220 4 cr (W) Organic Chemistry Laboratory II Internship is designed to allow lower Programming II focuses on concepts builds on the techniques learned in division students the opportunity for of object-oriented programming such as CHEM 361 and includes more synthetic “hands-on” work experience. The classes, objects, instantiation, methods, reactions as well as practical spectros- objectives of this course will be decided attributes, inheritance, polymorphism, copy and chromatography. by the intern student, faculty advisor, and UML diagramming. Prereq: CHEM 361 Cooperative Education program and Prereq: CSCD218 Coreq: CHEM 362 placement employer. Students will be Coreq: none matched in relevant fields of study. CHEM 364 3 cr (S) Prereq: none CSCD 310 4 cr (OD) Organic Chemistry III is a continu- Coreq: none Algorithms and Data Structures ation of CHEM 360 and CHEM 362. studies data structures including lists, This third quarter in this sequence COOP 385 1-12 cr (FWS) stacks, queues, trees, and graphs, as focuses on the chemistry of carboxylic Advanced Internship is designed to well as algorithms for sorting, search- acids and derivatives, amines, enolates allow upper division students the op- ing, merging, and hashing. and enamines, conjugated systems and portunity for “hands-on” work experi- Prereq: CSCD 220 and MATH 112 aromatics. ence. The objectives of this course Coreq: none Prereq: CHEM 363 will be decided by the intern student, Coreq: CHEM 365 faculty advisor, Cooperative Educa- DATD 100 1 cr tion program and placement employer. Infection Control and Hazardous CHEM 365 2 cr (S) Students will be matched in relevant Materials introduces the student to Organic Chemistry Laboratory III fields of study. aseptic technique, maintaining dental continues with more complex, multi- Prereq: none instruments and equipment, emergency step reactions. Coreq: none procedures and hazardous materials. Prereq: CHEM 363 Prereq: none Coreq: CHEM 364 CSCD 175 2 cr (S) Coreq: DATD 101 Scientific Presentations introduces CHEM 420 4 cr (OD) students to the use of computer-gener- DATD 101 2 lab cr Environmental Chemistry is a broad ated graphics to communicate research Infection Control and Hazardous field with more than one definition. findings in papers, posters and oral Materials Laboratory is a laboratory This course concentrates on topics that presentations. Students will learn to use taken in conjunction with DATD 100, deal with specifically with the chemical spreadsheet, graphics and presentation in which students apply the principles aspects of problems that mankind and programs to enhance scientific presenta- learned in DATD 100. industrialization have caused in the nat- tions. Prereq: none ural environment. The focus is kept on Prereq: SPCH 100 Coreq: DATD 100 chemical processes whereby pollutants Coreq: none have a direct impact on the environmen- Challengeable course DATD 110 1 cr tal health of humans and ecosystems. Introduction to Chairside Assisting Students will gain an understanding CSCD 218 4 cr (W) introduces the student to four-handed of this “pollution chemistry” through [List DM] dentistry including: instrumentation, knowledge of the behavior and effects Programming I will introduce the moisture control, charting, and rubber of chemicals in the environment. It student to the basics of computer pro- dam procedures. approaches these problems through the gramming. This course will cover basic Prereq: none lens of the “four elements”, namely air, concepts such as the command line Coreq: DATD 111 fire, water and earth. compile process, input/output, condi- COURSE LIST Prereq: Math 110, CHEM361 tionals, looping, verbal algorithms, and DATD 111 2 lab cr Coreq: none pseudocode. Introduction to Chairside Assisting Prereq: ITEC 100 or Instructor Consent Laboratory is a laboratory taken in Coreq: none conjunction with DATD 110, where students apply the principles learned in DATD 110. Prereq: none Coreq: DATD 110 TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

165 COURSE DESCRIPTIONS DATD 112-DATD 133

DATD 112 1 cr DATD 121 2 lab cr DATD 127 2 lab cr Introduction to Dental Assisting is Intermediate Chairside Assisting Dental Restorative Techniques an introduction to the role of the dental Laboratory isthe laboratory taken in Laboratory I is the laboratory taken in assistant as a member of the dental conjunction with DATD 120, in which conjunction with DATD 126, in which health team, patient communication, students apply the principles learned in students apply the principles learned in oral healthcare terminology, HIPAA DATD 120. DATD 126. regulations, State of MT Dental Practice Prereq:DATD 110, DATD 111 Prereq: DATD 110 and DATD118 Act, dental ethics and legal issues in the Coreq: DATD 120 Coreq: DATD 126 dental office. Prereq: none DATD 122 2 cr DATD 128 1 cr Coreq: none Chairside Related Theory II is an Dental Specialities is a course that pro- introduction to nutrition, medical vides students in depth study in the area DATD 113.2 1 cr conditions that affect dental health and of dental specialities including End- Oral Preventive Services introduces treatment, oral pathology, oral cancer, odontics, Orthodontics, Periodontics, students to the principles of preventive pharmacology, nitrous oxide sedation, Pediatric Dentistry, and Oral Surgery. dentistry, including oral hygiene in- local anesthesia, substance abuse, and Prereq: DATD 118 struction, assisting with intra/extra oral tobacco cessation. Coreq: none exams, and application of fluoride. Prereq: none Prereq: none Coreq: none DATD 130 1 cr Corequ: DATD 113.3 Advanced Chairside Techniques is the DATD 124 1 cr continuation session of chairside clini- DATD 113.3 1 lab cr Dental Radiography I is an introduc- cal assisting skills with an emphasis on Oral Preventive Services Laboratory is tion to the basic principles of radia- the practical application of procedures a laboratory taken in conjunction with tion physics, modern intral-oral dental permitted by the State of Montana’a DATD 113.2 in which students apply radiographic technique on manikins, Dental Practice Act. the principles learned in DATD113.2. processing procedures, composition Prereq: DATD 120, DATD 121 Prereq: none and preparation of processing solutions, Coreq: DATD 131 Coreq: DATD 113.3 identifying anatomical landmarks, film mounting, and radiation health protec- DATD 131 2 lab cr DATD 118 2 cr tion techniques. Advanced Chairside Techniques Dental Anatomy is a basic introduction Prereq: DATD 118 Laboratory is the laboratory taken in to human anatomy, with an emphasis on Coreq: DATD 125 conjunction with DATD 130, in which head and neck anatomy, oral embryol- students apply the principles learned in ogy, oral histology, tooth morphology, DATD 125 2 lab cr DATD 130.. and microbiology. Dental Radiography Laboratory I is Prereq: DATD 120/121 Prereq: none the laboratory taken in conjunction with Coreq: DATD 130 Coreq: none DATD124, in which students apply the principles learned in DATD124.. DATD 133 1cr DATD 120 1 cr Prereq: DATD 118 Dental Radiography II is the con- Intermediate Chairside Assisting Coreq: DATD 124 tinuation of dental radiography with is a continuation of chairside clinical an emphasis on advanced radiographic assisting skills with an emphasis in the DATD 126 1 cr techniques. It includes intraoral digital application of rubber dam and sealants. Dental Restorative Techniques I imaging and digital panoramic imaging Prereq: DATD 110, DATD 111 includes theory and instruction of on clinical patients, identifying ana- Coreq: DATD 121 prosthodontics, basic restorative materi- tomical landmarks and pathology, and als, taking impressions on manikins, exposing supplemental radiographic pour and trim study models, preparing technique. and cementing preformed crowns, and Prereq: DATD 124, DATD 125 manipulate a variety of intermediary Coreq: DATD 135 materials Prereq: DATD 100, DATD 118 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

166 COURSE DESCRIPTIONS DATD 135-ECED 100

DATD 135 2 lab cr DATD 150 1 cr DVSP 094 3 cr (FWS) Dental Radiography Laboratory II is Dental Service Learning is a public Introduction to Composition empha- a laboratory taken in conjunction with health experience ranging from work- sizes educational writing skills, process DATD 133 in which students apply the ing with community groups giving oral writing techniques, and comprehensive principles learned in DATD 133. hygiene instruction, to applying topical and analytical reading skills. Students Prereq: DATD 124/125 fluoride, or other projects with permis- will learn to write strong, integrated Coreq: DATD 133 sion of instructor. compositions using specific develop- Prereq or Coreq: DATD 140 ment forms and rewriting techniques; DATD 136 1 cr Prereq: DATD 120/121 students will also improve their reading Dental Restorative Techniques II is skills with textual examples and other a continuation of Dental Restorative DRMA 101 2 cr (OD) [List G] assigned materials. Techniques I with an emphasis on Drama Fundamentals introduces the Prereq: DVSP 091 or appropriate TABE theory in advanced preparation and ma- elements of drama including relation- and writing assessment scores nipulation of impression materials, tem- ships between character, plot and place, Coreq: none porary restorations, construct bleaching as well as audience and actor, which trays and mouth guards, cleaning and are utilized to express a story. Students DVSP 098 1-5 cr (FWS) polish removable appliances. will create, perform and analyze simple Essential Math Skills uses a self- Prereq: DATD 126, DATD 127 dramatic productions based on literary, paced, module-based approach to give Coreq: DATD 137 historical, or current societal issues. students proficiency and confidence in Prereq: none math skills ranging from basic arithme- DATD 137 2 lab cr Coreq: none tic through introductory algebra. This Dental Restorative Techniques II course prepares students to succeed in Laboratory is a laboratory taken in DVSP 052 3 cr (FWS) college mathematics and can be taken conjunction with DATD 136 in which Advanced Reading is designed to pre- multiple times but for no more than 10 students apply the principles learned in pare students to handle the challenges total credits. DATD 136. of college level reading. The course Prereq: none Prereq: DATD 126/127 will focus on building vocabulary, Coreq: none Coreq: DATD 136 increasing reading rates, and developing better comprehension. Admission is by DVSP 099 5 cr (FWS) DATD 138 2 cr T.A.B.E. Placement Examination. This Algebra presents ideas and skills neces- Office Management is the study of course may be taken up to three times sary to represent quantitative relation- dental procedures that include written for credit. ships algebraically, manipulate linear and verbal communication, appointment Prereq: none and quadratic expressions, solve basic control and recall systems, accounts Coreq: none equations, and use algebra to solve receivable/payable, inventory control, mathematical problems in context. This maintaining patient records and utilizing DVSP 091 5 cr (FWS) course prepares students to succeed in dental practice management software.. Applied English is a lecture/lab course college mathematics. Prereq: none designed to prepare students for upper Prereq: Appropriate score on math Coreq: none level English courses. This course will placement test or completion of mod- use writing to reinforce grammar by ules 1-5 in DVSP 098. DATD 140 10 cr application. Admission is by T.A.B.E. Coreq: none Clinical Externship is a continuation Placement Examination. This course of the clinical application of four-hand- may be taken up to three times for ECED 100 2 cr (F) ed chairside dental assisting in clinics credit. Introduction to Early Childhood within the community. Prereq: none Education provides an overview of COURSE LIST Prereq: DATD level clinical courses Coreq: none issues, practices and methodology in Coreq: none early childhood education. Students will explore professional standards in the field. Prereq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

167 COURSE DESCRIPTIONS ECED 103-ECED 145

ECED 103 3 cr (W) ECED 111 2 cr (F) ECED 117 2 cr (W) Positive Guidance and Discipline Safety, Health and Nutrition in Early Creating a Learning Environment teaches students how to utilize a variety Childhood Education focuses on nutri- provides students with information on of positive guidance techniques while tion, health, and safety practices and structuring the environment so that it working with young children which are procedures appropriate for use when is physically and emotionally safe and relevant to the developmental levels and teaching young children. This course healthy. Students will explore tech- needs of the children, encourage coop- includes state and local regulations niques of meeting individual and group eration, problem solving and conflict concerning abuse and neglect, emergen- needs of children through the use of resolution skills, and promote positive cies, disease-poison prevention, healthy materials, relationships and routines emotional development (including classroom environments, and self-care. which encourage play, exploration and self-concept and self-esteem) within Prereq: none learning. children. Students are also introduced to Coreq: none Prereq: none strategies to involve parents in the guid- Coreq: none ance process. ECED 112 3 cr (F) Prereq: none Early Childhood Curriculum 1 intro- ECED 130 3 cr (S) [List H] Coreq: ECED 104 duces lesson planning skills including Foundations of Development and goal setting, selection of appropriate Learning covers the progression of ECED 104 3 cr (W) materials and assessment. Students physical, cognitive, emotional, social, Positive Guidance and Discipline Lab will gain experience in planning for language, moral, and sexual develop- provides students with experience and individual, small group and whole class ment of children from prenatal through feedback to enhance their skills and activities. adolescence. The major theories of abilities in guiding young children’s Prereq: none development and learning are integrated behavior and social/emotional skill Coreq: none throughout the course. development. Students will gain experi- Prereq: ECED 230 ence in utilizing a variety of guidance ECED 113 3 cr (W) Coreq: ECED 131 techniques while teaching children and Early Childhood Curriculum 2 will conduct a self-assessment to evalu- facilitates the development and imple- ECED 131 3 cr (S) [List H] ate and monitor progress of their skill mentation of an individualized, cultur- Foundations of Development and development. ally relevant curriculum designed for Learning Lab focuses on utilizing Prereq: none the whole child in the areas of physical, developmentally appropriate practices Coreq: ECED 103 cognitive, creative, social, emotional, while working in an educational setting. and language development. This hands- Students are introduced to a variety of ECED 106 3 cr (W) on course will provide students with the observation techniques and apply these Early Childhood Curriculum Lab opportunity to evaluate and demonstrate methods when working with children. extends the information learned in Early materials and activities, and develop an Prereq: none Childhood Curriculum 2 and allows integrated learning curriculum unit that Coreq: ECED 130 students the opportunity to utilize and includes language and literacy, mathe- adapt a variety of teaching strategies to matics, science, health, safety, nutrition, ECED 145 2 cr (OD) meet the specific needs of children in all social studies, the arts, drama, music Introduction to Touchpoints intro- areas of development. and movement experiences for children duces the Touchpoints approach and Prereq: ECED 112 indoors and outdoors. concepts, and how to implement the Coreq: ECED 113 Prereq: ECED 112 Touchpoints philosophy in working Coreq: ECED 106 with children, parents and other profes- sionals. The Touchpoints program is a strength-based system designed to strengthen relationships and enhance children’s development from the pre- natal stage through preschool. Prereq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

168 COURSE DESCRIPTIONS ECED 146-ECED 261

ECED 146 1 cr (OD) ECED 150 2 cr (OD) ECED 260 2 cr (OD) Applying Touchpoints implementation Current Issues in Early Childhood Infant/ Toddler Theory and Research of the Touchpoints philosophy in work- Education explores topics of inter- provides an in-depth examination of ing with children, parents and other pro- est and resent research in the field of theoretical perspectives and current fessionals and provides support in the education. It is intended that this course research related to infant and toddler application of Touchpoint principles. will provide an impetus for students’ development and group care. The Touchpoints program is a strength- professional growth and continuing Prereq: ECED 130 based system designed to strengthen quest to improve the education of young Coreq: none relationships and enhance children’s children. development from the pre-natal stage Prereq: none ECED 261 3 cr (S) through preschool. Coreq: none Social Science Content for Early Prereq: ECED 145 Learning provides early childhood Coreq: none ECED 209 3 cr (W) teacher candidates with the knowledge, Meeting the Needs of Families intro- understanding, and use of the major ECED 147 1 cr (OD) duces candidates to positive techniques concepts and modes of inquiry from Applying Touchpoints II is a continua- in communicating with parents and the social sciences: the integrated study tion of Applying Touchpoints. Apply- encouraging parental involvement and of history, government/civics, eco- ing Touchpoints implementation of the partnerships in early childhood pro- nomics, geography, and other related Touchpoints philosophy in working grams and elementary classrooms. This areas to promote students’ abilities to with children, parents and other profes- course also explores various cultural make informed decisions as citizens of sionals and provides support in the parenting practices and values, and a culturally diverse democratic soci- application of Touchpoint principles. changes in family structures that have ety, including the cultural diversity of The Touchpoints program is a strength- occurred. American Indians and tribes in Mon- based system designed to strengthen Prereq: ECED 130 or EDUC 240 tana, and interdependent world. relationships and enhance children’s Coreq: none Prereq: None development from the pre-natal stage Coreq: None through preschool. ECED 230 3 cr (W) Prereq: ECED 146 Infant Toddler Caregiving provides Coreq: none an introduction to essential practices in caring for infants or toddlers in a ECED 148 1 cr (OD) childcare setting. Topics to be explored Applying Touchpoints III is a continu- include routines, environments, sched- ation of Applying Touchpoints II. Ap- ules, primary caregiving and continuity plying Touchpoints implementation of of care. the Touchpoints philosophy in working Prereq: none with children, parents and other profes- Coreq: none sionals and provides support in the application of Touchpoint principles. The Touchpoints program is a strength- ECED 235 2 cr (S) based system designed to strengthen Infant Toddler Caregiving II builds relationships and enhance children’s upon the introduction of essential prac- development from the pre-natal stage tices for infant and toddler care. Topics through preschool. to be explored include cultures, families Prereq: ECED 147 and social emotional considerations for

Coreq: none infant toddler caregivers (PITC Mod- COURSE LIST ules 1 and 3). Prereq; ECED 230 Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

169 COURSE DESCRIPTIONS ECED 265-ECED 305

ECED 265 4 cr (S) ECED 298 6 cr (S) ECED 299 4 cr (S) Leadership and Professionalism in Early Childhood Practicum is an Early Childhood Fieldwork and Early Childhood Education introduces opportunity for students who have Practicum provides early childhood students to skills of effective leaders in completed most Associate of Arts teacher candidates at the associate which leadership is viewed as service: Early Childhood Education courses to degree level an opportunity to observe, this course is developed with the belief observe, teach and reflect upon their teach, and reflect upon teaching experi- that effective leaders serve others in teaching experience. Students will inte- ences in an early childhood setting a relationship-building atmosphere. grate knowledge gained from previous with children from birth to age five. Students will explore a variety of tech- coursework and experiences to develop Candidates will integrate knowledge niques that encourage the promotion and articulate a philosophy and ratio- gained from previous coursework and of healthy lifestyles, positive relation- nale for decisions. Students will apply experiences to develop and articulate ships, interpersonal communication, knowledge of cultural and linguistic a teaching philosophy and rationale and thinking environments. Areas of diversity to create and evaluate environ- for decisions. For candidates seeking professionalism such as upholding ethi- ments and experiences. Students will ECE: P-3 licensure, the demonstration cal and professional standards, engaging review all major curriculum areas and of knowledge, skills and dispositions in advocacy for children, families, and develop and implement developmen- during a well-planned and sequenced the profession, engaging in continuous tally appropriate curriculum that is indi- clinical experience must occur while learning, integrating knowledgeable, vidualized and culturally relevant in the working with children 3-5 years of reflective, and critical perspectives, as areas of physical, cognitive, creative, age and their families in a clinical site well as becoming involved with the social, emotional and language devel- which may include state licensed child- early childhood field will be examined. opment. Implemented curriculum will care centers or homes, Head Start, and Students will assess their leadership include an integrated project or learning community or school based preschool skills along with professionalism and unit that includes language and literacy, programs. Successful completion of develop a professional goal plan that mathematics, science, health and safety, this course requires a passing score on builds on professionalism and leader- nutrition, social studies, the arts, drama, the ECE Teacher Education Program I ship strengths as well as areas for future music and movement activities with (ECE TEP I) Portfolio and Interview. development. children within the age range of zero to Prereq: Permission of the instructor Prereq: ECED 100 eight. On-campus seminars are included Coreq: None Coreq: ECED 298 or ECED 299 in the practicum. Prereq: Consent of Education Depart- ECED 305 3 cr (F) ment Chair Social Studies and Young Children Coreq: none provides students with opportunities to create, implement and evaluate devel- opmentally and individually appropriate learning experiences that foster cultural and character education in children age zero to eight. In addition, students plan, implement and evaluate lessons for young children that support learning in the social studies disciplines of history, geography and economics. Curricular activities are linked to national stan- dards and state guidelines. Prereq: ECED 130; ECED 113 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

170 COURSE DESCRIPTIONS ECED 315-ECED 335

ECED 315 3 cr (F) ECED 321 4 cr (F) ECED 330 3 cr (F) Literacy and Language in the Early Teaching Reading and Communica- Partnerships and Collaboration Childhood Classroom explores the tion Arts in the Early Grades provides provides students with skills necessary development of language and literacy early childhood teacher candidates with to work effectively in partnership with skills of young children along with foundational knowledge of the develop- parents, community professionals, col- curriculum and teaching techniques that ment, processes, and components of leagues in education including educa- foster language and literacy in develop- early reading, writing, speaking, and tors, other school professionals, para- mentally and individually appropriate listening (PreK-3rd Grade). Further, professionals as well as administrators. ways. The course will focus on the un- teacher candidates will be exposed to a Communication, conflict resolution, and derstanding of a comprehensive literacy variety of instructional approaches and collaboration skills are practiced using curriculum that makes productive use materials that support student learning a variety of strategies and approaches of the literacy abilities that all children at varying abilities and developmental such as the Touchpoints Approach. bring to early childhood settings along stages through an integrated, bal- Special emphasis is given to work- with the multiple manners in which anced literacy curriculum. This course ing with others when high conflict and literacy is represented in our lives, includes the selection and use of quality opposing viewpoints exist along with texts, culture, and perceptions of the literature, particularly Native American strategies for partnering with parents world. As well, students discover the literature for young students; under- who have limited English proficiency. inter-relatedness of language, reading, standing of major theories and research As well, students use the NAEYC Code and writing skills. Children’s literature that describe the cognitive, linguistic, of Ethical Conduct when applying con- will be reviewed and evaluated based motivational, and sociocultural founda- flict resolution and collaboration skills on quality indicators and language and tions of early reading and writing; and to situations that depict partnering with literacy curriculum will be connected to the role of reading and communication families, professionals and colleagues. national standards and state guidelines. arts in the development and teaching Prereq: ECED 209 Prereq: ECED 113, EDUC 240 of content areas, such as math, science, Coreq: none Coreq: ECED 316 and social studies. Prereq: EDUC 307; ECED 315 ECED 335 3 cr (S) ECED 316 1 cr (F) Coreq: ECED 421 Technology and Early Childhood Literacy and Language Lab provides Education provides students with an students with an opportunity to imple- ECED 325 3 cr (OD) overview of appropriate use of technol- ment curriculum and teaching strate- Brain Based Learning and Teach- ogy in the early childhood classroom. gies focused on literacy and language ing introduces students to a variety of Students plan and implement integrated, development and obtain feedback about teaching strategies which are based on developmentally and individually ap- their teaching skills. the principles of brain-based learning. propriate curriculum for children zero Prereq: none While this course is designed to deepen to eight that is supported by a variety of Coreq: none the students’ knowledge and application technology; students identify how tech- of brain-based learning to their work nology enhances learning and teaching. with young children, it will encourage Planned curriculum will be connected the personal application of the infor- to national standards and state guide- mation so that the material remains lines. Students evaluate effective use meaningful. of technology in the early childhood Prereq: none classroom as well as learn how to adapt Coreq: none technology for use with students with special needs. Prereq: ECED 113, EDUC 240

EDUC 115 COURSE LIST Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

171 COURSE DESCRIPTIONS ECED 340-ECED 420

ECED 340 5 cr (W) ECED 360 4 cr (W) ECED 375 2 cr (F) Social-Emotional Growth and Creativity and Young Children Fostering Physical Development in Socialization of Young Children focuses on the creative development of Young Children reviews stages of provides students with positive tech- young children in dance, music, theatre, gross and fine motor development as niques to nurture social and emotional and visual arts. The elements in each well as ranges of individual variation development of children from birth to creative arts area are explored in depth and atypical development within each eight. The development, components, and students discuss how to support domain. Students design, implement and influences of social competence the learning of these elements in young and evaluate developmentally and in the early years as well as common children. Students design and imple- individually appropriate activities that social and emotional difficulties will ment activities that encourage learning foster physical development in children be explored. Students will develop and of the elements in the creative arts in age zero to eight. Curricular activities implement plans to boost social compe- children age zero to eight years. As are linked to national standards and tence through examining the contexts well, students develop learning plans state guidelines. for social development, utilizing effec- that integrate the arts into content area Prereq: ECED 113; EDUC 240 tive teaching strategies, and strength- studies. Curriculum is linked to the Coreq: none ening specific components found to national standards and state guidelines. relate to social competence; curriculum Prereq: ECED 113; EDUC 240 ECED 420 5 cr (F) plans will be connected to the national Coreq: none Observation, Documentation and As- standards and state guidelines. Students sessment of Young Children explores will develop individualized intervention ECED 370 5 cr (S) the goals, uses, benefits, limitations strategies to support children who are Supporting Cognitive Development and characteristics of child, family, presenting with specific emotional and through Math and Science explores program, and staff assessment along social difficulties. theories and strategies that support the with how assessment is related to Prereq: ECED 103; ECED 113; early learning and cognitive develop- outcomes. Students evaluate a variety EDUC 240 ment of children from age zero to eight. of assessment tools and strategies plus Coreq: none Students will design, implement and develop and implement assessment evaluate developmentally and indi- plans. Course assessment plans include ECED 345 3 cr (W) vidually appropriate lessons based on systematic observation, documenta- English Speakers of Other Languag- mathematical concepts such as estima- tion and multiple assessment strategies; es: Educational Theory and Practice tion, geometry, numeration and whole- students implement assessment plans in explores language as a cultural system. number operations; as well, students a professional and responsible manner Students review first and second lan- will design, implement and evaluate in partnership with families and profes- guage development in children as well lessons that support each child’s innate sionals. as the connection between language curiosity and each child’s procedural Prereq: ECED 113; EDUC 240 development and cognitive develop- and thinking skills for investigating the ECED 330 ment and learning; educational practice world, solving problems, and making Coreq: none implications are discussed. Strategies decisions. Curriculum will be connected for teaching language development to national standards and state guide- to English language learners will be lines. examined. Students review and evalu- Prereq: ECED 113; EDUC 240 ate available English language learner Coreq: none and bilingual learner methodologies and materials reflecting current practices. Prereq: EDUC 240 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

172 COURSE DESCRIPTIONS ECED 421-EDUC 115

ECED 421 3 cr (F) ECED 451 3 cr (W) ECON 211 3 cr (W) Curriculum Integration and Applica- Curriculum Integration and Appli- [List C, H] tion in the Early Grades I supports cation in the Early Grades II builds Microeconomics deals with micro early childhood teacher candidates in upon the knowledge and skills gained concepts, including supply and demand, applying knowledge and skills acquired from Curriculum Integration and Ap- consumer behavior, firm behavior, throughout their content and methods plication in the Early Grades I and is de- perfect competition, monopoly, govern- coursework. Teacher candidates will signed to support teacher candidates in ment regulation, labor markets, exter- be provided the opportunity to build, applying knowledge and skills relative nalities and income distribution. implement, and evaluate meaningful to their current teaching methods cours- Prereq: none curriculum through the integration of es. Teacher candidates will be provided Coreq: none content and child development knowl- the opportunity to build, implement, and edge in a structured field experience evaluate meaningful curriculum through ECON 212 3 cr (S) [List C, H] with PreK-3rd grade students. Course- the integration of content and child Macroeconomics deals with macro- work will support the critical reflection development knowledge in a structured economic concepts, including gross of teacher candidates’ current practice field experience with PreK-3rd grade national product, unemployment, infla- and knowledge base regarding lesson students. Coursework will support the tion, money supply, interest rates and and unit development, teaching strate- critical reflection of teacher candidates’ economic stabilization through fiscal gies, and implementation of develop- current practice and knowledge base and monetary policy. mentally appropriate, culturally respon- regarding lesson and unit development, Prereq: none sive, and constructivist approaches and teaching strategies, and implementa- Coreq: none theories. tion of developmentally appropriate, Prereq: EDUC 307 culturally responsive, and constructivist ECON 410 3 cr (F) [List J] Coreq: EDUC 372 approaches and theories. Economic Development on Indian Prereq: ECED 421 Reservations examines the principles ECED 425 4 cr (W) Coreq: EDUC 471 of economics as applied to the Indian Mentoring and Coaching explores reservation environment. Students will adult development and learning theory, ECED 498 15 cr (S) study the relationship between tribal mentoring as well as coaching models Early Childhood Advanced Practi- economics and resources, tourism, and approaches such as Touchpoints, cum is the Early Childhood Educa- gaming and other business ventures. and current research on stages in teacher tion Bachelor’s Degree professional They will also examine the relationship development. Students will practice capstone course and provides students between Federal and Tribal economic skills associated with effective mentor- with an opportunity to integrate and conditions. ing and coaching including establishing apply prior learning from early child- Prereq: ECON 211, ECON 212, ENGL trust in collaborative mentor relation- hood education courses. Students work 101 ships; assessing and addressing the off-campus in a full-time supervised Coreq: none needs of the protege; assessing teaching activity. Practicum sites in addition to skills through observation; conferencing students’ practicum goals and planned EDUC 115 3 cr (S) and supporting professional goal plan- activities must be approved by the Computers in Education introduces ning; assessing early childhood teaching Education Department Chair prior to education majors to the major techno- skills, knowledge and dispositions; and the beginning of students’ practicum logical skills required for professional planning and implementing training that experiences. On-campus seminars are teachers, including productivity, mul- contributes to the development of early included in the advanced practicum. timedia, and web-based learning tools. childhood professionals. Prereq: Senior standing and consent of Students will also learn the technical Prereq: ECED 330; ECED 265 Education Department Chair skills and process involved in the es-

Coreq: none Coreq: EDUC 495 tablishment and maintenance of teacher COURSE LIST education portfolios. Prereq: none Coreq: none Challengeable Course

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

173 COURSE DESCRIPTIONS EDUC 175-EDUC 210

EDUC 175 2 cr (W) EDUC 202 3 cr (S) [List G] EDUC 206 3 cr (OD) Community Service-Learning in Edu- Elements of Expression is designed to Introduction to Secondary Science cation is a course in which students as- enhance the development of a variety of Teaching provides an introduction to sess community needs,then develop and oral and written communication skills secondary science teaching. Major top- implement a service project. This course needed for future educators. Written ics include the nature of science across provides students with an opportunity to communication skills include proof cultures, models of effective pedagogy become involved in and support com- reading, peer editing, and revising. for science teaching, science teaching munity activities, and develop relation- The candidates will build on writing as a profession, and the interplay of ships with area agencies,programs and and language arts skills, while allow- science, society and science education. other professionals. ing them an outlet in which to explore An imbedded practicum of 10 hours of Prereq: none their own story-related interests and observations in local schools will be Coreq: none abilities. Critical thinking skills will be part of the course. enhanced through patterns of language Prereq: Sophomore standing; 10 science EDUC 178 1 cr (S) usage and writing. Candidates will also credits for the BSSE with a minimum Exploratory Field Experience pro- explore fundamentals of drama and grade of “C” vides education majors an opportunity various acting techniques, and integrate Coreq: None to participate in a supervised elementary these performance skills into activities setting. Students will gain experience in developed in class. EDUC 207 3 cr (S) observing children and teachers while Prereq: none Health, Safety, and Drug Awareness assisting the supervising teacher with Coreq: none in Education focuses on nutrition, designated tasks and activities. health, and safety practices and proce- Prereq: none EDUC 203 5 cr (F,S) [List H] dures appropriate for use when teaching Coreq: EDUC 203 Foundations of Education introduces children. This course includes state and education candidates to the SKC Teach- local regulations concerning abuse and EDUC 193 2 cr (F) er Education Program and the world neglect, drug risk factors, emergen- Writing Essentials in Education is of professional teaching. Candidates cies, disease-poison prevention, healthy a course designed to assess candidate explore the many social, cultural, eco- classroom environments, and self-care. writing skills and implement strategies nomic and historical issues that affect Prereq: None for improvement. The content of this students and schools in Montana and Coreq: None course will include the basics of writ- the U.S. This course provides a general ing, editing, and improving skills based overview of the nature of children and EDUC 210 3 cr (S) upon individualized assessments. their development, the tools and tech- Introduction to Teaching Secondary Prereq: None niques of teaching and classroom man- Mathematics is the first of three sec- Coreq: None agement, curriculum, selected legal and ondary mathematics methods courses. ethical issues of education, and other It provides an introduction to teaching aspects of the school experience. This secondary mathematics. Major topics course also assists teacher candidates in include the nature of school mathemat- the preparation of their initial Teacher ics, models of culturally responsive Education Program Portfolio. curricula, effective pedagogical method- Prereq: ECED 130 or EDUC 240 ologies, teaching as a profession, and Coreq: EDUC 178 issues and policies affecting secondary mathematics education. Imbedded in EDUC 204 1 cr (OD) this course is a practicum consisting of Orientation to Education provides 10 hours of observation in local second- introductory information to potential ary mathematics classrooms teacher candidates on the requirements Prereq: Sophomore standing; at least15 of the Teacher Education Program. mathematics credits in the BSSEM pro- Prereq: none gram with a minimum of a “C” grade Coreq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

174 COURSE DESCRIPTIONS EDUC 221-EDUC 309

EDUC 221 2 cr EDUC 250 3 cr (F) EDUC 307 4 cr (F) (W-Odd years) Educational Psychology focuses on Curriculum, Planning and Assess- Parent Partnerships and Community human learning as related to classroom ment will explore various issues and Collaboration develops in students instruction and management. This concepts relevant to building instruc- skills and knowledge necessary to work course provides coverage of: learning tional frameworks for K-8 classrooms. effectively in partnership with parents, theory, measurement; similarities and Emphasis is on teaching in small and community members, and colleagues in differences between learners, and other whole group settings. Making connec- education related endeavors. The course corollaries to human learning as applied tions between theory and practice­ in includes a 30 hour service learning to the field of education. instruction, assessment, management, component in which students research Prereq: EDUC 240 and motivation is the focus of this community needs, design a project Coreq: none ­experiential course. based on those needs, and provide vol- Prereq: Admission to the TEP program unteer service to implement the project. EDUC 300 4 cr (F) Coreq: none Prereq: none Language, Literacy and Texts focuses Coreq: none on the understanding of a balanced lit- EDUC 308 3 cr eracy curriculum that makes productive (F-Even years) EDUC 235 3 cr (W) [List E] use of the literacy abilities that children Technology in the Secondary Class- Introduction to Indian Education of all ages bring to school as well as room prepares secondary education provides students with information, the multiple ways in which literacy is candidates with technology skills and insights, instructional methods and pro- represented in our lives, culture, and knowledge useful in supporting teach- fessional perspectives on the education perceptions of the world. ing and learning in various secondary of American Indians. The course exam- Pereq: none disciplines. Candidates will develop ines Indian Education through the lens Coreq: none original technology-based lessons and of students, teachers, cultural resource curriculum resources. specialists and research. EDUC 305 4 cr (F) Prereq: EDUC 240, EDUC 307, EDUC Prereq: NASD 101 Technology in the Elementary Class- 115 or comparable computer skills Coreq: none room is a methods course that guides Coreq: none candidates towards a larger awareness EDUC 240 4 cr (F) [List H] of the role of technology in schooling. EDUC 309 3 cr (W) Human Growth and Development The course covers such issues as tech- Guiding Social Development and focuses on the progression of physical, nology integration across the curricula, Classroom Management explores cognitive, emotional, social, and moral multimedia and learning, technology methods for guiding the development development from conception through to enhance teaching, adaptive/assis- of social competence in young children. adolescence. Classical and contempo- tive technologies, and much more. The Topics include the development of rary theories of development, current course focuses on gaining a deeper un- self-esteem, self-discipline, and proso- research, and practical applications for derstanding of how technology affects cial behavior. Strategies in classroom practitioners are integrated throughout the teaching and learning experiences, management will be examined includ- the course. Contextual influences of cul- instead of simply “teaching computers”. ing handling children’s aggression and tural background, ethnicity and socio- In the process of learning, students in stress, and methods of working with economic status are also examined. this course design materials they can parents on children’s behavioral issues. Prereq: none use, while demonstrating key tech skills Prereq: EDUC 240 Coreq: none that are essential for today’s teachers. Coreq: none Prereq: EDUC 115 or comparable com- puter skills

Coreq: none COURSE LIST

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

175 COURSE DESCRIPTIONS EDUC 311-EDUC 341

EDUC 311 3 cr (S) [List J] EDUC 321 3 cr (S) [List F] EDUC 337 5 cr (W) Cultures, Diversity and Educational Research Writing in Education. Stu- Introduction to Special Education Ethics provides the opportunity for dents will utilize the library and library for Pre-K-12th Grade is designed to candidates to define critical pedagogy resources to develop a thesis ques- provide an historical and contempo- and investigate how to facilitate it by tion, formulate a hypothesis, research rary overview of the special education broadening their perspective on teach- information, and write a professional process while focusing on various types ing and learning in both the classroom paper using APA conventions. Research of learners with special needs, including and the community. The purpose of this topics for this course will be focused on students with disabilities, gifted learn- course is to provide pre-service teach- educational related issues. ers, and children at risk. Topics include: ers with a background in sociological, Prereq: ENGL 202 legal requirements and laws, partnering philosophical and multicultural issues Coreq: EDUC 311 with parents/families, categories of ex- and aspects of education and schooling. ceptionality, identification and interven- It is also intended to assist candidates EDUC 330 4 cr (W) tion, collaboration, and research-based in examining education and schooling Teaching Social Studies in the best practices, including Response to reflectively and critically, and in articu- Elementary Classroom explores the Intervention (RTI) and Universal De- lating and questioning their own views central concepts related to the teach- sign for Learning (UDL). This course about education and the role of school- ing of social sciences in elementary requires a 10 hour embedded field expe- ing in a democratic society. school classroom settings. The course rience working with diverse learners in Prereq: EDUC 235 and admission to the examines issues and methods associated preschool to 12th grade classrooms. TEP program, or consent of instructor; with the teaching of history, geography, Prereq: EDUC 307 Coreq: EDUC 312 economics, civics and government, and Coreq: None other social science topics. Consider- EDUC 312 1 cr (S) ations for the teaching of social studies EDUC 340 4 cr (S) Diversity in Education Practicum in schools that serve Native students Introduction to Literacy Assessment provides teacher candidates with 3-4 are also analyzed and explored, as is the and Instruction provides an introduc- days of field experience in observing integration of social science content in tion to formal and informal reading and and teaching diverse learners. Candi- other subject areas. writing assessments and instructional dates will explore topics of diversity as Prereq: Admission to the TEP program strategies to accommodate variations in they work with learners from various Coreq: EDUC 331 the K-8 literacy program. Candidates backgrounds. will learn how to modify instructional Prereq: EDUC 235 and admission EDUC 331 1 cr (W) strategies to meet the needs of all devel- to TEP; Teaching Social Studies Practicum opmental levels of readers and writers. Coreq: EDUC 311 focuses on creating instructional frame- Prereq: Admission to the TEP program works for the integrated study of social Coreq: EDUC 341 EDUC 313 3 cr sciences, history, geography, and other (F-Even years) related areas. EDUC 341 1 cr (S) Classroom Management in Second- Prereq: Admission to the TEP program Introduction to Literacy Assessment ary Education explores methods Coreq: EDUC 330 and Instruction Practicum provides for maximizing student success by supervised experience in an elementary engaging them in a positive learning literacy setting in which the candidates environment. Topics include building assess and modify instructional strate- relationships with students, developing gies to meet the needs of specific read- classroom community, fostering pro- ers in the classroom. social behavior, and addressing envi- Prereq: Admission to the TEP program ronmental factors. Communication and Coreq: EDUC 340 conflict resolution skills for working with students and families are practiced using a variety of approaches. Prereq: EDUC 250 Coreq: None

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

176 COURSE DESCRIPTIONS EDUC 345-EDUC 362

EDUC 345 3 cr EDUC 345 1 cr (W) EDUC 360 3 cr (F) (W-Odd years) Teaching Reading and Language Teaching the Arts in the Elementary Literacy Strategies in Secondary Arts Practicum provides supervised School provides an overview of art and Education will provide secondary edu- experience in an elementary literacy set- design principles for the elementary cation teacher candidates with a variety ting drawing from current research and education teacher. This course will of approaches, theories, and techniques national standards in field based literacy explore a variety of techniques and for enhancing literacy learning in the education. mediums in producing art and examines content areas. Prereq: Admission to the TEP program various styles of art including Native Prereq: EDUC 240 Coreq: EDUC 344 American art and artists. Coreq: EDUC 343 Prereq: Admission to the TEP program EDUC 350 4 cr (F) Coreq: EDUC 361 EDUC 343 1 cr Physical Education and Health En- (W-Odd years) hancement. Candidates will develop EDUC 361 1 cr (F) Literacy Strategies in Secondary teaching methods, techniques, and skills Teaching the Arts in the Elementary Education Practicum provides second- necessary to facilitate a comprehensive School Practicum provides candidates ary education students a 10 hour field health enhancement curriculum and with supervised field experience in an experience in secondary classrooms recognize the developmental, physical, elementary art program. Candidates will observing the use of strategies to de- mental, emotional, and social growth of plan and teach supervised art lessons velop literacy. These experiences will the elementary-age child. Emphasis will and other forms of creative expression. be used to support secondary education be placed on the importance of health Other forms of creative expression students’ success in developing their and physical education as an integral such as music and drama will also be knowledge of and ability to apply peda- part of the elementary curriculum and explored. gogical practices and concepts about the impact on child development. Can- Prereq: Admission to the TEP program teaching and learning that assist middle didates will participate in class activities Coreq: EDUC 360 and high school students in developing and discussions on relative topics in the literacy. specialized field of health and physical EDUC 362 3cr (OD) Prereq: EDUC 240 education. Red Pedagogy. The class will explore Coreq: EDUC 342 Prereq: Admission to the TEP program major sociopolitical theories that have Coreq: EDUC 351 influenced American society and edu- EDUC 344 4 cr (W) cational systems specifically in rela- Teaching Reading and Language EDUC 351 1 cr (F) tionship to Native Americans. Student Arts with Children’s Literature de- Physical Education and Health will engage in critique of these theories velops an understanding that children’s Enhancement Practicum provides the and practices while exploring how books can be used as the foundation for opportunity to take theory into practice. the education system can better incor- a young reader’s success in develop- This course involves planning, teach- porate Native American educational ing literacy. One course objective is ing, and assessing physical education philosophies. Combining these goals, to become knowledgeable readers of experiences for elementary and/or this course will help students explore children’s literature, with an emphasis secondary students. Candidates will and better understand political and on Native American children’s literature demonstrate competency through plan- sociological philosophies and practices and to develop expertise in using author ning for, implementing, and assessing that have shaped educational systems studies and technology in the classroom. their teaching assignments. around the world. It will also increase Literature from various genres will be Prereq: Admission to the TEP program students’ awareness of Native American explored as a tool to elicit responses Coreq: EDUC 350 critiques of educational systems in order from children and help them to create to be better prepared to contribute to the personal meaning from texts. Various discussion about what could or should COURSE LIST methods for teaching language arts and be done to define and shape contempo- reading will be discussed as candidates rary Native American education. learn to plan and organize a balanced Prereq: EDUC 240 literacy program. Coreq: none Prereq: Admission to the TEP program Coreq: EDUC 345

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

177 COURSE DESCRIPTIONS EDUC 365-EDUC 395

EDUC 365 3 cr (F) EDUC 372 3 cr (F) EDUC 392 2 cr Music for Elementary Teach- Teaching Math in the Early Grades (F-Even years) ers introduces students to effective focuses on learning theories and teach- Teaching Science in the Secondary methods, techniques and materials ing strategies for early elementary Classroom I is the first of two courses for teaching music to children in the (K-4th grade) mathematics. The class that engages students in the in depth elementary grades. Candidates will is based on implementing the Montana study of theory, design and application explore techniques of signing and play- Common Core State Standards in Math- of models of science instruction and ing instruments such as the keyboard, ematics. In addition, candidates will of the issues surrounding secondary recorder and rhythm instruments, and explore classroom materials, models, science teaching. Major topics of study will develop ear training in a variety of and technologies appropriate and effec- include 1) constructivist instructional musical experiences. tive in guiding mathematics instruction methods such as learning cycles and Prereq: Admission to the TEP program for early elementary grades. inquiry, 2) the essential elements of Coreq: none Prereq: EDUC240, Acceptance into culturally congruent instruction, and 3) TEP, MATH 134, MATH 135, formative and summative assessment EDUC 370 4 cr (W) MATH 136 strategies that support student learning. Teaching Mathematics in the El- Coreq: EDUC371 or ECED 421 Prereq: EDUC 206, EDUC 307 ementary School focuses on learning Coreq: None theories and teaching strategies for el- EDUC 390 4 cr (W) ementary school mathematics. The class Teaching Science in the Elementary EDUC 393 3 cr is based on the ideas, goals, and recom- Classroom focuses on topics related (W-Even years) mendations of the National Council to the effective teaching of science in Transition to Student Teaching sup- of Teachers of Mathematics (NCTM), elementary classroom settings. Candi- ports teacher candidates in transitioning namely that all children can and do dates will explore teaching methods that to student teaching by providing early enjoy mathematics, that children learn are aligned with state and national stan- experiences in their intended student best by actively exploring and investi- dards, and are oriented around inquiry- teaching settings. Students will spend a gating math, and that problem solving, based, collaborative science learning. minimum of 50 hours observing and as- reasoning, and communication are im- A special focus of this class will be the sisting in the classroom of thei intended portant goals of mathematics teaching infusion of culturally responsive science supervising teacher. Ten hours of meet- and learning. Furthermore, the NCTM teaching methods and issues, as well ings with the college supervisor of field Standards are the guide in studying the as the integration of science learning experiences are included. interrelationship between the process across various disciplines. Prereq: EDUC 392 and content strands. In addition, candi- Prereq: Admission to the TEP program Coreq: EDUC 395 dates will explore classroom materials, Coreq: EDUC 391 models and technologies appropriate for EDUC 395 2 cr (F-Even use with elementary students. EDUC 391 1 cr (W) years) Prereq: Admission to the TEP program Teaching Science in the Elementary Teaching Science in the Secondary Coreq: EDUC 371 Classroom Practicum provides candi- Classroom II is the second of two dates with supervised field experiences courses that enable students’ in depth EDUC 371 1 cr (W) related to the content and context of study of the theory, design and applica- Teaching Math in the Elementary the science methods course. Content tion of effective science instruction and Classroom Practicum provides candi- focus will be on field implementation of issues surrounding secondary science dates with supervised field experience of methods and materials in all areas of teaching. This course focuses on 1) the that focuses on field implementation of science instruction appropriate to the design and use of models, technology, methods and materials of mathematical development of the K-8 educator. argumentation, and writing to support instruction appropriate to the develop- Prereq: Admission to the TEP program the development of skills and conceptu- ment of the K-8 educator. Coreq: EDUC 390 al understanding in science; 2) safety in Prereq: Admission to the TEP program science instruction; and 3) the interac- Coreq: EDUC 372 tion of science and society. Prereq: EDUC 394; admission to the TEP program; senior status Coreq: EDUC 396

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

178 COURSE DESCRIPTIONS EDUC 397-EMER 140

EDUC 397 3 cr (W) EDUC 471 3 cr (W) EDUC 495 2 cr (S) Teaching Secondary Mathematics Action Research in Education will Reflective Practice and Research in – Middle Grades provides research- allow Candidates to explore and apply Education is a capstone course for based and standards supported strategies theory and methodology for conducting the Teacher Education Program, and for teaching math in the middle grades classroom based action research through is taken along with student teaching. (5-8). Focus will be on development of the investigation of a significant ques- The course focuses on research and grade appropriate lessons which support tion or issue related to teaching in pre-K best practices in education with rela- process standards as well as content through 12th grade classrooms. This tion to classroom management, student standards that can be used in classrooms course serves as the prerequisite and assessment, and other topics important with diverse mathematical abilities. foundation for EDUC 495 taken during to high quality teaching in elementary Imbedded in this course is a practicum student teaching/advanced practicum education settings. Candidates analyze consisting of 10 hours of observation/ in which candidates gather and analyze lessons learned during student teaching, presentation in middle grade math data as they carry out their research, engage in the development of action classes. report results, and develop implications research, and participate in the develop- Prereq: EDUC 210 or EDUC 372 and for their future teaching practice and ment of a professional portfolio. acceptance into TEP program continued action research. Prereq: Senior Standing Coreq: none Prereq: Acceptance into TEP or per- Coreq: EDUC 490 or ECED 498 or mission of the instructor EDUC 491 EDUC 398 3 cr (F) Coreq: None Teaching Secondary Mathematics – EMER 101 10 cr (F) High School provides research-based EDUC 490 12 cr (S) Emergency Medical Technician and standards supported strategies Student Teaching for Elementary prepares students to provide prehospital for teaching math in the high school Education is a full-time, off-campus, assessment and care for patients of all (9-12) math classroom. Focus will be supervised activity for candidates ages with a variety of medical condi- on development of appropriate lessons pursuing K-8 or ECE P:3 endorsement tions and traumatic injuries. Areas of which support process standards as well at a location approved by the Education study include an introduction to emer- as content standards and incorporate Department Chair. gency medical services systems, roles appropriate use of technology. Prereq: Permission from Department and responsibilities of EMTs, anatomy Prereq: EDUC 397 Chair and physiology, medical emergen- Coreq: EDUC 399 Coreq: EDUC 495 cies, trauma, special considerations for working in the prehospital setting, and EDUC 399 1 cr (F) EDUC 491 12 cr (S) providing safe patient transportation. Teaching Secondary Mathematics Student Teaching in Secondary Prereq: Must meet course requirements – High School Practicum provides Education is a full-time, off-campus, Coreq: none candidates with a supervised field supervised activityfor students pursuing experience that focuses on field imple- secondary education endorsement. EMER 140 3 cr (W) mentation of methods and materials of Prereq: Permission from Department Emergency Services I provides an mathematical instruction appropriate to Chair overview of the different types and their the development of a secondary school Coreq: EDUC 495 roles and responsibilities in emergen- mathematics educator. cies. Emergency service organizations Prereq: EDUC 397 such as Emergency Medical, Fire Coreq: EDUC 398 Department, Law Enforcement and emergency management at the tribal, local, state and national levels. The Na-

tional Incident Management System and COURSE LIST fundamentals of emergency manage- ment and emergency planning are also introduced. Students will earn certifica- tions at the ICS 100 and 200 levels. Prereq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

179 COURSE DESCRIPTIONS EMER I46-ENGG 211

EMER 146 3 cr (W) EMER 190 4 cr (S) ENGG 202 5 cr (OD) Communication in Critical Events Emergency Services II expands on Engineering Dynamics is the study of prepares students to provide effective topics learned in Emergency Services the dynamics of mechanical systems communication in emergency situations. I. Course topics include introduction of with applications in engineering. Includes communication and informa- multi-jurisdictional expanding incident Prereq: ENGG 201 tion systems as well as standards for management, Emergency Operations Coreq: none reporting incident information in verbal Center operations, national planning and written forms and using social systems and process and introduction to ENGG 207 2 cr (F) media. mitigation functions. Students will also Engineering Laboratory IV is a Preq: none be introduced to Tribal specific inte- laboratory-based course that continues Coreq: none gration of national emergency service the student’s introduction to embedded processes. systems. Emphasis will be on using the EMER 150 3 cr (W) Prereq: EMER 140 C programming language to write pro- Hazwoper 24 Hours is designed for Coreq: none grams and on input and output devices workers engaged in hazardous sub- for embedded systems. stance removal or other activities which ENGG 107 2 cr (F) Prereq: ENGG 109 expose or potentially expose workers Engineering Laboratory I is a labora- Coreq: none to hazardous substances and health tory-based introduction to engineering hazards. This course is comprised of with a focus on electric circuit concepts, ENGG 208 2 cr (W) 25 sections, covering topics pertaining digital logic circuits, and PC hardware Engineering Laboratory V is a to workplace hazards associated with and software. laboratory-based course that introduces Hazardous Waste Operations and Emer- Prereq: none the student to more complex embedded gency Response (HAZWOPER). Upon Coreq: none systems concepts such as interrupts and successful completion of the course, serial communication. students will receive a certificate of ENGG 108 2 cr (W) Prereq: ENGG 207 completion which is accepted by OSHA Engineering Laboratory II continues Coreq: none as documentation of training. the laboratory-based introduction to Prereq: none engineering with a focus on embedded ENGG 209 2 cr (S) Coreq: none computer systems. Topics include digi- Engineering Laboratory VI is a labo- tal multimeters, schematic design entry, ratory-based course that introduces the EMER 170 4 cr (S) C programming, and simple input and engineering problem solving method. Wildland Firefighting students will be output devices. Students will be assigned a problem, introduced to information on personal Prereq: ENGG 107 develop requirements, and implement preparedness and responsibility, mo- Coreq: none a solution. One possible problem is a bilization, incident procedures, as well robot maze runner. as universal wildland firefighting skills ENGG 109 2 cr (S) Prereq: ENGG 208 including the LCES system, factors that Engineering Laboratory III is a Coreq: none impact safety in a wildfire environment, laboratory-based introduction to engi- and fireline methods. neering design. Students will design, ENGG 211 5 cr (OD) Prereq: none layout, build, program, debug, test, and Mechanics of Materials studies the Coreq: none characterize a simple embedded system. concepts of stress and strain applied to Possible systems are robotic controllers materials used in engineering applica- EMER 175 1 cr (S) or a weather station. tions. Community Service offers students an Prereq: ENGG 108 Prereq: ENGG 201 opportunity to apply emergency man- Coreq: none Coreq: none agement, emergency communications, and/or health related skills through ENGG 201 5 cr (OD) service in the community. Engineering Statics is the study of me- Prereq: none chanical equilibrium with applications Coreq: none in engineering. Prereq: PHYS 201 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

180 COURSE DESCRIPTIONS ENGG 241-FORS 102

ENGG 241 5 cr (W) ENGL 104 3 cr (OD) [List G] ENGL 210 3 cr (W) Circuit Analysis I is the study of Creative Writing II is an extension of World Literature is an introduction to DC circuits, including first-order and ENGL 103 and is for students who wish enduring modern and classical litera- second-order circuits, using Ohm’s to develop their imaginative writing ture. Students read prose and poetry and Kirchhoff’s Laws, nodal and mesh skills more fully. selections from Native, African, Asian, analysis, and Thevenin’s and Norton’s Prereq: ENGL 103 European, and American cultures. Theorems. Phasor analysis of AC Coreq: none Prereq: ENGL 101 with a C or higher ­circuits is introduced. Coreq: none Prereq: PHYS 205, MATH 112 ENGL 107 3 cr (S) Coreq: none Communication in the Workplace ENGL 306 3 cr (FWS) will help students to understand and [List F] ENGG 242 5 cr (S) communicate instructions, procedures, Writing Research Papers serves Circuit Analysis II is the study of AC and ideas encountered at work. students from all academic departments. circuits, including three-phase circuits, Prereq: none Students learn how to use the library to magnetically coupled circuits, and two Coreq: none research a thesis question, formulate a port networks. Analysis techniques hypothesis, and write in a professional include Laplace transforms, Fourier ENGL 201 3 cr (F) [List E] style using the appropriate citation style series, and Fourier transforms. Native American Literature intro- for their field of study. Prereq: ENGG 225 duces students to the works of Native Prereq: ENGL 202 with a C or higher Coreq: none American writers. Students read poetry, Coreq: none short stories, and one novel. The class ENGG 244 5 cr (F) studies the emergence of Native Ameri- FLAG 101 1 cr (S) Digital Logic Circuits is a lecture-and can Literature in the 1970s and traces its Flagger Training is a combination laboratory-based introduction to digital creative development to the present. of lecture, manuals, video, and hands circuits. Topics include SSI, MSI, and Prereq: ENGL 101 with a C or higher, on problem solving. The five areas of LSI logic gates, design and implemen- NASD 101 a Traffic Control Work Zone and the tation of combinatorial and sequential Coreq: none flaggers proper place in the work zone circuits, voltage levels and drive cur- will be discussed. Flagging duties and rents, introduction to hardware descrip- ENGL 202 3 cr (FWS) responsibilities will be taught. A Mon- tion languages, and programmable logic English Composition II continues the tana flagger certificate will be issued devices. process of developing quality writing, upon successful completion of exam Prereq: ENGG 109 reading, and editing skills. Students demonstrating competencies that meet Coreq: none learn how to extract meaning from standards of the Montana Department texts, respond to the ideas of others, and of Transportation and the Manual of ENGL 101 3 cr (FWS) document sources. Uniform Traffic Control Devices from English Composition I focuses on Prereq: ENGL 101 with a C or higher the USDOT. development of a personal writing pro- Coreq: none Prereq: none cess. Students learn how to create ideas, Coreq: none draft them into essay form, and revise ENGL 205 3 cr (OD) [List F] the text to achieve a polished final copy. Introduction to Journalism covers FORS 102 3 cr (F) Prereq: DVSP 094, or appropriate score the basics of researching, interviewing, [List DS, H] on TABEand Writing Assessment reporting, editing and photographing for Fire and Human Cultures surveys Exam. a newspaper. Students will take photos the role of fire in the development of Coreq: none and write feature stories, columns, human cultures worldwide. Students

editorials, essays and other assignments will explore the physics of fire, the co COURSE LIST ENGL 103 3 cr (OD) related tothe content of SKC’s on-line evolution of human culture and uses of [List B, G] newspaper, Camp Crier. fire, and modern changes in the role fire Creative Writing I provides students Prereq: none plays in healthy human & ecosystem an opportunity to write original stories Coreq: ENGL 202 dynamics. and/or poetry and receive constructive Prereq: none guidance and support. Coreq: none Prereq: none Coreq: none TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

181 COURSE DESCRIPTIONS FORS 110-FORS 330

FORS 110 3 cr (W) FORS 220 2 cr (W) Introduction to Wildland Fire Man- Forest Measurements II Lab contin- FORS 271 3 cr (S) agement familiarizes students with the ues developing students’ skills in forest Forest Health and Disturbance exam- role of fire in North American ecosys- products assessment, with emphasis on ines the roles of insects, disease, fire, tems: what fire is physically; the role cruising, statistical analysis of cruises and abiotic factors such as drought in of fire in developing and maintaining and use of tally software. altering forest succession and dynam- healthy plant communities, fire ecology, Prereq: FORS 210, MATH 100 ics. Specific insects and fungi species and a survey of basic fire management, Coreq: none will be examined, as will characteristics including fuels management & fire sup- Challeangeable course and behavior of forest fires. The role of pression. disturbance in shaping forest stands will Prereq: none FORS 230 2 cr (S) be examined as will human manage- Coreq: none Forest Measurements III Lab extends ment options to control and modify practice and skills in cruising and scal- the influence of natural and introduced FORS 146 3 cr (F) ing. Through field projects, students disturbance agents. [List DS, I] become proficient in use of equipment Prereq: FORS 145, or consent of Dendrology teaches identification, and software for collection and analysis ­instructor classification, environmental require- of data. Coreq: none ments, and physical properties of major Prereq: FORS 220, MATH 100 deciduous and coniferous tree species of Coreq: none FORS 310 3 cr (F) the Rocky Mountains. Challengeable course Forest Ecology explores the inter- Prereq: none relationships of plants, animals and Coreq: none FORS 240 3 cr (S) the physical environment that lead to Fuels Measurements introduces stu- diverse and healthy forest systems. FORS 154 3 cr (W) dents to the methods and practices in- Students learn about development, [List DS, I] volved with range and forest fuels types change, competition and disturbance of Survey of Forestry examines the and measurements; sampling methods forested ecosystems and how to apply various aspects of forest ecology and used in fire management, with targeting this knowledge to create ecologically management. Students learn about the fuels parameters used in both manage- informed forest management decisions. sub disciplines of forestry, conservation ment and fire modeling. Prereq: BIOS 260, BIOS 261 or consent issues, wilderness values, and socioeco- Prereq: FORS 220 or equivalent, or of ­instructor nomic relationships of the forest and the consent of instructor Coreq: none human community. Coreq: None Prereq: none FORS 330 3 cr (S) Coreq: none FORS 251 3 cr (W) Timber Harvest Systems examines Silviculture provides an introduction the biological and economic basis FORS 210 2 cr (F) to the theory and practice of silviculture behind timber extraction, as well as the Forest Measurements I Lab is a prac- and to methods of treatment applied to different systems available and on-site tical introduction to forest and forest forested areas to create and maintain management concerns. Students will products assessment. Students will learn healthy and productive forests. Students be able to identify and choose the best simple mapping, use of forest measure- consider forest ecology, the importance harvesting system for a given site and ment instruments and use of Geographi- of protecting other resource values and lay out and supervise a timber sale so cal Positioning Systems. the role of silviculture in sustainable that site quality in maintained and site Prereq: MATH 100 forestry and ecosystem management. damage is minimized. Coreq: none Prereq: FORS 154, or consent of Prereq: Junior standing in Forestry Challengeable course ­instructor or consent of instructor Coreq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

182 COURSE DESCRIPTIONS FORS 341-FTVP 140

FORS 341 3 cr (W) FORS 420 3 cr (W) FTVP 102 2 cr (FWS) Wildland Fire Management: Fire Fire Ecology explores the relation- [List B, G] Suppression explores the characteris- ship between forest ecosystems and Introduction to Photography will tics of fuels, weather, and topography both wildland and human set fires. Fire cover the basics of using 35mm SLR that influence wildland fire behavior. regimes, forest tree adaptations and the cameras, wet processing and enlarging. This includes the interaction of fuels, ecological consequences of changing In addition to technical skills, aesthet- weather, and topography on wildland natural fire patterns are examined. Stu- ics, ethics, and photography as an art fire behavior, fireline tactics, and safety. dents will learn management techniques form and communications medium will Prereq: FORS 110 , or consent of for both controlling fire through silvi- be discussed. instructor cultural prescriptions and for restoring Prereq: none Coreq: None fire to ecosystems where it has been Coreq: FTVP 103 suppressed. FORS 342 3 cr (S) Prereq: FORS 271 FTVP 103 1 cr (FWS) Wildland Fuels Management studies Coreq: none [List B, G] the use of fire in ecosystem manage- Introduction to Photography Labo- ment, including fuels, fuel types (range- FORS 430 3 cr (S) ratory reinforces what is covered in lands & grasslands), fuels measure- Issues in Tribal Forest Management FTVP 102, and assists students in com- ments, the application of prescription is a seminar class that examines eco- pleting projects as assigned. fire & other uses of fire as an integral logical, cultural, social and economic Prereq: none part of modern ecosystem management issues that are unique to management of Coreq: FTVP 102 practices. Tribal forest resources. Guest speakers Prereq: FORS 240, or consent of and case study analysis will provide FTVP 120 3 cr (F) instructor students with a variety of perspectives Survey of Indigenous Film provides Coreq: None on how reservation forests can be man- an overview of native people presented aged to achieve cultural and ecological through film and motion media, exam- FORS 343 3 cr (S) sustainability. ining the perspectives and realities of Fire and GIS is a survey of GIS meth- Prereq: Senior standing in Forestry, or indigenous people across time to the ods and applications used in wildland consent of instructor­ present through a variety of critical and fire management, including mapping, Coreq: none creative lenses. Students will learn to modeling, fuels management and fire critically assess indigenous films and behavior. FORS 442 3 cr (F) develop their own voice through col- Prereq: Geog 201, Geog 321 or Fire Behavior & Meteorology intro- laborative work, alternative scenario ­equivalent duces the concepts of fire behavior, con- building, and short script writing. Coreq: None cepts of forest & fire meteorology, and Prereq: none the synergy between climate, weather, Coreq: none FORS 410 3 cr (F) and fire behavior. Advanced Silviculture builds on Prereq: FORS 341, or consent of FTVP 140 3 cr (WS) the knowledge gained in FORS 251, instructor [List B, G] Silviculture, to explore important Coreq: None Fundamental Video Production is in- practical issues in silviculture and forest tended to provide the beginning student ecosystem management. These topics FORS 443 3 cr (S) with experience in video and television will include quantitative growth and Fire, Fuel, and Vegetation Modeling production as well as instruction in density modeling, stand reconstruction, reviews modeling fire behavior using shooting and editing. Lighting, audio, alternative silvicultural approaches and PC based fire models, including Farsite, and graphic basics will also be covered. landscape level management. FLAMMAP, Fire Family Plus, FVS fire Prereq: none COURSE LIST Prereq: FORS 251 modules and fuels modules, and others. Coreq: none Coreq: none Prereq: FORS 442, or consent of ­instructor Coreq: None

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

183 COURSE DESCRIPTIONS FTVP 141-FTVP 217

FTVP 141 3 cr (S) [List G] FTVP 171 3 cr (S) FTVP 212 3 cr (F) Intermediate Video Production [List B, G] Documentary Film introduces key provides the intermediate student with In “New Directions in Indigenous concepts and ideas toward answering experience in video production and the Film”, students will explore the historic this question, examining the social, cul- basics of non-linear editing. The ma- portrayal of native people in the media tural, legal, and ethical considerations nipulation of audio, graphics and visual as well as new and emerging methods inherent in all documentary produc- elements in a computer program will be and voices. Students will experiment tion. Students will also explore specific stressed with both traditional and digital film documentary forms: their history, best Prereq: FTVP 140 or consent of instruc- formats to create authentic indigenous examples, notable characteristics, and tor footage that both honors the traditions key practitioners. Major themes in Coreq: none and engages the native communities documentary work across forms and themselves in the process. genres — in print, photography, film/ FTVP 150 3cr (W) Prereq: FTVP 140 video, audio, and hypermedia/multime- [List B, G] Coreq: none dia will be highlighted. Digital Photography covers the basic Prereq: functions of the digital camera and in- FTVP 202 2 cr (WS) [List G] Coreq: none troduce students to image handling and Intermediate Photography (in black the digital darkroom in Adobe Photo- and white) will focus on refining the FTVP 216 2 cr (S) [List G] shop CS5. Through assigned projects, ideas and techniques presented in FTVP Advanced Black and White students will learn to photograph and 102. Students will expand their under- ­Photography will focus on refining organize a visual story, with emphasis standing of the technical and aesthetic the ideas and techniques presented on image editing, the workow process, possibilities of black and white pho- in ­Introduction to Photography and and the organizing and storage of visual tography through weekly assignments, Intermediate Photography in Black and images. With lab TBA. technical exercises and discussion of White. Students will expand and master Prereq: FTVP 102/103 their work. their practice of the technical and Coreq: none Prereq: FTVP 102/103 aesthetic controls in black and white Coreq: FTVP 203 photography through assigned projects FTVP 170 3 cr (S) and a weekly review of their work. Writing for the Screen explores the FTVP 203 1 cr (WS) [List G] In addition to the technical aspects, fundamentals of script writing and Intermediate Photography Laborato- students will study the work of a variety screenplay properties, preparing stu- ry reinforces what is covered in FTVP of photographers and in the process will dents to read, write, and participate in 202, and assists students in completing decide a direction and focus for their the film and motion picture industry. projects as assigned. work. This class will require students Students will read, critically dialogue, Prereq: none to create, work actively on, and present and provide written reviews of a variety Coreq: FTVP 202 a body of their photographic work for of scripts using a number of fundamen- exhibition. tal screenwriting elements and collabo- FTVP 210 3 cr (F) Prereq: FTVP 102/103 rate on original pieces before submitting Fiction Film Exploring the nature Coreq: none their own as a final project. of story and story forms through the Prereq: FTVP 120 medium of film, students will gain a FTVP 217 1 cr (S) [List G] Coreq: none thorough understanding of the plan- Advanced Black and White Photogra- ning, development, and key workflow phy Laboratory reinforces what is cov- processes of fiction-based films. Topics ered in FTVP 202, and assists students will include tropes, special effects, story in completing projects as assigned. arcs, narrative techniques, and other Prereq: FTVP 102/103 story mechanics. At the conclusion of Coreq: FTVP 216 the course, students will have contrib- uted a fiction-based script or piece that demonstrates proficient understanding of these topics. Pereq: FTVP 170 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

184 COURSE DESCRIPTIONS FTVP 220-GEOL 101

FTVP 220 3 cr (S) [List B, G] GEOG 100 5 cr (S) GEOG 331 3 cr (S) (Odd years) [List DS, I] GIS III includes geodatabase manage- Photographic Alternative Processes Introduction to Geography explores ment in multi-user environments. Other will cover basics of non-silver printing, the basic content and methodology of topics include HTML-image-mapper hand applied processes, including image geography; climate, land forms, popula- extensions for ArcGIS, and advanced and emulsion transfers. Using camera tion distribution, and analysis ofhu- spatial modeling, including 3D models, generated images as a base, the course man, physical, economic, and political advanced spatial analysis using vector will allow for unconventional explora- features on a map. and raster data. tions in the making of a photograph. Prereq: none Prereq: GEOG 320; Students should Prereq: FTVP 102/103, or consent of Coreq: none have a basic understanding of comput- instructor ers (how to save files, open files, browse Coreq: none GEOG 201 3 cr (F) folders to locate files, edit text, etc.). GIS I is an introduction to the science Students not comfortable with basic FTVP 235 3 cr (W) [list B, G] of spatial information and the use of computer operation should take CAPP (Even years) GIS software. The course includes a 100 - Computer literacy prior to GIS The Photographic Essay will provide brief background session in geography courses. a forum for telling stories with photo- and GIS, as well as an introduction to Coreq: none graphs. Students will conceptualize, the ArcGIS software package. Topics form, produce, edit and sequence their also include spatial awareness, cartogra- GEOG 341 3 cr (S) own photographic essay. Participants phy, spatial data structure, GPS for GIS, Remote Sensing & Image Analysis will learn about ways to venture out spatial analysis, spatial data sources, challenges students to apply the con- and become part of the situation they and legal issues associated with GIS. ceptual foundations and technical skills are photographing and learn ways of Prereq: Students should have a basic of image processing toward real-world preparing their work for presentation understanding of computers (how to problem solving in environmental and and possible publication. save files, open files, browse folders to cultural themes. Students learn the Prereq: FTVP102/103 or consent of locate files, edit text, etc.). Students not basics of light reflectance in the elec- instructor comfortable with basic computer opera- tromagnetic spectrum, and the various Coreq: none tion should take CAPP 100 - Computer aerial and satellite sensor platforms literacy prior to GIS courses. used to capture that information. Sev- FTVP 240 3cr (W) [List G] Coreq: none eral hands-on projects provide experi- The Art of Light. Light is the basis ence in remote sensing applications for perception of depth, color, tone GEOG 321 cr (W) such as studies of water, vegetation, and luminance. Practical experience GIS II will concentrate on the analyti- geology, natural resource management, in lighting for portraits, still life, flat cal capabilities of GIS. Students will and cultural resource management. and three dimensional artwork, nature, expand their technical skill in ArcGIS Prereq: GEOG 321 glassware and theatre lighting is cov- with hands-on experience. Topics will ered. This course is about manipulating include advanced spatial analysis (vec- GEOL 101 4 cr (F) both artificial and natural light and is tor and raster), spatial modeling, 3D [List DS, I] for still photography or video students spatial data, and geostatistics. Physical Geology is an introduction to who want to expand their ability to see Prereq: GEOG 201 or equivalent; Stu- topics such as plate tectonics, moun- and manipulate light in their selected dents should have a basic understanding tain building, rock and mineral iden- medium. of computers (how to save files, open tification, earthquakes and volcanoes, Prereq: FTVP 102/3, or FTVP 140 files, browse folders to locate files, edit glaciers, hydrology, weathering and ero- Coreq: none text, etc.). Students not comfortable sion, geological dating techniques, and

with basic computer operation should mineral and fossil fuel resources. The COURSE LIST take CAPP 100 - Computer literacy relationship between geology and tribal prior to GIS courses. cultures will also be explored. Coreq: none Prereq: none Coreq: GEOL 102

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

185 COURSE DESCRIPTIONS GEOL 102-GNSD 125

GEOL 102 1 cr (F) GNSD 107 2 cr (FWS) GNSD 109 2 cr (FWS) [List DS, I] Regular-Level 1 Tutoring Certifica- Master-Level 3 Tutoring Certification Physical Geology Laboratory in- tion introduces tutoring processes for a continues advanced instruction of tutor- cludes practical exercises designed to variety of disciplines, with an emphasis ing processes in writing. Students will compliment the lecture. Field trips will in writing. Students will learn tutoring learn to tutor target populations and to introduce students to local geological techniques and methods; theories and structure learning experiences. Students features such as glacial erosion and styles; critical thinking and problem will also study self-regulated learning deposition, extinct volcanoes, billion solving skills; communication, study, techniques, group management skills, year old sedimentary rocks, geologic and referral skills; assessment strate- as well as train and supervise Level structures, landslides, stream features, gies for writing; and proper writing 1 and 2 tutors. Students will attend and mineral deposits. technique. Students will attend class class, facilitate one-on-one and group Prereq: none and facilitate one-on-one and group tutoring sessions, and organize and Coreq: GEOL 101 tutoring sessions. Upon completion of facilitate workshops. Upon completion the course, students will be certified as a of the course, students will be certified GEOL 130 1-4 cr (S) Level 1 tutor through the College Read- as a Level 3 tutor through the College List DS] ing and Learning Association. ­Reading and Learning Association. Geology of the Flathead Indian Res- Prereq: Enrollment is limited to selected Prereq: Level 2 Certification and ervation provides basic geologic field applicants who succesfully complete the ­consent of instructor observations and methods, geological application process. Coreq: none map interpretation. Students take all day Coreq: none Saturday field trips to key areas of the GNSD 110 2 cr (FWS) Salish and Pend D’ Oreille aboriginal GNSD 108 2 cr (FWS) Student Government is restricted to watersheds. Advance Level 2 Tutoring Certifica- students elected to the SKC Student Prereq: none tion continues instruction of advanced Senate or with the senate advisors Coreq: none tutoring processes in writing. Students approval. Students will attend weekly will foster proper writing technique, meetings that focus on concerns and GEOL 410 3 cr (F) continue to practice evaluation proce- interests of the student body as well as Fluvial Geomorphology provides a dures for communications, study inter- plan student events in conjunction with theoretical and practical understand- cultural communication skills and brain the student life department; they will ing of stream systems including classic dominance learning, and assess study also exercise their leadership abilities themes in fluvial geomorphology, behaviors. Students will attend class, by becoming familiar with the structure, stream flow, flow frequency, river -hy facilitate one-on-one and group tutor- procedures and activities of the College. draulics, stream development, sediment ing sessions, mentor Level 1 students, Prereq: none transport and storage, channel shape and and assist with workshop presentations. Coreq: none stability, and landforms associated with Upon completion of the course, students rivers. Tribal relationships with riverine will be certified as a Level 2 tutor GNSD 125 3 cr (FS) landscapes (past and present) will also through the College Reading and Learn- Job Seeking Skills instructs students on be topics of discussion in this course. ing Association. various methods used to seek jobs and Prereq: HYDR 321 Prereq: Level 1 Certification and con- be successfully placed. Topics covered Coreq: none sent of instructor include writing a resume, filling out Coreq: none job application forms and interviewing GNSD 102 2 cr (FWS) techniques. Skills for College Success will provide Prereq: none students with information and skills Coreq: none needed for college success. This content will be addressed in ways that deepen student self-knowledge and develop student capacity for critical thinking, problem solving, assertive communica- tion, and cross-cultural openness. Prereq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

186 COURSE DESCRIPTIONS GNSD 141-HIEP 130

GNSD 141 3 cr (FWS) GNSD 384 2 credits (S) HEOP 110 10 cr (S) Career Exploration is designed to National Park Ranger II is the sec- Heavy Equipment Field Experience prepare students for career decision ond of three courses that will prepare is designed to enhance student skills in making, establishing and implement- students to successfully participate as a working environment. Emphasis is ing career goals. Students will research interns and future employees in the placed on safe and efficient operation of information about occupations, values, National Park Service (NPS). National scrapers, front-end loaders, excavators, interests, skills, and educational pro- Park Ranger II will focus on principles dozers, motor graders, and compactors. grams of their choice. of operational leadership, natural re- Also included is experience in grade Prereq: none source stewardship skills, fundamentals control and basic surveying skills, along Coreq: none of interpretation, ethics and communi- with continued preventative mainte- cation skills. Students will learn about nance and safety training needed to GNSD 350 3 cr (FWS) the federal information security system succeed in the construction industry as a [List F] and how to prepare for an interpretive professional equipment operator. Grant Writing is an introduction to program. Prereq: HEOP 100 grant writing for students who have no Prerequisite: Acceptance into ProR- Coreq: none prior experience developing grant pro- anger Program posals. Students will compose a mock Corequisite: none HIEP 117 4 cr (F) foundation grant proposal that addresses Medical Terminology and Anatomy a chosen topic of interest. GNSD 386 2 credits (F) introduces the study of the four basic Prereq: CAPP 100 or computer com- National Park Ranger III is the components of medical terminology petency; ENGL 306 with grade of C final of three courses that will prepare in relationship to the body systems. or higher or equivalent upper division students to successfully participate as Students will analyze case studies and writing in the discipline course with interns and future employees in the transcription chart notes in applying consent of instructor. National Park Service (NPS). National correct terminology to the information Coreq: none Park Ranger III will further students’ found in each chapter. understanding of the core values of the Prereq: none GNSD 382 2 credits (W) NPS as they relate to interpretation, Coreq: none National Park Ranger I is the first of resource management, law enforcement three courses that will prepare students and other bureau divisions to achieve HIEP 121 2 cr (F) to successfully participate as interns and agency goals. Medical Legal Aspects introduces future employees in the National Park Prerequisite: Acceptance into ProR- students to the basic laws and policies Service (NPS). National Park Ranger I anger Program regarding confidentiality and security of will focus on an introduction to the Park Corequisite: none medical information, medical consents, Service history, mission, and organiza- and release of health information. Mon- tion. Students will learn about NPS HEOP 100 10 cr (FW) tana State and Federal laws are intro- employee expectations and the basics of Introduction to Heavy Equipment duced. Students discuss and learn how park and public land management. Operation includes identication, func- bioethical issues impact our society and Prerequisite: Acceptance into ProR- tion, methods, and theory of equipment the laws pertaining to them. anger Program operation. Also included are basic Prereq: none Corequisite: none knowledge of soils and grades. Stu- Coreq: none dents will experience hands on training through operation of heavy equipment HIEP 130 2 cr (W) and simulators, and learn to service and Medical Office Billing Iintroduces maintain equipment with emphasis on students to medical office billing and re-

safety practices. Course curriculum will imbursement procedures. This includes COURSE LIST include training to meet the technical introduction to the role of the medical skills and competencies required for office clerk, medical records structure, NCCER Level 1, 2 & 3 Heavy Equip- ICD-9-CM and CPT-4 coding systems, ment Operation. and basic health insurance billing pro- Prereq: none cedures. Coreq: none Prereq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

187 COURSE DESCRIPTIONS HIEP 131-HMNT 310

HIEP 131 3 cr (S) HIST 111 3 cr (W) HMNT 300 3 cr (WS) Medical Office Billing II continues [List C, H] Liberal Arts Capstone. Students will the study of medical office billing and American History to 1877 examines apply their skills in real world scenari- reimbursement procedures. By the end major social and political events in os, through community service projects, of the quarter, students will be able American History up until 1877. Stu- assuring that graduates can productively to identify major health care payers; dents explored the varied and often con- apply their degree in the job market. abstract information from the medical flicting movements that have combined Students will review and build upon record to arrive at proper diagnostic and to shape the United States. their HMNT 101 portfolios, evaluate procedural coding; understand inpatient­ Prereq: none progress, and create a plan for, and take and outpatient billing practices; com- Coreq: none steps toward, pursuing further education plete a health insurance claim form; and/or entering the workforce. and understand the roles of the medical HIST 112 3 cr (S) [List C, H] Prereq: NASD 109; ENGL 210; HMNT office clerk profession from entry level American History since 1877 exam- 310; PSYC 320 or SCID 101 w/C or to billing specialist. ines major social and political events higher all classes Prereq: HIEP 130 in American History from 1877 to the Coreq: none Coreq: none present. Students explore the varied and often conflicting movements that have HMNT 301 3 cr (S) [List G] HIEP 133 3 cr (S) combined to shape the United States. Social and Environmental Ethics Essentials of Electronic Medical Re- Prereq: none considers ethical questions in contem- cords introduces students to the basic Coreq: none porary social and environmental issues. function of digital medical records soft- Students will explore the roots of their ware for use in medical office profes- HIST 121 3 cr (F)[List C, H] moral values, study ethical theories, and sions. Classroom lectures and activities World History to 1500 surveys compare opposing viewpoints. will be based on software simulation religious, political, and social devel- Prereq: ENGL 202 w/C or higher; of patient charts and medical office opments in various world cultures HMNT 101 or PHIL 100 registration and billing procedures. from ancient days to 1500. Emphasis Coreq: none Students will practice and demonstrate is placed on exploring connections their skills in medical record keeping between ancient times and the centuries HMNT 305 3 cr (S) [List G] and data entry. leading up to 1500. Studies in Poetry will focus on writing Prereq: HIEP 130 Prereq: none poems. Students carefully study and Coreq: HIEP 131 Coreq: none imitate poems written by authors from culturally diverse backgrounds. As a HIEP 201 4 cr (F) HIST 122 3 cr (W) final project, students will study a book- Medical Office Procedures prepares List C, H] lengthcollection by a Native American students for the tasks and skills required World History since 1500 surveys poet. for the front office/administrative religious, political, and social develop- Prereq: none responsibilities of a Medical Assis- ments in various world cultures from Coreq: none tant. Topics include career information 1500 to the present. Emphasis is placed and opportunities, receptionist duties, on exploring connections between past interpersonal communication, schedul- centuries and the 21st century. ing appointments, maintaining patient Prereq: none HMNT 310 3 cr (W) [List G] records, handling financial transactions, Coreq: none Advanced Studies in Humanities processing mail, and interacting with examines significant twentieth cen- other employees in a healthcare facility. HMNT 101 3 cr (FWS) tury developments in the Humanities. Prereq: HIEP 121, HIEP 131, Introduction to Humanities introduces Students analyze formative ideas that HIEP 133, CAPP 102 students to significant contributions in have shaped the history, literature, phi- the areas of literature, philosophy, his- losophy, and art of the last one hundred tory, and art. Students explore themes years. central to human existence, from Prereq: ENGL 202 w/C or higher; ancient times to the present, as they are HMNT 101 or PHIL 100 or ENGL 210 expressed through the liberal arts. Coreq: none Prereq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

188 COURSE DESCRIPTIONS HPED 102-HPED 136

HPED 102 3 cr (W) HPED 110 various cr (OD) HPED 125 1 cr (FWS) Holistic Wellness examines the key Walking for Fitness this course serves First Aid and CPR provides detailed elements of holistic health and stu- the student in the area of physical fitness instruction in cardiopulmonary resus- dents will complete a personal fitness by getting them moving. Walking has citation, airway obstruction and proper appraisal. Topics of discussion will proved to be one of the best exercises care of minor injuries. Instructions for include nutrition, weight control, exer- for all student and we all know how to these procedures include infant, child cise routines, stress management, and do it. Instructions will be administered and adult. substance abuse. to help the student understand how to Prereq: none Prereq: none maintain safe work out levels and how Coreq: none Coreq: none to gain the most out of their work out. Prereq: none HPED 130 2 cr (F) HPED 105 3 cr (OD) Coreq: none Beginning Billiards I is a “hands on” Women’s Basketball offers women skill course which will teach the student conditioning activities to get in shape HPED 112 1-3 cr (FWS) basic billiard knowledge and techniques for basketball. The students will do Physical Fitness offers both physical from the beginner, intermediate, and various conditioning drills that will help and mental strengthening by incorpo- advanced levels improve cardiovascular, strength and rating all aspects of a healthy lifestyle, Prereq: none stamina as well as improve basketball including proper exercising and nutri- Coreq: none skills. tion. Instructors will focus heavily upon Prereq: none proper utilization of equipment and HPED 131 3 cr (FWS) Coreq: none exercises to achieve desired personal Yoga for all levels this beginning yoga goals. This course may be taken up to course serves the student in the area of HPED 106 3 cr (OD) three times for credit. physical fitness, stress reduction, and Men’s Basketball offers men condi- Prereq: none general heath and well-being. The class tioning activities to get in shape for Coreq: none is designed to allow the student to work basketball. The students will do vari- at his/her own level and to accomplish ous conditioning drills that will help HPED 113 3 cr (FW) his/her goals for health through the improve cardiovascular, strength and Bowling is designed to teach students practice of yoga. Pregnant students stamina as well as improve basketball the basics of bowling. This course will must consult their physician and have skills. also provide the students with physical approval to attend the class. Prereq: none exercise and stress reduction. Bowling, Prereq: none Coreq: none can be very fun and a great way meet Coreq: none new friends and a excellent way to ex- HPED 107 various cr (OD) ercise during the winter months. (winter HPED 135 2 cr (W) AIHEC Basketball is geared towards quarter only) by request. Beginning Billiards II is a “hands on” those students selected to play for the Prereq: none continuation skill course of Beginning SKC men’s and women’s basketball Coreq: none Billiards I which will teach the student teams. These teams will represent SKC basic billiard knowledge and techniques at the AIHEC Basketball tournament HPED 120 2 cr (OD) from the beginner, intermediate, and as well as various independent tourna- Softball is for students interested in advanced levels. ments. learning to play co-recreational softball. Prereq: none Prereq: consent of instructor Students will work on fielding, batting Coreq: none Coreq: none and general rules of the game. Students will also play in a local softball tour- HPED 136 3 cr (FWS)

nament and at the end of the quarter Yoga for Stress Reduction will COURSE LIST against the staff/faculty in the annual serve all students in physical fitness student vs. staff/faculty softball game. and ­general health with an emphasis Prereq: none on stress reduction. Class topics will Coreq: none include discussion of how stress affects the body and mind, recognition of stress, and practices to reduce stress. Prereq: none Coreq: none TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

189 COURSE DESCRIPTIONS HPED 140-HYDR 232

HPED 140 2 cr (S) HYDR 101 3 cr (F) [List DS] HYDR 211 3 cr (OD) Beginning Billiards III is a “hands on” Introduction to Hydrology is an in- Natural Hazards examines volcanism, continuation skill course of Beginning troduction to a critical natural resource earthquakes, landslides, floods, coastal Billiards I and II which will teach the upon which all life depends. Topics erosion, hurricanes, and asteroid im- student basic billiard knowledge and include the main processes of the hy- pacts. This class emphasizes processes, techniques from the beginner, interme- drologic cycle, including precipitation, recognition and consequences of cata- diate, and advanced levels. evaporation and transpiration, runoff, strophic events and how to minimize Prereq: none infiltration and groundwater. Other their societal impacts. Coreq: none topics include forest hydrology, water Prereq: none quality and quantity, ground water - sur- Coreq: none HPED 150 1 cr (FS) face water interaction, pollution sources Beginning Golf provides a solid foun- and transport, water storage and supply, HYDR 230 3 cr (S) dation of fundamentals for beginning tribal views of the resource, and water Field Hydrology examines the use and golfers. The course will consist of both management issues. Field trips will application of instruments and methods in class lectures and videos on the basic provide hands-on experience related to for conducting and interpreting subsur- golf swing and golfing etiquette. A por- tribal and world issues. face and surface hydrological field data. tion of the course is time spent on the Prereq: MATH 100 Surface field methods include stream driving range and golf course develop- Coreq: none gaging, indirect discharge measure- ing skills. ments, hydrological surveying and Prereq: none HYDR 131 3 cr (S) micrometeorological instruments and Coreq: none Introduction to Water Quality Moni- methods. Subsurface field methods toring investigates the natural hydrolo- will include well monitoring pressure HPED 350 3 cr (S) gy of watersheds and the major sources transducers, thermal monitoring and Advanced Golf provides a solid foun- of water quality degradation. Students piezometers. Field work and preparation dation of fundamentals and skills for will explore and gain an understanding of lab and field reports specific to tribal advanced golfers. The course will con- of the primary chemical, physical and and government agencies are included. sist of both in class lectures and videos biological parameters used in effective Prereq: none on the 8-step golf swing and the rules water quality studies and gain hands on Coreq: none of golf. A major portion of the course experience in water quality field sam- consists of time spent on the driving pling techniques, analysis and labora- HYDR 232 3 cr (S) range and golf course developing skills tory procedures with an emphasis on Surveying and Maps introduces the and learning and applying more of the water quality of tribal lands. instruments of surveying and their use rules to the game of golf. Prereq: none in relationship to hydrological applica- Prereq: none Coreq: none tion. Covers procedures for keeping Coreq: none proper field notes; causes of errors and HYDR 210 3 cr (F) mistakes in measurements; methods of Physical Hydrology offers an in-depth determining accurate linear measure- study of the occurrence, distribution, ments; and procedures for determining and movement of water in the atmo- distances and elevations by direct and sphere, on the surface, and beneath the indirect methods. Examines proper ground. The course will focus on both use of the transit, theodolite, compass, qualitative and quantitative aspects of electronic total station, engineer’s level, the major physical hydrologic pro- auto compensating level, and global cesses including precipitation, snow and positioning systems. Also includes field snowmelt, infiltration, soil moisture, sketching, plotting, traversing, and sta- groundwater flow, evapotranspira- dia notes to develop topographic maps; tion and runoff as they relate to water plotting cross sections and profiles. resource issues facing tribal nations and Prereq: MATH 109, or consent of the world. instructor Prereq: HYDR 101, MATH 100 Coreq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

190 COURSE DESCRIPTIONS HDRY 311-HYDR 411

HYDR 311 3 cr (W) HYDR 332 3 cr (OD) HYDR 370 3 cr (S) GIS Applications in Hydrology is an Hydrology of Dams provides a concep- Groundwater is the study of the examination of hydrologic resources tual understanding of the impacts dams storage and flow of water through the using GIS, remote sensing, and other and other water impoundments have on ground. We will learn how ground Internet resources, geoinformatic data riverine systems. Topics will include water fits into the hydrologic cycle, bases, and data mining methods will be floodplains and physical, chemical and study interactions of surface and discussed. biological alterations. ground water, and analyze the differ- Prereq: GEOG 321 Prereq: MATH 100 ent properties of geological materials Coreq: none Coreq: none that are relevant to ground water flow. Students will develop an understanding HYDR 312 3 cr (OD) HYDR 334 3 cr (OD) of the human impacts to ground water River Restoration gives a concep- Irrigation on the Flathead Indian quantity and quality. Investigations will tual understanding of the physical and Reservation examines history and employ conceptual models, mathemati- chemical aspects of riverine resources. exploration of issues related to irriga- cal equations, computer models, and Analyses of how humans shape, man- tion practices on the Flathead Indian field observations. Special attention will age, and restore river systems and Reservation. Students will also ex- be paid to ground water issues in Indian function. Applications of fluvial prin- plore water diversion and agricultural Country. ciples and techniques related to river practices through case studies on other Prereq: HYDR 101, MATH 100 or management and stream restoration are Tribal lands. instructor consent emphasized. The course examines the Prereq: MATH 109, HYDR 230 Coreq: none success and failures of past and current Coreq: none river restoration projects­ and how they HYDR 410 3 cr (S) affect people. HYDR 341 3 cr (W odd years) Advanced Groundwater is a review of Prereq: MATH 109, HYDR 230 Water Quality Monitoring Design is a advanced concepts used in groundwater Coreq: none review of the basic concepts of mea- investigations, including flow systems surements, sampling design principles analysis, hydrogeologic monitoring and HYDR 321 4 cr (F) and data quality management as applied sampling, resource evaluation, explora- Applied Hydrology looks at advanced to the process of generating reliable, tion, development and monitoring, and topics in watershed hydrology; rainfall- scientifically defensible and well-doc- contaminant transport.. runoff, infiltration, overland flow umented water quality data. Students Prereq: HYDR 370, MATH 109 routing, sediment modeling, statisti- will develop an understanding of the Coreq: none cal analysis and research methods in process that underlies the planning of a hydrology with implications toward water quality monitoring effort using a HYDR 411 3 cr (S) applied use of current hydrological sampling analysis plan. Surface Water Groundwater Interac- modeling software. The course includes Prereq: HYDR 311 tions is a detailed examination of the application of statistics and probability Coreq: none water transition between surface water to uncertainty in the description, mea- and groundwater. Topics will include surement, and analysis of hydrologic field examinations and methodologies variables and processes. including physical. thermal, chemical, Prereq: HYDR 210, HYDR 230 and biological processes. Conjunctive Coreq: none management and case scenarios will be studied. HYDR 331 3 cr (OD) Prereq: HYDR 321, HYDR 370 Climate Change is a hydrologic per- Coreq: none spective on local, regional and national COURSE LIST climate systems, including processes, cycles, and feedbacks. The course pro- vides detailed examination of changes due to natural processes and human activities. Prereq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

191 COURSE DESCRIPTIONS HYDR 420-ITEC 111

HYDR 420 3 cr (OD) HYDR 431 3 cr (W even years) ITEC 107 2 cr (S) Groundwater Modeling explores nu- Tribal Waters explores the many ap- A+ Exam Preparation is designed to merical modeling techniques and their plications of traditional use of water by prepare the student for the CompTIA applications in groundwater flow sys- tribal people, including ceremonial and A+ certification exam. This course tems. Field problems will be critiqued spiritual use. The course will integrate focuses on the current CompTIA A+ including parameter selection, estima- past, present and future issues related to exam objectives to prepare students for tion, and calibration statistics. water as a resource from tribal perspec- the CompTIA A+ 220-801 and 220-802 Prereq: HYDR 410, MATH 111 tives on local and international stages. certification exams. Coreq: none Prereq: Senior Standing in Hydrology Prereq: ITEC 106 Coreq: none Coreq: none HYDR 422 3 cr (W odd years) Water Law is a review of interstate wa- ITEC 100 4 cr (F) [List DS] ITEC 110 4 cr (W) ter problems; federal/state powers; fed- IT Fundamentals introduces the Client Administration I introduces eral/Indian water rights/Montana water foundations of the profession. Topics client-side Windows operating systems law; current and future issues in water include computer hardware, system and provides students with the skills law. The course looks into conjunc- administration, networking, data and to install, configure, and administer tive management of surface water and databases, web technologies, and pro- current Windows desktop operating groundwater and gives a progressive gramming. systems. This is the first in a series of examination of the historical events, Prereq: none four classes that prepare students for processes, and litigations that developed Coreq: none the Microsoft Specialized Certifica- into today’s environmental laws and Challengeable course tion exam(s) that can lead to a Micro- their implications to tribal lands and soft Technology Associate (MTA) or sovereignty. ITEC 105 3 cr (F) Microsoft Certified Solutions Associate Prereq: HYDR 101, or consent of PC Technician I is the first in a series (MCSA) certification. instructor of two classes designed to prepare the Coreq: none student for employment as a PC Techni- ITEC 111 4 cr (S) cian. Students will gain hands-on expe- Client Administration II builds addition- HYDR 425 3 cr (W even years) rience assembling and configuring PCs al skills in installation, configuration, Watershed Management is a semi- and software for end users, applying the and administration of current Windows nar class that examines historical and basics of networking, and resolving and desktop operating systems. The course contemporary water management and documenting common hardware and will also cover client- side administra- regulatory issues between stakeholders. software issues while applying trouble- tion of other operating systems such This course will survey Interdisciplinary shooting skills. as Linux and Unix. This is the second processes of characterizing, planning, Prereq: none in a series of four classes that prepare regulating, and implementing land use Coreq: none students for the Microsoft Specialized practices and water management prac- Challengeable course Certification exam(s) that can lead to tices. Sustainability and enhancement a Microsoft Technology Associate of watershed functions that affect plant, ITEC 106 3 cr (W) (MTA) or Microsoft Certified Solutions animal, and human communities will be PC Technician II is the second in a Associate (MCSA) certification. discussed. Potential topics include water series of two classes designed to prepare Prereq: ITEC 110 supply, water quality, drainage, storm- the student for employment as a PC Coreq: none water runoff, flood control, fisheries, Technician. Students will gain hands-on recreation, water rights, and practices experience configuring operating sys- impacting ecosystem services. tems, securing computers and networks, Prereq: Junior standing or consent of locating and repairing hardware, soft- instructor ware, and networking problems. Coreq: HYDR 422 Prereq: ITEC 105 Coreq: none Challengeable course

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

192 COURSE DESCRIPTIONS ITEC 120-ITEC 241

ITEC 120 4 cr (S) ITEC 220 4 cr (F) ITEC 222 4 cr (W) CCNA 1: Introduction to Networks is CCNA 2: Routing and Switching CCNA 4: Connecting Networks is the the first class in a four-course sequence Essentials is the second class in a four- fourth class in a four-course sequence designed to prepare students for the course sequence designed to prepare designed to prepare students for the Cisco CCNA certification exam. Cisco students for the Cisco CCNA certifica- Cisco CCNA certification exam. WAN Networking Academy course materi- tion exam. The architecture, compo- technologies and network services als are used to introduce the architec- nents, and operations of routers and required by converged applications in ture, structure, functions, components, switches in a small network are studied. a complex network are studied. The and models of the Internet and other Students learn how to configure a router course enables students to understand computer networks. The principles and and a switch for basic functionality. By the selection criteria for network de- structure of IP addressing and the fun- the end of this course students will be vices and WAN technologies to meet damentals of Ethernet concepts, media, able to configure and troubleshoot rout- network requirements. Students learn and operations are introduced to provide ers and switches and resolve common how to configure and troubleshoot a foundation for the curriculum. By the issues with RIPv1, RIPv2, single-area network devices and resolve common end of the course students will be able and multi-area OSPF, virtual LANs, and issues with data link protocols. Students to build simple LANs, perform basic inter-VLAN routing in both IPv4 and also develop the knowledge and skills configurations for routers and switches, IPv6 networks. needed to implement IPSec and virtual and implement IP addressing schemes. Prereq: ITEC 120 Coreq: none private network (VPN) operations in a Prereq: ITEC 100 complex network. Coreq: none ITEC 221 4 cr (W) Prereq: ITEC 221 CCNA 3: Scaling Networks is the Coreq: none ITEC 205 4 cr (F) third class in a four-course sequence de- Networking Fundamentals will signed to prepare students for the Cisco ITEC 240 4 cr (W) introduce TCP/IP and OSI networking CCNA certification exam. The archi- Windows Server I: Install and Con- models, LANs, WANs, IP addressing, tecture, components, and operations of figure introduces server-side Windows routing, Ethernet switching concepts, routers and switches in a large and com- operating systems. This course is de- physical network media including Eth- plex network are studied. Students learn signed to give students hands-on skills ernet and single-mode/multimode fiber how to configure routers and switches in installing and configuring Windows optics. for advanced functionality. By the end servers. This course helps prepare Prereq: ITEC 100 of this course students will be able to students for the Windows 70-410 exam, Coreq: none configure and troubleshoot routers and the first exam in a series that leads to switches and resolve common issues the Microsoft Certified Solutions As- ITEC 210 4 cr (F) with OSPF, EIGRP, STP, and VTP in sociate (MCSA) certification. Information Security Fundamentals both IPv4 and IPv6 networks. Students Prereq: ITEC 111 introduces the seven domains of the will also develop the knowledge and Coreq: none SSCP certification access controls, skills needed to implement DHCP and cryptography, malicious code and activ- DNS operations in a network. ITEC 241 4 cr (S) ity, monitoring and analysis, networks Prereq: ITEC 220 Coreq: none Windows Server II: Manage and and communication, risk response and Administer builds additional skills in recovery as well as security operations administering Windows Server operat- and administration. ing systems including implementation, Prereq: ITEC 165 managing, and maintaining a Windows Coreq: none server environment. This course helps prepare students for the Microsoft 70-11

ITEC 215 1 cr (F, W, S) exam, the second exam of the series that COURSE LIST IT Seminar focuses on student reading leads to the Microsoft Certified Solu- and presenting of topics of their interest tions Associate (MCSA) certification. from recent IT and IT-related publica- Prereq: ITEC 240 tions. Students will also write summa- Coreq: none ries of these publications. Prereq: ENGL 101 Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

193 COURSE DESCRIPTIONS ITEC 250-ITEC 430

ITEC 250 3 cr (S) ITEC 325 4 cr (W) ITEC 365 4 cr (S) Web Programming introduces students Data Storage is a survey of the design, Administering Network Services to web-programming languages such implementation, and administration II focuses on advanced installations as HTML, CSS, JavaScript, and PHP. of arrays of pooled drives for storing and configurations of various network Students will learn the basics of creating data efficiently, reliably, and securely. services using Windows and Linux an interactive website hosted on a local Topics include RAID, fibre channel and server operating systems. Topics cov- webserver. Students will also explore SCSI storage area networks, SMB and ered include Kerberos, Single Sign On, open-source web technologies for creat- NFS file sharing protocols, replication Open-LDAP, and Active Directory. ing and deploying websites. and capacity optimization technologies, Prereq: ITEC 335 Prereq: CSCD 2— (Programming I) and storage visualization, and backup and Coreq: none ITEC 240 recovery. Coreq: none Prereq: ITEC 310 ITEC 405 4 cr (F) Coreq: none Networking: Advanced Routing cov- ITEC 301 4 cr (F) ers CCNP topics from the current Route CCNA Exam Preparation focuses on ITEC 330 4 cr (W) exam such as routing protocols, IPv6, the current CCNA exam objectives to Network Security Analysis builds on network designing, planning, imple- prepare students for the CCENT and Information Security Fundamentals. mentation, and maintenance. CCNA networking certification exams. Students will learn network security Prereq: ITEC 301 Prereq: ITEC 265 analysis, defense, and countermeasures. Coreq: none Coreq: none Students will analyze how attackers perform reconnaissance, scan for vul- ITEC 410 4 cr (F) ITEC 310 3 cr (F) nerabilities, utilize exploits to gain and Cloud Computing introduces the fun- Linux Server Administration teaches maintain access to network and system damental cloud computing service mod- students about the Linux kernel, system resources, as well as how to hide or els IaaS, PaaS, and SaaS. Students will configuration, access controls, perfor- destroy evidence of those attacks. utilize public, private, and hybrid cloud mance analysis, user and group admin- Prereq: ITEC 210 technologies to implement converged istration, backups, fault tolerance using Coreq: none infrastructures that allow IT profes- RAID, kickstart file creation, network sionals to rapidly adjust IT resources installations, and file systems. ITEC 335 4 cr (W) to meet fluctuating and unpredictable Prereq: ITEC 165 Administrating Network Services I business needs. Coreq: none teaches students to install and config- Prereq: ITEC 365 ure network services using Windows Coreq: none ITEC 315 1 cr (F, W, S) and Linux server operating systems. IT Seminar focuses on student reading Network services that will be covered ITEC 415 1 cr (F, W, S) and presenting of topics of their interest include DNS, LAMP and WAMP web IT Seminar focuses on the student from recent IT and IT-related publica- services, email, networked file systems, reading and presenting of topics of their tions. Students will also write summa- terminal services, LDAP, and DHCP. interest from recent IT and IT-related ries of these publications. Prereq: ITEC 310, ITEC 320 publications. Students will also write Prereq: ITEC 215 Coreq: none summaries of these publications. Coreq: none Prereq: ITEC 315 ITEC 360 4 cr (S) Coreq: none ITEC 320 3 cr (F) Relational Database Management Windows Server Administration helps students build practical skills with ITEC 430 4 cr (W) gives students experience with server managing an enterprise-level relational Scripting for System Administrators roles, user and group management, database management system (RD will utilize Linux bash shell scripting access controls, active directory, stor- BMS). Students will work directly with and Windows power shell scripting to age technologies, server performance a database server using the structured automate common system administra- management, and maintenance. Stu- query language (SQL). tion tasks. dents will be prepared for the Microsoft Prereq: ITEC 231 Prereq: ITEC 365 Technology Associate Windows Server Coreq: none Coreq: none Administration Fundamentals exam. Prereq: ITEC 135 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

194 COURSE DESCRIPTIONS ITEC 435-LFSC 420

ITEC 435 4 cr (W) LFSC 310 3 cr (OD) [List J] LFSC 340 4 cr (S) Networking: Advanced Switching Essentials of Environmental Health is Biochemistry provides students with a covers CCNP topics from the current a survey course that examines the inter- concise and comprehensive introduction Switch exam such as network design- relationship between human health and to all the important areas of biochemis- ing, planning, implementation, and the environment, primarily focusing on try. These include DNA structure and maintenance, VLANs, switch link how physical, chemical, and biological replication, RNA synthesis and process- aggregation, Spanning Tree Protocol, factors in the environment can ad- ing, amino acids, protein synthesis, Multilayer switching, Enterprise cam- versely impact human health. Students enzymes, metabolism (carbohydrate, pus network design, Wireless LANs, will receive a broad exposure to basic lipid, nitrogen), respiration and energy. and switched network security. environmental health issues, become This course contains imbedded labora- Prereq: ITEC 405 acquainted with their scientific causes, tory modules. Coreq: none and review methods and principles to Prereq: BIOS 234, LFSC 330 prevent or mitigate their effect on hu- Coreq: none ITEC 440 4 cr (W) man health. MCSA/MCSE Exam Preparation Prereq: ENGL 202, MATH 100, Junior LFSC 375 1-2 cr (FWS) aides the student in preparing for the status [List F] Microsoft Certified Solutions Associate Coreq: none Life Science Seminar Series I will Windows Server 2012 and the Micro- introduce students to relevant, current soft Certified Solutions Expert Network LFSC 320 4cr (F) life science-related research and science Infrastructure certification exams. Mammalian Physiology introduces ethics. The course will alternate be- Prereq: ITE 365 students to the physiological mecha- tween “journal club” presentations and Coreq: none nisms involved in coordination, move- ethics lectures. All of the students will ment, circulation, respiration, digestion, have the opportunity to present a paper ITEC 460 5 cr (S) excretion and reproduction. Contains from a high-impact scientific journal. Advanced IT Internship requires the integrated laboratory modules. May be repeated for up to 3 credits. student to spend at least 5 credit hours Prereq: BIOS 130 and CHEM 140 Prereq: Satisfactory standing as a junior in a real-world work environment. The Coreq: none in the Life Sciences Program student is responsible to seek out these Coreq: none opportunities and should work with his/ LFSC 330 5 cr (W) her advisor before signing up for these Genetics and Adaptation provides LFSC 420 5 cr (F) credits. students with the biological basis of Cellular Biology I: Cell Structure and Prereq: consent of instructor heredity and adaptation to the environ- Function is the first course in a series Coreq: none ment. This course describes genes, their of three to explore the functioning of molecular composition and how they a cell at the molecular level. In this ITEC 465 4 cr (S) are regulated, to provide an understand- course students will study how proteins Networking: Advanced Troubleshoot- ing of biological diversity and evolu- and organelles function within the cell ing covers CCNP topics from the cur- tion. to produce life. Supplemental current rent Troubleshoot exam. Students will Prereq: BIOS 130, LFSC 320, scientific articles are integrated into the learn to troubleshoot switches, routers, ENGL 202 course. Integrated laboratory modules STP, BGP, OSPF, EIGRP, enterprise Coreq: none are included. networks, and IPv6. Prereq: LFSC 330, BIOS 234 or consent Prereq: ITEC 435 of instructor Coreq: none Coreq: none COURSE LIST

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

195 COURSE DESCRIPTIONS LFSC 422-LFSC 495

LFSC 422 5 cr (W) LFSC 450 3 cr (S) LFSC 475 1-2 cr (FW) Cellular Biology II: Genomes is the Ancient Diseases and Immunity uses Life Science Seminar Series II is a second course in a series of three to a case study approach to investigate continuation of LFSC 375, and will explore the functioning of a cell at the various disease outbreaks, plagues, and continue to involve students in relevant, molecular level. In this course, stu- infection reports throughout history. current life science-related research and dents will study how proteins and RNA The goal of this class is to challenge science ethics. The course will alternate interact with the genome to regulate students to develop a working knowl- between “journal club” presentations transcription and translation, and how edge of the various disciplines of medi- and ethics lectures. All of the students environmental factors influence ge- cal microbiology, including bacteriol- will have the opportunity to present nomic regulation. Supplemental current ogy, mycology, parasitology, virology, a paper from a high-impact scientific scientific articles are integrated into the and human immunology. journal. course. Integrated laboratory modules Prereq: LFSC330 May be repeated for up to 2 credits. are included. Coreq: none Prereq: Satisfactory standing as a senior Prereq: LFSC 420 or consent of instruc- in the Life Sciences Program tor LFSC 460 3 cr (OD) Coreq: none Coreq: none Environmental Toxicology I. Envi- ronmental toxicology is the study of LFSC 485 2 cr (FWS) LFSC 424 5 cr (S) the adverse health effects of pollutants Life Sciences Internship is designed Cellular Biology III: Complex Cel- in the environment on individuals, to provide students with a “hands-on” lular Systems is the third course in this populations and ecosystems. This is the laboratory research experience. Stu- series that explores the functioning of first course in a two-course sequence. dents enrolled in this internship develop a cell at the molecular level. In this It introduces the basic concepts and and implement their own research course, students will study how cells principles of environmental toxicology, project in an approved research labora- interact with the extracellular environ- namely source, transport and fate of tory. This will form the basis of their ment, as well as other cells, to orches- pollutants, absorption and metabolism Senior Research Capstone (LFSC 495). trate the many functions necessary to of various classes of toxicants and clas- May be repeated twice for a maximum maintain life in a complex organism. sic dose-response relationships. of 4 credits. The molecular action of hormones and Prereq: CHEM 364, MATH 241 or Prereq: Successful completion of the drugs will be studied. Additionally, consent of instructor third year Life Sciences core third year the molecular basis for cancer will Coreq: none Coreq: none be explored. . Supplemental current scientific articles are integrated into the LFSC 462 3 cr (OD) LFSC 490 various cr (OD) course. Integrated laboratory modules Environmental Toxicology II is the Special Topics in Life Sciences offers are included. second course of a two-course sequence in-depth investigations of a variety of Prereq: LFSC 422 on environmental toxicology. This different topics in the Life Sciences. Coreq: none course focuses on the effects of envi- May be repeated for a maximum of 10 ronmental pollutants on populations, credits. LFSC 430 3 cr (OD) [List J] communities and ecosystems, as well Prereq: Consent of instructor Principles of Epidemiology is de- as modern techniques of biomonitoring Coreq: none signed to introduce the student to the and ecological risk assessment. field of epidemiology. Epidemiology is Prereq: LFSC 460 LFSC 495 3 cr (OD) concerned with the study of factors that Coreq: none Life Sciences Senior Research determine the distribution of health and ­Capstone represents the successful disease in human populations and its completion of a student’s senior year’s application to investigating and devel- research project. Students will produce oping strategies for control of health a written thesis in scientific journal problems. format, as well as formally present their Prereq: ENGL 202, MATH 241, Junior work to the college faculty at the end of status the year. Coreq: none Prereq: LFSC 485 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

196 COURSE DESCRIPTIONS MAST 141-MATH 101

MAST 141 3 cr (W) MAST 240 6 cr (W) MATH 097 2 cr (S) Human Disease focuses on the disease Clinical Skills for the Medical As- Construction Math II continues with process. The concepts of prevention, sistant with Lab II focuses on the practical experience in basic survey- treatment, and symptom management advanced skills of the Medical Assis- ing using lasers, levels, and rods. GPS, will be discussed. The cultural consid- tant. They include, but are not limited GCS, and other current technologies erations of the Native population will to: collecting and preparing specimens, are discussed. Class sessions also in- also be emphasized. Students will gain performing basic (CLIA-Waved) labo- clude permitted truck axle weights and the knowledge necessary to be able ratory tests, drawing blood, performing dimensions; hours of service rules and to explain procedures, treatments and EKG’s, removing sutures and simple logbooks; and production of aggregate, instructions received from the Health dressings. These skills will be practiced concrete, and asphalt. Guest presenters Care Provider, to the patient and their in the lab setting and in supervised prac- usually include the Montana Depart- families. tice in the clinic setting. ment of Transportation (MDT), Under- Prereq: none Prereq: MAST 235 ground Locate Services, and Montana Contractors Association. MAST 143 3 Cr. (S) MAST 271 12 cr (S) Prereq: MATH 096 Pharmacology for the Medical As- Medical Assistant Externship is Coreq: none sistant focuses on medications admin- designed to give students real world istered in the clinic or office. Dosage practice with their skills in a supervised MATH 100 5 cr (FWS) calculation will be included in this setting. They are precepted with an [List DM] course. Students will gain knowledge office staff member to perform both College Algebra investigates a vari- necessary to safely administer medica- front office and back office skills. At ety of algebraic techniques, with an tions, including appropriate dosage, the end of this experience, they will be emphasis on the ideas and skills neces- adverse reactions and contradictions. prepared for an entry-level position in a sary to create mathematical models of Cultural considerations of the Native Health Care Providers clinic. Cultural real world data. Topics include data client will also be included. sensitivity to the Native client will also analysis, linear, quadratic, polynomial, Prereq: MAST 141 be evaluated. rational, and exponential functions, Prereq: MAST 240 logarithms, and systems of equations. MAST 235 6 cr (F) Coreq: none Prereq: Appropriate score on math Clinical Skills for the Medical As- ­placement test or DVSP 099 with a C sistant with Lab I focuses on the skills MAST 281 2 cr (S) or better necessary to function in the clinic set- CMA Exam Prep helps prepare stu- Coreq: none ting. They include but are not limited dents for the Certified Medical Assistant Challengeable Course to: placing clients in rooms, history of exam. Study groups and structured current complaint, medication list, vital practice sessions will be utilized to MATH 101 5 cr (W) signs, assisting the Health Care Provid- prepare for this national exam. [List DM] er during examinations or procedures, Prereq: MAST 271 The Art of Math challenges students to and administering medications. They Coreq: none investigate some of the most important will also include culturally responsive and world-shaking ideas in ancient and healthcare practices. These skills will MATH 096 3 cr (W) modern mathematics, with particular be practiced in the lab setting and in Construction Math I introduces emphasis on problem solving, abstract supervised practice in the clinic setting. students to the use of math in construc- reasoning, and cultural perspective. Prereq: MAST 141, MAST 143 tion, including units of measure, metric ­­­Topics include logic, number theory, in- conversions, basic surveying concepts, finity, geometry, chaos, and probability. and calculation of areas and volumes Prereq: appropriate score on assessment

for cuts and fills. NCCER modules test or DVSP 099 with a C or better COURSE LIST covering Excavation Math and Civil Coreq: none Blueprint Reading are included in this course. Prereq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

197 COURSE DESCRIPTIONS MATH 102-MATH 223

MATH 102 5 cr (S) MATH 111 5 cr (W) MATH 134 5 cr (S) [List DM, I] Calculus II is an introduction to differ- Mathematics for K-8 Teachers III Finite Mathematics explores linear ential and integral calculus math, engi- is the third of a three-course sequence. systems, sets, probability, Markov neering, and physical science students. Students explore probability and chains, game theory, difference equa- Students with a general conceptual counting, Euclidean, transformational, tions and shortest path techniques. Our understanding of calculus will conduct and fractal geometries, measurement, focus will be on applications in business a more detailed investigation of limits, proportional reasoning, and logical and ­economics. continuity, differentiation, optimization, arguments. Prereq: MATH 100 or equivalent basic integration andapplications. Prereq: MATH 133 Coreq: none Prereq: MATH 110 Coreq: none Coreq: none MATH 108 3 cr (FWS) MATH 201 5 cr (F) [List DM] MATH 112 5 cr (S) Introduction to Abstract Mathemat- Advanced Functions and Modeling Calculus III is a continuation of ics is designed to prepare students for is the first in a two-quarter precalculus MATH 111. Students undertake a upper–division proof–based mathemat- sequence in preparation for MATH 110. thorough investigation of basic integral ics courses. Topics include reasoning Students will use algebraic techniques calculus. The course focuses on various and communication in mathematics, and graphing calculators to explore lin- integration techniques as well as char- logic, proof, functions, relations, sets, ear, polynomial, rational, exponential, acteristics and applications of infinite recursion, algebra, and number theory. and logarithmic functions. Applications series. Prereq: MATH 112 or one year of will emphasize techniques for modeling Prereq: MATH 111 ­calculus real world data. Coreq: none Coreq: none Prereq: MATH 100 or equivalent Coreq: none MATH 132 5 cr (F) MATH 202 5 cr (S) Mathematics for K-8 Teachers I is Advanced Finite Mathematics is MATH 109 3 cr (S) [List DM] the first of a three-quarter sequence of a project-based course exploring Trigonometry is the second in a two- important mathematics for future K–8 mathematics of finance, combinator- quarter precalculus sequence in prepa- teachers. Topics include the mathemati- ics, decision-making, and risk-taking ration for MATH 110. Students will cal meaning and background of arith- including linear systems, sets, probabil- use algebraic techniques and graphing metic, number theory, number systems, ity, Markov chains, game theory, and ­calculators to investigate trigonometric and problem solving. difference equations. functions and their applications in ge- Prereq: Appropriate score on math Prereq: MATH 100 or equivalent and ometry and periodic modeling. Addi- placement test, DVSP 099, or consent consent of instructor tional related topics will include vectors of instructor Coreq: none and polar coordinates. Coreq: none Prereq: MATH 100 or equivalent MATH 223 5 cr (W-Alternate Coreq: none MATH 133 5 cr (W) years) Mathematics for K-8 Teachers II is Linear Algebra explores the basic MATH 110 5 cr (F) [List DM] the second of a three-course sequence. techniques for solving linear algebraic Calculus I is the first of a three-quarter Students investigate a variety of alge- equations in two or more variables. sequence in differential and integral braic techniques and their relationship Topics include vectors, linear systems, calculus for students in engineer- to arithmetic, with an emphasis on the matrices, determinants, eigenvalues ing or physical science, or a one- ideas and skills necessary to create and eigenvectors, and linear transfor- quarter,terminal course intended for real-world mathematical models. Topics mations. Students will also learn to students in business, the social or life include linear, quadratic, polynomial, utilize computer software for numerical sciences. Graphing calculators will be and exponential functions, systems of techniques. used as students explore real-life appli- equations, and an introduction to statis- Prereq: MATH 112 or consent of cations of the mathematics of change. tics and data analysis. instructor Prereq: MATH 108 and MATH 109, or Prereq: MATH 132 Coreq: none equivalent Coreq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

198 COURSE DESCRIPTIONS MATH 235-MEDA 120

MATH 231 5 cr (W-Alternate MATH 350 5 cr (S-Alt Years) MEDA 104 5 cr (W) [List G] years) Mathematical Modeling with Tech- Media Project Development explores Differential Equations investigates nology provides an overview of the project development for media de- first order and linear second order dif- modeling process including simulation, signers, with particular emphasis on ferential equations as well as dynamical review of relevant technology, mathe- moving ideas from sketchbook to digital systems, stability, and various applica- matics techniques including discrete and design. This course emphasizes creative tions. Students will use both algebraic continuous models, difference equations problem solving skills and visual com- solution techniques and computer alge- recursion, and dynamic systems. munication techniques. Topics include bra software to solve these equations. Students will also explore potential collaborative brainstorming, distributed Prereq: MATH 112 or equivalent applications in science, engineering, and cloud-based workflow, and intro- Coreq: none economics and other fields. ductions to principles of Agile Devel- Prereq: MATH 110 or instructor con- opment. Students will create at least 2 MATH 235 5 cr (F) sent projects using these processes. Multivariable Calculus studies the Coreq: none Prereq: MEDA 101 differential and integral calculus of Coreq: none functions of several variables. MATH 410 5 cr Prereq: MATH 112 or equivalent (S-Alt years) MEDA 109 3 cr (F) Coreq: none Geometry is a study of Euclidean and Creativity, Culture, & Media is an non-Euclidean geometries (chosen from exploration of media design through the MATH 241 5 cr (FWS) hyperbolic, spherical, projective, finite, lenses of traditional, modern, and native [List DM, I] transformational, and fractal geome- cultures. Students will demonstrate Statistics consists of an introductory tries) using geometry software. Stu- awareness and constructive understand- survey of probability models, sampling, dents will review NCTM and Common ing of key factors related to creativity and statistical inference. Examples will Core Standards and focus on content in individuals and in cultures, as well as be drawn from biological and social knowledge for teachers in secondary the evolution of media over time. The sciences. schools. Creativity, Culture, & Media curricu- Prereq: MATH 100 or MATH 101 or Prereq: MATH 201 and EDUC 210 lum explores the relationship of creative equivalent Coreq: none media with time, place and culture. Coreq: none Prereq: none MATH 420 5 cr (W) Coreq: none MATH 342 3 cr (S) [LIST I] Higher Math for Teachers contin- Statistical Methods provides the statis- ues to explore concepts, processes, MEDA 120 3 cr (W) tics student with more advanced meth- and proof relevant to higher levels of Introduction to Digital Illlustration ods for sampling, experimental design, mathematics, including number theory, introduces vector-based digital illustra- and statistical testing. Topics include abstract algebra, combinatorics and tion and explores media and techniques random variables, probability distribu- probability. useful through this foundational skill. tions, multiple regression, analysis of Prereq: MATH 201 and EDUC 210 Students will learn the contexts for con- variance, and non-parametric methods. Coreq: none verting rasterized- to vector-based im- The course will emphasize application ages and the basic workflows­ ­necessary to independent student projects. MEDA 101 5 cr (F,W) for such changes. Students will also Prereq: MATH 241 or equivalent [List G] investigate and learn to incorporate non- Coreq: none Introduction to Digital Arts and digital media into digital illustrations. Design focuses on thecreation, design, Prereq: none and composition of digital graphics Coreq: none

using graphics and photo compositing COURSE LIST software such as Photoshop. Students can expect to gain experience in Photo- shop’s rich set of tools. Heavy emphasis will be placed on art fundamentals, es- pecially picture space and composition. Prereq: none Coreq: none Challengeable Course TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

199 COURSE DESCRIPTIONS MEDA 143-MEDA 225

MEDA 143 4 cr (W) MEDA 190 2 cr (F) MEDA 212 3 cr (S) Digital Storytelling and Social Media Introduction to Web Design and Tomorrow’s Media Seminar explores explores project development for media Media Portfolio explores the software, current topics and trends in emerging designers, with particular emphasis on tools, and skills required to create and technologies in film, audio, anima- moving ideas from sketchbook to digital publish interactive sites on the World tion, and Internet-based applications. design. This course emphasizes creative Wide Web and using Content Manage- Students will apply the lens of media problem solving skills and visual com- ment Systems. Topics include hypertext design problem-solving techniques to munication techniques. Topics include markup language, image preparation, solve contemporary visual problems rel- collaborative brainstorming, distributed site organization and effective interface evant to global, regional, or local issues. and cloud-based workflow, and intro- design. Students will create a profes- In addition, professional issues and ductions to principles of Agile Devel- sional portfolio site and begin using it work routines relevant to professional opment. Students will create at least 2 regularly. designers will be integrated into emerg- projects using these processes. Prereq: none ing media explorations. Such issues Prereq: MEDA 101 Coreq: none or routines include but are not limited Coreq: none to: copyright and legal issues, color MEDA 204 5 cr (W) [List G] reproduction and the use of standards MEDA 170 3 cr (W) Media Project Development explores for evaluating design, futures studies, Page Layout and Design introduces project development for media de- and change management. student to design and presentation tools signers, with particular emphasis on Prereq: MEDA 204 and the fundamentals of page layout. moving ideas from sketchbook to digital Coreq: none Students will learn how to produce design. This course emphasizes creative documents such as brochures, flyers, problem solving skills and visual com- MEDA 220 3 cr (W) etc. munication techniques. Topics include Intermediate Illustration explores and Prereq: MEDA 101 collaborative brainstorming, distributed adds to students’ repertoire of media Coreq: none and cloud-based workflow, and intro- and techniques. Through class assign- Challengeable Course ductions to principles of Agile Devel- ments, students practice and increase opment. Students will create at least 2 their skills with media and techniques MEDA 175 2 cr (S) projects using these processes. common to the field of illustration. Interactive Web Development is Prereq: MEDA 101, MEDA 120 Students also investigate and work with intended to teach the basic program- Coreq: none nontraditional media. The content of the ming tools and development techniques course is oriented toward the commer- need to create interactive Web objects MEDA 205 3 cr (S) cial field of illustration. and pages. The class will stress pro- Advanced and Special Projects Prereq: MEDA 120 gramming and scripting fundamentals, provides opportunities for students to Coreq: none how to use a visual studio to create explore various advanced graphic & Challengeable Course programmed interactivity and anima- media design techniques for providing tion, how to work with Cascading Style meaningful entertainment, marketing, MEDA 225 5 cr (W) Sheets, and hand-code scripting. or instruction in an applied context. Game Development and 3D Modeling Prereq: MEDA 190 Students are encouraged to place a provides an overview of game mechan- Coreq: none focus on Service Learning. Emphasis ics, an introduction of basic 3D model- is placed on advanced concepts and ing and an exploration of fundamental solutions to complex and challenging game development techniques. Empha- real-world media design problems. sis is placed on the integration of game Upon completion, students will be able techniques within everyday digital to demonstrate competence and profes- design contexts and player interac- sionalism in visual problem solving and tion. Topics include playability, levels, satisfactory client-designer interactions. badges, awards, gamer types, repre- Students will each create a unique proj- sentations, sculpting, mesh, and 3D ect based on research and development printing. Students will create a number in a special topic area, preferably useful of games and 3D models. to a particular audience. Prereq: MEDA 204 Prereq: MEDA 204 Coreq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

200 COURSE DESCRIPTIONS MEDA 255-NASD 104

MEDA 255 3 cr (F,S) MEDA 298 3 cr (S) NASD 101 3 cr (FWS) Foundations of Digital Citizenship In Indigenous Digital Storytelling, History of Indians in the United provides students with the fundamentals students will create indigenous sto- States provides a broad overview of the necessary for active, safe, and healthy ries using community feedback loops: most important events and processes in participation on the Internet – including students will first learn about traditional the history of various Native peoples the World Wide Web, email, social net- and contemporary indigenous narratives of the land now known as the United works, online gaming and privacy. At before employing an iterative design States of America. Students will learn the conclusion of this course, students model to discover best ways to situate about the social and cultural changes af- will demonstrate safe Internet practices these within community using tradition- fecting Native people prior to European such as how to effectively search the al and emerging digital media. contact up to the present day. World Wide Web, citing sources, shop- Prereq: MEDA 101 Prereq: none ping online, surfing safely, navigation Coreq: none Coreq: none of copyright issues, and exploration of Internet culture. With a particular focus MUSC 101 3 cr (W) NASD 102 3 cr (W) [List H] on using the Internet as a medium for [List B,G] Flathead Reservation History Before succeeding at Salish Kootenai College Music Fundamentals explores the 1850 studies the life of local tribes and life in Western Montana, students fundamental elements of music includ- from before European contact up to the will integrate their own identities, sense ing rhythm, pitch, and notation as a initial contact with traders, missionar- of place and community while acquiring basis for learning to read and perform ies and settlers. Students will research a “certificate” of Digital Citizenship. simple melodies. Students will explore the earliest documented contacts and Prereq: MEDA 101 a variety of applications of these musi- analyze the processes that initiated the Coreq: none cal elements as they learn to produce subsequent reservation period. music. Prereq: none MEDA 269 4 cr (W) Prereq: none Coreq: none Intermediate Photoshop goes beyond Coreq: none the essentials and explores more ad- Challengeable Course NASD 103 3 cr (S) [List H] vanced techniques for the use of Adobe Flathead Reservation History 1850- Photoshop, including: Lighting Effects, NASD 100 3 cr (FWS) 1910 studies the establishment of 3D objects, Collage Techniques, and [List A] reservation life for area tribes from Advanced Compositing. Students will Introduction to Native American just before the signing of the Hellgate employ design techniques to photo- Studies introduces students to ap- Treaty up to the opening of the reserva- graphs and other pictures to develop proaches in the academic study of tion for white settlement in 1910. Stu- cinematic quality posters, stationary, Native American people, history, dents analyze the effects that federal and other design objects. language, and culture. There is an policies and drastic economic changes Prereq: MEDA 101 emphasis on basic concepts relating to had on the life and culture of the Tribes Coreq: none Native American historical and politi- of the Flathead Nation. cal development. Students will have Prereq: ENGL 101 MEDA 290 3 cr (S) the opportunity to discuss the possible Coreq: none Design Portfolio and Presentation influence Native culture and values can Capstone focuses on the final stage of have in our world. NASD 104 3 cr (W) [List A, H] project planning and workflow. Stu- Prereq: none Native American Images in Film stud- dents will complete their digital Design Coreq: none ies Native American stereotypes as they Portfolio, which will contain student- are portrayed in film and the impact and faculty-chosen samples of their these images have on Native American coursework organized by SKC program culture. COURSE LIST and professional standards, and pres- Prereq: none ent their work to faculty, professional Coreq: none designers and fellow students for candid feedback. Prereq: MEDA 204 Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

201 COURSE DESCRIPTIONS NASD 105-NASD 149

NASD 105 3 cr (W) NASD 109 3 cr (F) NASD 140 3 cr (FWS) [List A, H] [List A, H] [List A, B, G] Indians of Montana studies native Native American Contributions Flathead Reservation Indian Arts in- tribes, reservation tribes and landless provides an opportunity to learn about troduces students to native arts through Indians that live within the boundaries the many ways that Native Americans individual and group projects such as of Montana. Students will learn about have affected the various cultures of the cloth dresses, cradleboards, stone pipes, the history, natural resources, govern- world. Students will learn about Indian coin purses, roach headdresses, moc- ment, economic development, education inventions, uses of natural resources, casins, bustles, Indian dolls, and others and culture of the various tribes. sports and games, and much more that according to student interest. This Prereq: none have become a part of the lives of other course may be taken up to three times Coreq: none people. for credit. Prereq: none Prereq: none NASD 106 3 cr (S) [List H] Coreq: none Coreq: none Pre-European Contact studies the life that tribes had before European con- NASD 122 3 cr (W) NASD 145 3 cr [List A, B, G] tact. Students will study the cultural, Native American Contemporary Tipi Construction teaches a basic social and ceremonial structures of and Traditional Dance presents understanding of construction methods many tribes throughout North America contemporary and traditional views of utilized. Students will receive informa- to discover how tribes are recognized in Native American dance for students tion and demonstrations about the use distinct cultural areas. interested in learning dance steps and of various materials and concepts in the Prereq: none protocols surrounding Native celebra- art of making a tipi. This course may Coreq: none tions, commonly referred to as Pow- be taken up to three times for credit. Wow(s). Native dance instruction will Prereq: none NASD 107 3 cr (W) be displayed and taught by experienced Coreq: none [List A, H] Native dancers. Native dance class will Coyote Stories are often moralistic and be focusing on combining mainstream NASD 146 3 cr (OD) can be considered life lessons that have artistic expressions of Native American [List A, B, G] important messages of Indian val- dance and cultural identity. Dancers of Tipi Setup will focus on the process of ue. The stories reflect the oral history the Confederated Salish and Kootenai setting up a tipi. Students will go into of local Native peoples and may only be Tribes and other Montana tribes will be the field to cut lodge poles and prepare told in the winter. highlighted. Topics of discussion begin them for use. They will also investigate Prereq: none with men and women’s Traditional various techniques used by other Mon- Coreq: none Dances and Fancy Dance and may tana tribes. include: Jingle Dress, Grass Dance, and Prereq: none NASD 108 3 cr (W) Chicken dance styles. Class will contain Coreq: none [List A,DS, I] practical application of Native dance Tribal Uses of Wild Plants is the study forms by instruction and participation. NASD 149 3 cr (FWS) of plants that Salish, Pend d’Oreille and The class will focus on mainstream [List A, B, G] Kootenai people used as foods, tools Pow-Wow dances and their traditional Sally Bag Weaving will instruct and medicines. Students will be intro- origins. Specific ceremonial and sacred students in the art of hand weav- duced to the tribal perspective of living aspects of tribal traditional dances will ing with cordage and yarn to create in a natural environment while learning not be covered. Sally Bags. Students will make bags about traditional plant use. Prereq: none of several sizes adapted to different Prereq: none Coreq: none uses. This Course can be taken up to Coreq: none three times for credit. NASD 130 3 cr (W) Prereq: none College Bowl prepares students to par- Coreq: none ticipate in the annual competition at the AIHEC convention. Prereq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

202 COURSE DESCRIPTIONS NASD 150-NASD 210

NASD 150 3 cr (FS) NASD 160 3 cr (OD) NASD 172 3 cr (OD) [List A, B, G] [List A, B, G] [List A, B, G] Hide Tanning teaches methods used Stickgame will introduce students to Horsehair Hitching will teach students by Native Americans to tan hides of the basic rules and techniques of stick- the basic fundamentals of hitching horse deer, elk, moose and buffalo. Students game. Students will learn how to point, hair. Students will learn how to make in this course will take a unworked deer hide and sing as well as keep track of key chains, barrettes and bracelets. Stu- hide and convert it into buckskin using the sticks. dents will also learn some of the history the traditional methods, materials and Prereq: none of horsehair hitching. tools. This course may be taken up to Coreq: none Prereq: none three times for credit. Coreq: none Prereq: none NASD 162 3 cr (FWS) Coreq: none [List A, B, G] NASD 175 3 cr (OD) Drumming and Singing reflects the [List A, B, G] NASD 156 3 cr (FWS) heart of tribal culture. Students will be Porcupine Quillwork will teach [List A, B, G] allowed to sit at the instructor’s drum to students the basic fundamentals of Beading teaches the methods and his- sing songs which are used during cel- using porcupine quills to decorate tory of artistically decorating all types ebrations. Eventually, students may be objects. Students will learn how to of clothing and other objects with bead- able to lead the songs. This course may prepare porcupine quills and apply work. Novice beaders will improve be taken up to three times for credit. them to various kinds of articles. This their skill in applying the designs and Prereq: none course may be taken up to three times colors used by Salish and Kootenai Coreq: none for credit. people, as well as some variations used Prereq: none by other tribes. This course may be NASD 167 3 cr (OD) Coreq: none taken up to three times for credit. [List A, B, G] Prereq: none Kootenai Prayers presents songs and NASD 176 3 cr (FWS) Coreq: none prayers in the Kootenai language. This [List A, B, G] course may be taken up to three times Introduction to Traditional Tool NASD 157 3 cr (FWS) for credit. Making gives students hands on experi- [List A, B, G] Prereq: none ence in making traditional tools that Intermediate Beading teaches more Coreq: none were used by Indian people prior to advanced methods and history of artisti- European contact. Students will gain cally decorating all types of clothing NASD 168 3 cr (OD) valuable insights into the traditional and other objects with beadwork. Expe- [List A, B, G] Indian life style and the uses of tools to rienced beaders will improve their skill Salish Hymns is a class in which make various items commonly found in applying the designs and colors used students will learn Hymns and Prayers among the Indigenous North Western by Salish and Kootenai people, as well in the Salish Language that are sung at interior Tribal people. as some variations used by other tribes. wakes and church. Prereq: none Prereq: none Prereq: none Coreq: none Coreq: none Coreq: none NASD 210 3 cr (FWS) NASD 159 3 cr (FWS) NASD 170 3 cr (FWS) [List DS, E, I] [List A, B, G] [List A, B, G] Introduction to Indigenous Science Corn Husk Bag Weaving will instruct Dance Dress Construction introduces is an introduction to how indigenous students in the art of hand weaving the construction of traditional buckskin knowledge is acquired and classified COURSE LIST with string and cornhusk. Students can or cloth dresses. An overview is given Students will learn how traditional make miniature bags for necklaces, belt of other dance dress items for both male Salish knowledge and language can be bags and handbags. This course may be and female dancers. used to describe the modern world. Stu- taken up to three times for credit. Prereq: none dents must have good writing skills for Prereq: recommend NASD 149 Coreq: none this course. Coreq: none Prereq: NASD 101, ENGL202 Coreq: None

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

203 COURSE DESCRIPTIONS NASD 215-NASD 292

NASD 215 3 cr (W) NASD 252 3 cr (W) NASD 271 3 cr (S) [List E, H] [List E, H] Foundations of Leadership and Eth- North American Archaeology: In- History of Tribal Government on the ics develop a general understanding digenous Perspectives introduces the Flathead Reservation studies the tra- of leadership and ethics. Students will ways archaeologists investigate the ditional and contemporary institutions explore what it means to be an effec- exceptional variability and diversity of used by the tribes of the Flathead Na- tive ethical leader from a personal and indigenous North American cultures tion to make collective decisions. Stu- community-based perspective. Content from earliest times though European dents will analyze the Hellgate Treaty, will include a survey of basic philoso- contact. Beginning with theories and the Constitution of the Confederated phies, models, figures, and applications debates over the arrival of humans in Salish and Kootenai Tribes, and the to community-based scenarios and the New World, the class will critically Tribe’s Federal Corporate Charter to institutions. Western scholarship will be examine archaeological interpretations deter the effect these documents have contrasted with tribal perspectives and of lifeways in the diverse regions of on decision making. lived experience as a means of explor- North America and various time periods Prereq: NASD 101, ENGL 101 ing cultural difference. The role of tra- including the Paleoindian, Archaic, Coreq: None ditional values and beliefs, internalized Woodland, Mississippian, European oppression, and contemporary institu- contact. Special attention will be give NASD 262 3 cr (W) tional dynamics are core course topics. to Native American points of view on [List E, H] Prereq: archaeological inquiry, history, oral Contemporary Issues in American Coreq: tradition, historic preservation and the Indian Life studies the achievements, importance and meaning of Native concerns and problems affecting Na- NASD 291 6 cr (S) American heritage. tive Americans Today. Students will Tribal/Government Internship I of- Prereq: none research, analyze and explain a contem- fers an opportunity to become directly Coreq: none porary tribal issue. involved in a tribal, state or federal gov- Prereq: NASD 101 ernment agency working in the area of NASD 225 3 cr (W) [List E, Coreq: None historic preservation under the supervi- H] sion of expert practitioner in the field at American Indian Education and Fed- NASD 270 3 cr (W) [List E] the level of technician. eral Policy gives an overview of the Native American Wellness, while Prereq: ANTH 101, ANTH 210, and experience that American Indians have emphasizing the Native principle of consent of instructor had in the United States educational keeping a balance in life, provides a Coreq: none institutions. Students will study the discussion of nutrition, weight control, evolution of government policy, review exercise routines, stress management, NASD 292 4 cr (S) [List A] the related historic and contemporary substance use, and other topics as key Encampment is a summer field legislation, and develop a deeper under- elements of holistic health. Students residence study/practicum that is the standing of “Indian Education” within will measure their own strength, flex- culmination of two years of classroom a context of traditional knowledge and ibility, body composition, and cardio- preparation in Native American Stud- tribal oral history. vascular efficiency as part of a complete ies. Students will participate in an Prereq: NASD 101, ENGL 101 personal fitness appraisal. outdoor encampment where tribal lan- coreq: none Prereq: NASD 101, ENGL 202 guages, arts, music and technical skills Coreq: None learned in the classroom are practiced, NASD 250 5 cr (FWS) and refined, during a one-week camp. [List E, H] Prereq: NASD 101, an NASD skills History of Federal Indian Policy stud- class from 140-176, and an NASL 100 ies the development of the United States level class Indian Policy. Students will research, Coreq: None analyze and compile thorough informa- tion about a specific policy and its effect on tribal people. Prereq: NASD 101, ENGL 202 Coreq: None

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

204 COURSE DESCRIPTIONS NASD 301-NASD 321

NASD 301 3 cr (FS) NASD 307 3 cr (S) [List E] NASD 310 3 cr (S) [List J] [List E, J] Tribal Leaders After 1900 focuses on Museum Science and its Application Living in Two Worlds compares the tribal leaders who faced the challenges in Indian Country introduces the wide culture, values and social orders of the encountered by their nations in the 20th range of approaches and challenges Native and dominate American societ- century, after implementation of the in the museum field such as gover- ies. Students will examine the history reservation system; these challenges nance, ethics, collections management, of both societies and their impacts on included dwindling populations, con- exhibition design, research, education, modern times to determine how tribal finement to rural areas on reservations, marketing and development with special people can be successful meeting the control by federal agents, altering of emphasis on how these skills and proce- needs they have in both. tribal enrollment criteria, and definition dures have been applied by Indian tribes Prereq: NASD 101, ENGL 202 of who is an Indian person within the and public institutions. Students will Coreq: None entanglement of federal, state, tribal and gain basic knowledge and useful skills personal claim to identity. The leaders for managing museum collections in- NASD 305 3 cr (W) discussed in this course have fought to cluding methods and techniques used in [List A, E, J] improve the lives of Indian people on administration, collections registration Native American Women creates an local reservations and at the national and documentation, risk management, awareness of the important roles played level. disaster planning, packing/shipping and by American Indian women yesterday Prereq: NASD101 preventive conservation. and today. Students will learn about the Coreq: none Prereq: none lives and contributions of writers, art- Correq: none ists, political figures, and healers from a NASD 308 3 cr (F) native perspective. [List DS, E, I] NASD 320 3 cr (F) Prereq: NASD 101, ENGL 202 Ethnobotany is the scientific disci- [List E, J] Coreq: None pline that combines botany and cultural Federal Indian Law surveys the basic anthropology, and primarily examines development of Federal Law since the NASD 306 3 cr (S) the relationship between indigenous early nineteenth century, then focuses [List E, J] unlettered peoples and their specific lo- on laws and court cases that are affect- Gender and Identity in Indian cal flora. In this online course students ing the lives of Indians today. Students ­Country offers an introduction to will study various indigenous groups will analyze laws and cases, describe lesbian, bisexual, gay, transgender, and and traditional uses of plants by North the effect they have, and judge their queer (LBGTQ) studies. Students trace American tribal people from Arctic to value to Native Americans. the history of gender identity in Indian South American environments. Stu- Prereq: NASD 101, ENGL 202 country, and examine prejudice and vio- dents will survey and describe various Coreq: none lence against gay people, legal rights, ecosystems and plants that are used as issues of “coming out,” gay pride, and food, medicine, and tools. Students will NASD 321 3 cr (F) HIV/AIDS challenges that LBGTQ explain the concepts of Ethnobotany Tribal Administration and Gover- people face on a daily basis in their and intellectual property as they pertain nance in Tribal Operations is de- communities. The course identifies role to Indigenous peoples globally. Virtual signed to increase our understanding of models in art, film, and literature from field trips and virtual labs will enhance important aspects of the political, social, the LBGTQ community, and examines learning. Students will create a portfolio economic and environmental contexts Gay Studies issues related to Native of 40 plants. of effective tribal administration and American Art. Prereq: NASD101, BIOS 101 governance. The responsibilities and Prereq: NASD 101 Coreq: none authority of government, practices of Coreq: none tribal administration, past and pres-

ent, the role and responsibility of tribal COURSE LIST managers as well as the contexts within which tribal public administrators and governmental officials operate (politi- cal, economic, social, legal and environ- mental) provide the foundation for this course. Prereq: Coreq: TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

205 COURSE DESCRIPTIONS NASD 323-NASD 315

NASD 323 3 cr (F) NASD 339 5 cr (F) Native American Perspectives in Tribal Finance, Accounting, and NASD 349 5 cr (W) Natural Resource Management Budgets I will provide an overview Tribal Finance, Accounting and introduces students to natural resource of financial terms, processes, agencies Budgets II focuses on the federal laws management, including tribal natural and laws as they apply to tribal gov- and regulations that tribal managers are resource management. This course ernments. It will focus on overseeing required to comply with annually. These examines the basic goals and principles budgeting, bookkeeping, accounting, laws and regulations include the Indian of tribal natural resource management, and purchasing functions; interpreting Gaming Regulatory Act, Title 31, the including cultural resource manage- financial statements; conducting due Single Audit Act, and auditing rules un- ment, economic development and scien- diligence; and negotiating indirect cost der the Tribal Self-Determination Act. tific research in supporting management rates with the federal government. Em- The course will also focus on compli- activities. Students will understand the phasis will be placed on the role of the ance with federal grants, the preparation important cultural role natural resources federal government in tribal financial of year-end financial statements, and fulfill within tribal communities, management, the role of tribal sover- the role of circulars from the federal managing natural resources for cultural eign immunity in financial transactions, Office of Management and Budget. The purposes and traditional stories of the and the roles of tribal accountants and general standards for accountants and natural world. auditors. the penalties for non-compliance will be Prereq: Prereq: Junior Standing studied. The role of federal auditors and Coreq: Coreq: none investigators will be compared to the role of tribes’ internal auditors. NASD 325 3 cr (F) NASD 341 3 cr (W) Prereq: Junior Standing Indian Chid Welfare examines the Principles of Tribal Sovereignty Coreq: none complex issue of American Indian examines the challenges facing tribal children in the legal system as it affects governments as they exercise their NASD 315 3 cr (S) children and families. Topics such as sovereignty and involves political, eco- Native American Oral and Writ- the Indian Child Welfare Act, child nomic, and intergovernmental perspec- ten Traditions will provide a survey protection, child custody and tribal tives. Part one examines tribal resource of ­Native American oral and written adoptions will be addressed. management, analyzing historical use literature. Analysis of the traditions Prereq: Third year student of land, land loss, and contemporary surrounding this ancient literary form Coreq: none efforts to develop sustainable environ- including an introduction to the liter- mental plans for water, timber, wildlife, ary works of leading American Indian NASD 330 3 cr (OD) and subsurface resources. Part two writers is included. This course will [List E,J] focuses on the various means tribal identify, interpret, and decipher na- History of Native Economics studies governments have devised to exercise tive symbols depicted in tribal myths, the economies of the First Americans sovereignty, such as gaming, small legends, song, art, oratory, poetry, and and the influences that have changed business development, tourism, and prose. The influence of oral and writ- those economies from before European joint ventures with partners. Part three ten traditions on contemporary Native contact up until present day. concentrates attention at the sub-nation- American literary style in both fiction Prereq: NASD 101, ENGL 202 al level and pays close attention to the and poetry will also be examined. Coreq: none political, legal, and economics relation- ships that have developed between Na- tive nations, state governments, county governments, and municipal entities. Prereq: Junior Standing Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

206 COURSE DESCRIPTIONS NASD 371-NASD 413

NASD 371 3 cr (S) NASD 402 5 cr (F) NASD 411 5 cr (W) Tribal Gaming investigates the social Indigenous Research Methodologies Implementing the Indigenous Para- and political context of American and Methods focuses on the cultural digm in the Research Proposal pro- Indian tribal gaming, political relation- aspects of indigenous research methods vides students with the skills they need ships between federal and tribal govern- as they relate to all sciences. Included to develop a research proposal with an ments, contemporary examples of tribal are current theories of indigenous indigenous conceptual framework. Stu- gaming, sociocultural and economic research; explorations of the purpose of dents will learn how to approach a com- forces leading to gaming as strategy for indigenous research, both historical and munity in an ethical manner, implement economic development, and responses contemporary; roles and responsibilities the indigenous paradigm, and incorpo- by non-Indian communities to tribal of researchers in indigenous com- rate elements of the Spider Web Model. gaming. Students will become familiar munities; oral and recorded traditions Students will develop techniques in with the legal and regulatory structure and sources of information; and other presenting their research indings in an of tribal gaming including Federal Indi- important issues that face indigenous indigenous way to encompass whole an Gaming Regulatory Act and the state researchers now and in the future. The community understanding using media compacting process. An overview of the following questions are emphasized: including television programs, Power- social and historic place of gambling to whom does the research belong? Point, posters, community meetings, in revenue generation (both state and What benefit and interests are at stake? and newspaper articles. tribal) as well as the potential political Who is the researcher and what is their Prereq: NASD 402 consequences of particular public policy relationship to the community? Who Coreq: NASD 412 actions will be discussed. carries out the research? Who controls Prereq: and disseminates the results? NASD 412 2 cr (W) Coreq: Prereq: NASD101 or equivalent course Protection of Human Subjects in or instructor consent Indigenous Research provides an over- NASD 401 3 cr (OD) Coreq: none view of special considerations in protec- Art-Based Research explores art with tion of research participants and cultural a focus on indigenous research methods NASD 403 3 cr (F) intellectual property rights within the and groups. Students will define and Indian Education - Finance and context of indigenous research. Students research an area of creative exploration Administration examines examines will complete formal training in human and engage in an intensive personal the traditional and contemporary evolu- subjects protection nand prepare an artistic expression through visual arts, tion of school finance. Students will Institutional Review Board protocol as music, poetry, drama, and or danceto understand K-12 and post-secondary well as informed consent and partici- engage in the creative exploration. school funding sources; proper expendi- pant recruitment materials appropriate Prereq: tures; legislation; court cases; effective for their research study. Coreq: none budgeting models, Johnson O’Malley, Prereq: NASD 402 Impact Aid, and Indian Education fund- Coreq: NASD 411 ing (through Title VII of the No Child Left Behind Act). Fund accounting, NASD 413 3 cr (F) investment, reserve funds, equity con- 638 Contracts and Compacts focuses siderations and establishing an effective on the role of tribal managers, tribal budgeting process are representative management functions, communications of the financial skills that students will processes, and management information learn. systems design and development. It will Prereq: Senior Standing also explore different models of deliver- ing services on reservations, including

the direct federal service model, the 638 COURSE LIST contact model, and the self-governance compact. Prereq: Coreq:

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

207 COURSE DESCRIPTIONS NASD 415-NASD 473

NASD 415 3 cr (F) NASD 443 3 cr (W) NASD 455 3 cr (W) Human Resource Management focus- Tribal Courts introduces students to Internship II provides the second level es on understanding and articulating the tribal court development in the U.S. of a practical learning experience and role and responsibilities of a supervisor This course will focus on a practical opportunity for students to face the or manager within tribal organizations. understanding of key concepts in the real world challenges of governance Advanced skills in managerial develop- development of a tribal court system in a tribal government setting. Intern- ment, writing policy and procedural on the Flathead Indian Reservation. ships provide access to opportunities to manuals, tribal law, benefit administra- Students will explore the differences enhance student learning outcomes. tion, personnel files, interviewing skills, and relationships between tribal, state, Prereq: Senior Standing and legal issues are some of the topics and federal justice systems, including Coreq: none that are covered. concepts of jurisdiction and due process Prereq: BUMG 220 Prereq: Junior standing NASD 471 3 cr (S) Coreq: none Coreq: none Cultural Resource Management investigates the attitudes and values NASD 425 3 cr (F) NASD 445 3 cr (W) in Indian country that may differ from Internship I is the introductory Intern- Intergovernmental Relations exam- the efforts of state historic preservation ship course geared toward providing a ines the traditional and contemporary efforts and the National Park Service practical learning experience and oppor- evolution of the relationship between defintions of historic preservation. tunity for students to face the real world tribal, local, state and federal govern- Students will become familiar with: The challenges of governance in a tribal ment. American Indian perspectives of American Indian Religious Freedom government setting. Internships provide the current status of intergovernmental Act, the National Historic Preservation access to opportunities to enhance stu- relationships in legal, political and eco- Act, the National Environmental Policy dent learning outcomes. nomic terms will be contrasted with the Act, Archeological Resource Protection Prereq: processes and concepts used to describe Act and the Native American Graves Coreq: none self-government and self-determination Protection and Repartriation Act. from American Indian perspectives on Prereq: NASD 440 3 cr (OD) nationhood, sovereignty and justice. Coreq: [List E,J] Prereq: Senior Standing International Issues of Salmon is a Coreq: NASD 473 3 cr (S) web based course, grounded in theories Contemporary Tribal Economics ex- of ecology, environmental health, Na- NASD 450 4 cr (OD) amines the unique roles that tribal gov- tive knowledge, and Western science [List E, J] ernments play in relation to economic, introduces learners to the culture of Environmental Science Meaning business and community development Canadian First Nations and American in Indigenous Religion grounded in within Indian reservations and the Indian tribes who depend on salmon for traditional indigenous knowledge and surrounding areas. Tribal governments their culture, health, and economy. The Western science, this course introduces protect tribal communities from harm- course examines native fisheries of learners to the science and religion ful impacts of business operations by three rivers: The Columbia, the Fraser, dialogue through the study of ecologi- regulating economic activities, land use and the Yukon. cal sciences and concepts from religion and assessing environmental impacts Prereq: NASD 101, ENGL 202 and science. It includes the science of of development proposals. At the same Coreq: none ecology, biology, geology, cosmology, time tribes strive to create an environ- and sustainable future. Student broaden ment that promotes growth in business NASD 441 3 cr (W) their understanding intellectually, as and commerce. Tribal homes, schools, Tribal Health and Wellness provides they critically examine and compare recreation and cultural preservation are students with an overview of the history philosophical issues behind the debates considered in strategic planning. How of tribal health, the various programs put forth by Western science and reli- can tribal governments balance these IHS covers, scholarship opportunities gions, and balance these with views of complex and often competing issues for students entering the health care Indigenous Science and Native spiritual within the tribal community and meet field, and Native American health dis- ideas. the economic and employment needs of parities in Indian country. Prereq: NASD 101, ENGL 202 the reservation community Prereq: NASD101 Correq: none Prereq: Senior Standing Coreq: none Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

208 COURSE DESCRIPTIONS NASD 475-NASL 211

NASD 475 3 cr (S) NASL 101 3 cr (F) [List A] NASL 120 3 cr (OD) [List A] Strategic Planning for Tribal Organi- Basic Salish I emphasizes on Sal- Native American Language I will zations examines the challenges facing ish language pronunciation using offer an introduction in another Native tribal governments as they exercise their oral drills. Additional emphasis is on language according to demand. The sovereignty and involves political, eco- acquiring basic skills and vocabulary emphasis is on pronunciation using nomic, and intergovernmental perspec- and using the International Phonetic oral drills, acquiring basic skills and tives. Part one examines tribal resource Alphabet. vocabulary. management, analyzing historical use Prereq: none Prereq: none of land, land loss, and contemporary Coreq: none Coreq: None efforts to develop sustainable environ- mental plans for water, timber, wildlife, NASL 102 3 cr (W) [List A] NASL 121 3 cr (OD) [List A] and subsurface resources. Part two Basic Salish II is a continuation of Ba- Native American Language II is a sec- focuses on the various means tribal sic Salish I, with emphasis on vocabu- ond quarter of basic language instruc- governments have devised to exercise lary, pronunciation, oral drills, grammar tion continuing the language introduced sovereignty, such as gaming, small and vocabulary development. in NASL 120. business development, tourism, and Prereq: NASL 101 Prereq: NASL 120 joint ventures with partners. Part three Coreq: none Coreq: none concentrates attention at the sub-nation- al level and pays close attention to the NASL 103 3 cr (S) [List A] NASL 122 3 cr (OD) [List A] political, legal, and economics relation- Basic Salish III is a continuation Basic Native American Language III is a ships that have developed between Na- Salish II, with emphasis on vocabulary third quarter of basic language instruc- tive nations, state governments, county development, grammar, cultural themes, tion continuing what was began in governments, and municipal entities. and language usage. NASL 120 and NASL 121. Prereq: Senior Standing Prereq: NASL 102 Prereq: NASL 121 Coreq: none Coreq: none Coreq: none

NASD 485 3 cr (S) NASL 111 3 cr (F) [List A] NASL 201 3 cr (F) [List A, E] Internship III is the final level of Basic Kootenai I emphasizes Koo- Intermediate Salish I provide a con- internship geared toward providing a tenai language pronunciation using tinuation of the first year of Basic Salish practical learning experience and oppor- oral drills. Additional emphasis is on Language. tunity for students to face the real world acquiring basic skills and vocabulary Prereq: NASL 103 challenges of governance in a tribal and using the International Phonetic Coreq: none government setting. Internships provide Language. access to opportunities to enhance stu- Prereq: none NASL 202 3 cr (W) [List A] dent learning outcomes. Coreq: none Intermediate Salish II provides a con- Prereq: Senior Standing tinuation of NASL 201. Coreq: none NASL 112 3 cr (W) [List A] Prereq: NASL 201 Basic Kootenai II is a continuation of Coreq: none NASD 491 6 cr (S) Basic Kootenai I; emphasizing pro- Tribal/Government Internship II of- nunciation, oral drills, grammar and NASL 203 3 cr (S) [List A] fers an opportunity to become directly vocabulary development. Intermediate Salish III provides a involved in a tribal, state or federal gov- Prereq: NASL 111 continuation of NASL 202. ernment agency working in the area of Coreq: none Prereq: NASL 202 historic preservation under the supervi- Coreq: none sion of expert practitioner in the field at NASL 113 3 cr (S) [List A] COURSE LIST the level of assistant. Basic Kootenai III is a continuation NASL 211 3 cr (F) [List A, E] Prereq: consent of instructor of Basic Kootenai II, with emphasis Intermediate Kootenai I provides a Coreq: none on vocabulary development, grammar, continuation of the first year of Basic cultural themes and language use. Kootenai language. Prereq: NASL 112 Prereq: NASL 113 Coreq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

209 COURSE DESCRIPTIONS NASL 212-NATR 320

NASL 212 3 cr (W) [List A] NATR 171 2 cr (S) NATR 271 2 cr (S) Intermediate Kootenai II provides a [List DS, I] [List DS, I] continuation NASL 211. Introduction to Botany Laboratory Principles of Ecology Laboratory Prereq: NASL 211 provides students the opportunity to combines field and laboratory experi- Coreq: none study the structure and taxonomy of ence with ecological measurement and plants. Upon learning structure, students investigations of ecological problems. NASL 213 _cr (S) [List A] will learn the use of taxonomic keys to Prereq: none Intermediate Kootenai III provides a identify local plants. Coreq: NATR 270 continuation of NASL 212. Prereq: BIOS 101/102 Prereq: NASL 212 Coreq: NATR 170 NATR 305 3 cr (F) Coreq: none Challengeable course Grassland and Shrubland Manage- ment presents basic principles of soil, NATR 110 3 cr (F) NATR 172 4 cr (S) water and vegetation management. Physical Field Methods include Forest Botany introduces forest plants Students will learn how management techniques designed to gather the data and plant communities and their use practices influence plants, domestic required to answer questions about the in forest land classification systems. livestock, wildlife and the environment. physical environment. Students will Through field and laboratory study, This course will include plant identi- learn how to approach environmental students develop skills in identification fication skills and common methods field problems and choose appropriate of plants and forest habitat types. to evaluate range capacity and habitat sampling methods. In addition to using Prereq: FORS 154 quality. Emphasis will be placed on the topographic maps, aerial photographs Coreq: none grassland and shrubland habitats of the and Global Positioning Systems (GPS), western United States. Case studies of students will perform water, soil and NATR 240 3 cr (W) management practices on Reservation air quality sampling, stream discharge Weather and Climate provides a com- lands will be included in this course. calculations, and ground water level and prehensive survey of topics related to Prereq: none geological measurements. Field trips the study of weather and climate, with Coreq: none provide the basis for most of the course primary focus on the earth’s energy bal- meetings. ance, the role of moisture in the atmo- NATR 319 3 cr (F) Prereq: none sphere, cloud development, formation Introduction to Soil Science covers Coreq: none of frontal systems, severe storms, cli- the identification of soil types, develop- matic change and the impact of climatic ment of soils, soil characteristics, and NATR 170 3 cr (S) variations on society. Students will also the effects of people on soils. Students [List DS, I] learn the use of on-line information and will analyze the texture and structure of Introduction to Botany examines the resources about weather and climate. soils, as well as their chemical composi- structure, function, and evolutionary Prereq: none tion, water content, mineral makeup, and ecological relationships of plants. Coreq: none and classification. Emphasis will be on the flowering Prereq:NATR 110, GEOL 101/102 or plants, with comparisons to other plants. NATR 270 3 cr (S) instructor consent Prereq: BIOS 101/102 [List DS, I] Coreq: none Coreq: NATR 113 Principles of Ecology introduces basic Challengeable course principles with emphasis on ecosys- NATR 320 1 cr (F) tems, energetics and population dynam- Introduction to Soil Science Lab ics. Students learn to apply theoretical provides students with active learning concepts to practical problems. opportunities to apply the theory and Prereq: ENGL 101, BIOS 101, 102 & methods studied in Introduction to Soil one math course Science. Included are laboratory and Coreq: NATR 271 field exploration of soil science applica- tions. Prereq: none Coreq: NATR 319

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

210 COURSE DESCRIPTIONS NATR 342-NSGD 202

NATR 342 3 cr (W) NATR 413 3 cr (F) [List J] NATR 470 3 cr (F) Environmental Adaptations of Plants Wildlands Recreation Management Disturbance Ecology examines and examines the ways form and function examines outdoor recreation policies explores the roles that various types of in plants relate to the constraints of and programs. Students will explore the disturbance play in ecosystem devel- habitats. This course will emphasize expectations, preferences, and recre- opment, structure and function. This plant survival in xeric, hydric, alpine, ational needs as well as major social, course will explore how the type, timing and other environments represented in political and economic factors affecting and intensity of the disturbance affect the Northwest. wildlands recreation. plants, animals and the ecosystem as Prereq: BIOS 112/113 Prereq: none a whole. Case studies and field trips Coreq: none Coreq: none will provide students the opportunity to compare how different ecosystems NATR 375 1 cr (S) NATR 440 3 cr (W) [List J] respond and adapt to disturbance, and Research and Thesis Seminar will in- NEPA Process develops the skills nec- the consequences of human change on troduce Junior level Natural Resources essary for the National Environmental historical disturbance regimes. Students to the thesis-research process Policy Act compliance, which are also Prereq: BIOS 260/261 and initiate the planning necessary to valuable in any process of evaluating Coreq: none complete their senior thesis projects. resource development. Students learn Students will begin to develop a focused environmental assessment and envi- NATR 495 3 cr (S) research question and paired hypotheses ronmental impact statements, gathering Senior Thesis will allow Natural while outlining appropriate methodolo- professional and public input, evaluat- Resource majors to apply and articulate gies by employing standard literature ing alternative plans, and planning for the concepts, research, methods, tech- reviews and reference management mitigation. niques, and experiences studied or prac- practices. Students are encouraged to Prereq: none ticed throughout their academic studies. select a field- or lab-based research Coreq: none Students will take an interdisciplinary project. Additionally, students will ob- approach to examine cultural and social serve final Senior Theses presentations NATR 460 3 cr (W) perspectives relevant to their senior from the current graduating class. Restoration Ecology explores the sci- thesis. Each student will complete their Prereq: Junior standing in Natural entific issues and research opportunities professional paper and provide a profes- Resources major resulting from environmental restora- sional presentation to the public of their Coreq: none tion, recovery and bioengineering proj- results. ects. Students will use current literature Prereq: NATR 465 NATR 390 3 cr (S) [List J] and case studies to identify underlying Coreq: Senior standing in Natural Environmental Law is an undergradu- ecological questions. Resources major ate level course that studies the history Prereq: NATR 270, NATR 271 and the principle laws, regulations, and Coreq: none NSGD 202 3 cr (F) court cases in order to give students a Introduction to Nursing introduces basic understanding of environmental NATR 465 2 cr (W) students to the body of knowledge that regulation in the United States. Stu- Senior Research and Thesis Develop- is nursing. Theories upon which nursing dents will also investigate how Envi- ment is a research analysis and writing practice is based will be introduced. ronmental regulation impacts Indian class that provides Natural Resources Theories and principles from other Country. seniors the platform to revise por- disciplines that are utilized by nursing Prereq: none tions of their original hypotheses and practice will be discussed. The nurs- Coreq: none methodologies. Students will provide ing process, nursing diagnosis, and an interpretation of their data to report evidence-based practice will be utilized

the results and conclusions of their re- in the care planning process. COURSE LIST search. Students will begin the process Prereq: Admission to nursing program of writing their thesis. Coreq: NSGD 317, NSGD 211 Prereq: NATR 375 Coreq: Senior standing in Natural Resources major

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

211 COURSE DESCRIPTIONS NSGD 211-NSGD 328

NSGD211 3 cr (F) upon the content of Medical/Surgical tics, and pharmacodynamics of selected Health Assessment focuses on physical Nursing II. Disease processes of body agents across the life span. The course assessment techniques. Students will systems are presented with an empha- applies clinical reasoning to pharma- develop skills in both subjective and sis on health promotion. Students will cotherapeutics through nursing assess- objective data gathering. Normal and utilize the nursing process in developing ment, intervention and evaluation using abnormal findings will be discussed in evidence-based, culturally congruent evidence-based practice. Medication addition to appropriate nursing inter- plans of care. calculation and administration compe- ventions. Prereq: NSGD 241 tency will be developed and evaluated Prereq: Admission to nursing program Coreq: NSGD 353 in the laboratory setting. Coreq: NSGD 317, NSGD 202 Prereq: NSGD 317 NSGD 261 3 cr (S) Coreq: NSGD 327, NSGD 221 NSGD 221 4 cr (W) Critical Care focuses on the care of Foundations of Nursing In this critically ill patients. Students will NSGD 324 3 cr (S) course, students will develop the integrate critical thinking and interpro- Pediatrics Nursing focuses on the skills related to the practice of nurs- fessional collaboration in the develop- care of the pediatric patient. Evidence- ing. This course begins the foundation ment of complex plans of care. High based nursing practice that is develop- of evidence-based nursing practice, acuity biotechnical monitoring will be mentally appropriate will be utilized therapeutic communication, culturally explored. to deliver culturally congruent care to congruent care, and professionalism in Prereq: NSGD 251 this population. Focused assessment nursing. Through the use of the nursing Coreq: NSGD 363, NSGD 267 techniques specific to this population process and nursing diagnoses, students will be explored. Health promotion and will develop plans of care for patients. NSGD 267 3 cr (S) common pediatric health alterations will Prereq: NSGD202 NCLEX Preparation helps prepare be addressed. Coreq: NSGD 318, NSGD 337 the student to take the National Coun- Prereq: NSGD 221 cil of State Board of Nursing National Coreq: NSGD 328, NSGD 231, NSGD 231 8 cr (S) Council Licensure Examination for NSGD 325 Medical/Surgical Nursing I focuses Registered Nurses. Kaplan NCLEX-RN on nursing care of the adult patient. review materials are utilized in addi- NSGD 325 3 cr (S) Disease processes of body systems are tion to online resources and structured Maternal/Child Nursing focuses on presented with an emphasis on health review sessions. Students are required the care of women in the antepartum, promotion. Students will utilize the to attain nationally normed competency intrapartum, and postpartum periods. nursing process in developing evidence- levels to complete this course success- Included will be the care of the neonatal based, culturally congruent plans of fully. patient and issues in women’s health. care. Prereq: NSGD 251 Evidence-based practice will be utilized Prereq: NSGD 221 Coreq: NSGD 363, NSGD 261 to deliver culturally congruent care. Coreq: NSGD 325, NSGD 324, Prereq: NSGD 221 NSGD 328 NSGD 317 3 cr (F) Coreq: NSGD 328, NSGD 324, Pathophysiology I emphasizes selected NSGD 231 NSGD 241 6 cr (F) pathophysiology process across the life Medical/Surgical Nursing II builds span. The course applies clinical reason- NSGD 328 2 cr (S) upon the content of Medical/Surgical ing to focused assessment, culturally Pharmacology II builds upon NSGD Nursing I. Disease processes of body appropriate teaching, and effective in- 316 and addresses additional pharmaco- systems are presented with an empha- terdisciplinary communication utilizing logical agents across the life span. The sis on health promotion. Students will evidence-based practice. course emphasizes application of clini- utilize the nursing process in developing Prereq: Admission to nursing program cal reasoning to pharmacotherapeutics evidence-based, culturally congruent Coreq: NSGD 211, NSGD 202 through nursing assessment, interven- plans of care. tions, and evaluation using evidence- Prereq: NSGD231 NSGD 318 3 cr (W) based practice. Explores selected Coreq: NSGD 343 Pharmacology I emphasizes the prin- natural therapeutic substances. ciples of pharmacokinetics, pharmaceu- Prereq: NSGD 318 NSGD 251 6 cr (W) Coreq: NSGD 331, NSGD 325, Medical/Surgical Nursing III builds NSGD 324

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

212 COURSE DESCRIPTIONS NSGD 337-NSGD 418

NSGD 337 2 cr (W) Management of Care integrates all NSGD 406 4 cr (F) Pathophysiology II builds upon NSGD concepts of nursing practice. Manage- Nursing Theory focuses on the theo- 317 and addresses additional patho- ment of client care in the context of retical framework upon which nursing physiological processes across the life compliance with all applicable regula- practice is based. Individual theorists span. This course emphasizes applica- tions is examined with emphasis on will be examined for their contribution tion of clinical reasoning to focused prioritization and delegation. Patient to current nursing practice. Theories assessment, culturally appropriate safety and quality improvement mea- outside the discipline of nursing will teaching, and effective interdisciplinary sures are presented. Precepted nursing also be examined for their influence on communication utilizing evidence-based practice experience is completed. The nursing practice. practice. transition to graduate nurse is identified Prereq: Admission to the RN-BSN Prereq: NSGD 317 and examined. program Coreq: NSGD 318, NSGD 221 Prereq: NSGD 251 Coreq: NSGD 261, NSGD 267 NSGD 408 5 cr (F) NSGD 343 3 cr (F) Family Care focuses on the family Mental Health Nursing focuses on the NSGD 368 5 cr (F) unit. Various theories related to family patient with mental illness as defined by Transition into BSN is the transition development and structure will be ex- DSM-V. Therapeutic communication from Associate Degree Nursing educa- amined. The role development of indi- will be emphasized in evidence-based, tion to the Baccalaureate level. Students vidual members and the effect it has on culturally congruent care. Community will be introduced broader knowledge the health of the structure and members based resources and treatment are ad- base. The concepts of evidence-based will be another source of inquiry. dressed. practice, critical thinking, and cultural Prereq: Admission to RN-BSN program Prereq: NSGD 231 congruency will be expanded with the Coreq: NSGD 241 addition of a population focus. NSGD 417 4 cr (W) Prereq: Admission to RN-BSN program Evidence-based Practice focuses on NSGD 349 4 cr (W) the development of evidence-based Issues in American Indian Health NSGD 386 4 cr (F) practice. Qualitative and quantitative explores current issues in American Health and Humanities explores the research methods will be explored. Indian/Alaska Native health. The course human experience of health and illness Current nursing research will be identi- explores the relevant psychosocial, through a survey of literature, film, and fied and examined for relevance. The political and physiological determinants fine arts. Selected works from the hu- ethics of utilizing human subjects in the of health in American Indian/Alaska manities provide a focus for examining research process will be discussed. Native communities, in urban environ- social, historical, cultural, and individu- Prereq: NSGD 368, NSGD 406 ments and on reservations. The course al perspectives related to the meaning of Coreq: NSGD 418 includes an exploration of the impact of health and illness across the lifespan. health disparities on American Indian/ Prereq: Admission to RN-BSN program NSGD 418 5 cr (W) Alaska Native health, as well as the in- Health Promotion focuses on the pro- fluences of history and culture on health NSGD 390 5 cr (S) motion of healthy life styles and preven- beliefs and practices. Culture and Caring provides an tion of disease and injury. These efforts Prereq: Admission to RN-BSN Program analysis of the knowledge, skills, and will be directed at not only individuals, attitudes necessary to provide cultur- but families and groups. Teaching and NSGD 353 3 cr (W) ally competent and holistic care for learning theories will be utilized. Stu- Gerontology focuses on the health- clients with diverse worldviews and dents will develop educational materials care needs of the aging population. health beliefs. The course emphasizes that will be utilized in their practicum. Students will differentiate between the the connection between caring, transcul- Prereq: Admission to RN-BSN Pro- normal stages of aging and pathological tural nursing, and self-care theories, to gram; NSGD 368, NSGD 406, NSGD COURSE LIST changes related to disease. Commu- assessment, communication, alternative/ 386 nity services available to support this complementary therapies, and therapeu- Coreq: NSGD 428 population will be examined. Evidence- tic nursing interventions. based culturally congruent care will be Prereq: Admission to RN-BSN Program designed for this group. Prereq: NSGD 241 Coreq: NSGD 251

NSGDTERM 363 6 (F)cr Fall (S) Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

213 COURSE DESCRIPTIONS NSGD 428-OFED 216

NSGD 428 5 cr (W) OFED 106 1 cr (FW) OFED 121 3 cr (FS) [List H] RN-BSN Practicum I is a clinical Keyboard Skill Building is designed Human Relations provides knowl- course. Students will plan and imple- to improve keyboarding skills. An in- edge about interactions to improve ment a health promotion activity that dividualized computer program is used personal, job, and career effectiveness. is community based. They will explore to increase speed and decrease errors. A The course covers understanding and development of a community based minimum of 25 wpm must be met. Stu- managing oneself, specifically develop- program, including needs assessment, dents with a speed of 50 wpm may be ing good work habits, self-motivation, planning, implementation and evalua- waived from this class. May be repeated self-esteem, positive attitudes, strong tion. They will also develop a budget two times for credit. values and ethics. Topics in workplace for this project. Prereq: Keyboarding skill of 20 wpm communication issues include get- Prereq: Admission to RN-BSN Pro- Coreq: none ting along with managers, coworkers, gram; NSGD 368, NSGD 406, NSGD Challengeable Course and customers; managing conflict; and 386, NSGD 408 dealing with stress. Proper telephone Coreq: NSGD 417, NSGD 349, \NSGD OFED 111 4 cr (W) etiquette, job search techniques and 418 [List DM] interviewing skills are practiced. Business Math focuses on math skills Prereq: none NSGD 434 4 cr (S) widely used in business applications. Coreq: none Nursing Leadership focuses on the Topics include fractions, decimals, per- theories of leadership and change when cents, base and rate applications, bank- OFED 213 3 cr (F) applied to nursing. Quality improve- ing, discounts, markup and markdown, Records Management/Filing em- ment, benchmarking and quality moni- payroll, taxes, and interest. phasizes principles and practices of toring will also be examined. Students Prereq: Appropriate score on TABE effective records management along will develop a change project to be Coreq: OFED 113 with the rules of filing paper docu- implemented during practicum. ments. A simulation provides hands-on Prereq: Admission to RN-BSN Pro- OFED 113 1 cr (W) experience with the five commonly used gram; NSGD 417, NSGD 418 [List DM] methods of filing. Coreq: NSGD 438, NSGD 439 Calculator Lab focuses on math Prereq: none applications using a 10-key business Coreq: none NSGD 438 5 cr (S) calculator. Emphasis is placed on speed RN-BSN Practicum II is a clinical development, touch operations, and OFED 216 4 cr (F) [List F] course in which students will plan and math competency. Business Writing is a writing class implement a change project that in- Prereq: none designed to develop proficiency in volves quality improvement. Additional Coreq: OFED 111 or MATH 100 composing many types of business cor- experiences will focus on management. respondence. Students are introduced Prereq: Admission to RN-BSN Pro- OFED 114 1 cr (F) to different writing strategies based on gram; NSGD 428 Business Grammar and Usage their audience and the purpose of the Coreq: NSGD 439, NSGD 434 presents the fundamental English skills message. Students review grammar needed to communicate clearly and and punctuation rules to attain effective NSGD 439 4 cr (S) effectively in today’s workplace. These communication. Population Focused Care focuses on basics include grammar, usage, punctu- Prereq: ENGL 101 & CAPP 102 the care of populations. The principles ation, capitalization, number style, and Coreq: none of community health and the science of spelling. The course will be taught in public health will be examined. Stu- a hybrid format with direct instruction dents will develop a community assess- followed by individual practice com- ment to identify needs, utilizing existing pleting on-line exercises and properly data and observation. writing sentences and paragraphs. Prereq: Admission to RN-BSN Pro- Prereq: None gram; NSGD 417, NSGD 418 Coreq: None Coreq: NSGD 438 Challengeable Course

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214 COURSE DESCRIPTIONS OFED 240-PSYC 120

OFED 240 3 cr (F) [List F] PHIL 100 3 cr (FS) PSYC 105 2 cr (FW) [List H] Business Presentations is a hands- Introduction to Philosophy examines Human Potential Seminar is a struc- on class that introduces students to formative ideas in philosophy, ethical tured small-group experience founded techniques for researching, writing, and dilemmas, and topics of contemporary on the assumption that something is presenting business information. Stu- concern. Students will study Native right and good about each person. The dents will use the Internet to research American writers and thinkers and com- purpose is to assist each participant to their topics and learn to use presentation pare their ideas with other philosophies become more self-determining, self-mo- software to present data visually in a from around the world. tivating, self-affirming and empathetic narrated slide show incorporating text, Prereq: none toward others. charts, and graphics. Coreq: none Prereq: none Prereq: ENGL 101 & Computer Com- Coreq: none petency PHYS 201 5 cr (F) Coreq: none [List DS, I] PSYC 110 5 cr (FWS) College Physics I is a calculus-based [List C, H] OFED 260 3 cr (WS) survey of the basic concepts of mechan- Introduction to Psychology is a survey Office Procedures provides students ics for physical science and engineering course of the field of psychology. Top- with skills and knowledge essential in students. Lab included. ics are drawn from main subject areas office employment. Topics include em- Prereq: MATH 110 in psychology such as learning and ployment opportunities, working with Coreq: none conditioning, memory, physiological others, technology in the workplace, psychology, social and abnormal psy- internet research, receptionist duties, PHYS 203 5 cr (W) chology, consciousness, sensation and handling mail, and arranging travel, College Physics II is a continuation of perception, intelligence, motivation and meetings, and conferences. the basic concepts of physics. Topics emotion, and stress and health psychol- Prereq: CAPP 102 include rotational motion, oscillatory ogy. Students will explore controversies Coreq: none motion, and thermodynamics. Lab and cultural issues and will practice the included. application of psychological principles OFED 271 2 cr (S) Prereq: PHYS 201 to problems and experiences in every- Office Capstone provides students with Coreq: none day life. professional information for careers in Prereq: ENGL 101 completed or cur- the business/office environment. A pro- PHYS 205 5 cr (S) rently enrolled fessional portfolio is completed which College Physics III is a continuation Coreq: none focuses on the student’s skills, exempla- of the basic concepts of physics. Top- ry work, service work and academics. In ics include electricity, magnetism, and PSYC 120 5 cr (W) [List H] addition, a community service project is radioactivity. Lab included. Research Methods in Psychology included in this course. Prereq: PHYS 203 provides an introduction to the scientific Prereq: none Coreq: none method as it is used in psychological Coreq: none research. The course introduces tradi- POLS 100 5 cr (W) [List H] tional methodology as well as meth- OFED 290 2 cr (FWS) American Government surveys the odologies that address limitations of Office Practicum gives students the political system as it operates among traditional research in the understanding opportunity to participate in a practi- federal, tribal, state, and local levels. of culture, race and gender. Students cal on-the-job experience within the Emphasis is placed upon studying the will practice critical thinking and com- Office Professions field. Students will nature and purpose of American democ- munication skills through class discus- be supervised by both the instructor and racy. sions, written research assignments, and employer. This course may be repeated Prereq: ENGL 101 w/C or higher group projects. COURSE LIST up to three times for credit. Coreq: none Prereq: PSYC 110, ENGL 202 Prereq: 12 credits in Office Professions Coreq: none Coreq: none

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215 COURSE DESCRIPTIONS PSYC 151-PSYC 320

PSYC 151 2 cr (W) PSYC 225 2 cr (S) [List H] PSYC 301 1 cr (FW) Career Explorations in Psychology Psychology of Advertising and Pro- Seminar in Upper Division Psycholo- provides an introduction to the wide paganda is an introduction to psy- gy will guide students into the third year variety of careers available within the chological techniques that are used in of the psychology program. Students discipline of psychology. Both general advertising and propaganda to influence will set up a process-type portfolio for and specific information are provided human attitudes and behavior. Students the Writing Sequence in which they col- about types of careers, training, skills, will examine how these techniques were lect a series of assignments during third experiences and practice settings. Stu- developed during the 20th century and year classes. Class activities will focus dents will complete a service-learning how they have helped shape current on confidentiality, ethics, academic per- project of 30 volunteer hours in the social and cultural trends. Through formance and other issues of particular community as a part of this course. activities, films and discussion, students importance in psychology. Prereq: PSYC major or Instructor will identify assumptions, analyze con- Prereq: 3rd yr PSYC major; entry into Consent tent, and create variations of messages PSYC BA program Coreq: none found in present-day media. Students Coreq: none will study ethical issues concerning the PSYC 195 var cr (OD) use and misuse of this knowledge for PSYC 315 5 cr (W) [List I, J] Independent Study in Psychology is such purposes as political manipula- Biological Psychology provides an a variable credit course that will cover tion, influence on buying behavior, and introduction to the influences of bio- specific topics or skills building activi- censorship. logical factors in human behavior. The ties, as indicated by student need. Stu- Prereq: none course provides an overview of the dents will be advised into PSYC 195 as Coreq: none structure of the central nervous system, needed and the course will be scheduled principles of synaptic transmission, on demand. The course is offered P/F. PSYC 230 5 cr (WS) [List H] influences of hormonal and neurotrans- Prereq: Instructor Consent Developmental Psychology provides a mitter systems and other processes Coreq: none basic understanding of the developmen- related to brain-behavior relationships. tal process across the lifespan. Students This course may include a lab in which PSYC 210 3 cr (FW) [List H] will examine the theoretical foundations methods of studying these relationships Psychological Literature provides of developmental psychology, identify will be introduced. The impact of biol- the opportunity for students to become developmental constructs that impact ogy on human development, emotions, familiar with the style, organization human behavior throughout the lifes- normal and abnormal behavior, and and content of psychological articles. pan, and explore the impact of culture other behavioral systems will be ad- Students will learn to distinguish be- on human development. Students will dressed in this course. tween refereed journal articles and other apply the principles of developmental Prereq: PSYC 110; BIOS 101/02 Internet materials and will practice psychology to everyday experiences or CHEM 110/11 or equivalent, or selecting and limiting topics, searching through class discussions, outside ac- ­Instructor Consent databases and accessing peer-reviewed tivities and written assignments. Coreq: none articles in the field of psychology. They Prereq: PSYC 110 will develop skills in comprehending, Coreq: none PSYC 320 5 cr (W) [List F, J] paraphrasing and summarizing article Cross-Cultural Issues in Psychol- contents. ogy focuses on the influence of culture Prereq: ENGL 202, CAPP 100 or on human behavior and explores the equivalent close relationship between culture and Coreq: none psychology. Topics include the rela- tion of culture to perception, attitudes and beliefs, physical and mental health, communication patterns and social relations, both within the U.S. culture and worldwide. Basic parameters that distinguish cultures from one another are extensively addressed. Prereq: PSYC 110, ENGL 101 Coreq: none

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216 COURSE DESCRIPTIONS PSYC 331-PSYC 375

PSYC 331 3 cr (W) [List J] PSYC 341 5 cr (F) [List F, J] PSYC 372 3 cr (F) Working with Schools and Children Gender Differences explores the term Advanced Research Methods in Psy- familiarizes the student with the role of gender and the ways in which societ- chology will cover four broad topics: the school counselor and how to operate ies organize people into female, male foundations of social science research, within the school climate and com- and alternate-gender categories. This methods of research design, collection munity. Included are school manage- course is concerned with understanding of data, and data analysis. Students will ment styles, functioning in classroom how people in various cultures attach learn the basics of appropriate research settings, the role of testing, working meaning to gender categories and how design and be introduced to statistical with families in the school system, they learn, negotiate, and accept or methods used in social science research. rules and regulations (e.g., reporting resist societal gender roles. Although They will go through the process of laws, FERPA, confidentiality), ethics, the primary focus is on gender, issues of designing a simple data collection discipline, and connecting with commu- class, ethnicity and race are embedded instrument and practice analyzing nity resources. Of special importance in the study of gender and are addressed qualitative and quantitative data using is familiarity with an Indigenous model as well. computer-based skills. Students will un- of counseling in Reservation schools Prereq: PSYC 110, ENGL 101 derstand how to critically evaluate their (making use of cultural richness, re- Coreq: none own research and that of other social sources and strengths in Indian commu- scientist researchers. Students will gain nities; approaching and networking into PSYC 351 5 cr (S) [List J] an understanding of ethics in human Native communities). Introduction to Personality provides subjects research and working with an Prereq: PSYC 110, PSYC 230 or an introduction to personality theory Institutional Review Board. equivalent and research. This class addresses west- Prereq: PSYC 110, PSYC 120, PSYC Coreq: none ern and non-western conceptualizations 210, ENGL 306, or equivalent courses of personality and the self, cultural dif- Coreq: none PSYC 335 3 cr (S) [List J] ferences in approaches to understanding Childhood Disorders and Develop- the self, and major theories of personal- PSYC 375 3 cr (S) ment will address disorders of child- ity, including the cultural atmospheres Group Process will help the student hood and their impact on physical and in which they have developed. acquire an understanding of group emotional development, functioning in Prereq: PSYC 110 dynamics and effective communica- school and community, and functioning Coreq: none tion in formal group settings. Students within families. Topics will include will be introduced to skills involved brain development, special education, PSYC 361 5 cr (S) [List J] in problem-solving, achieving consen- typical behavioral problems, types of Abnormal Psychology explores some sus, practicing effective listening, and assessment, cultural aspects of under- of the more frequently seen types of attending to and participating in group standing and assessing childhood dis- abnormal human behavior. Students dynamics. Ethical issues, confidential- orders, and impact on the mental health will examine the symptoms and causes ity and trust building will be addressed. community. of psychological disorders and their Students will gain an awareness of the Prereq: PSYC 110, PSYC 230 or treatment, and will investigate topics power of group process as a means of equivalent related to the perception of normal and self-discovery and personal growth, Coreq: none abnormal behaviors in cultural contexts. and will practice the skills of dealing Students will deepen their understand- with the diversity of values, beliefs and ing of course content and strengthen experiences they will encounter during their communications skills through in- group interactions. depth investigation of pertinent topics. Prereq: 3rd year PSYC major, Instructor Prereq: PSYC 110 Consent

Coreq: none Coreq: none COURSE LIST

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217 COURSE DESCRIPTIONS PSYC 405-PSYC 465

PSYC 405 1 cr (W) PSYC 430 3 cr (W) [List J] PSYC 451 3 cr (S) Exploring Community Network- Diverse Issues in Historical Trauma Capstone II is a continuation of Cap- ing provides psychology majors the provides an overview of complex is- stone I. Students continue to work on a opportunity to learn about community sues related to historical trauma across project in which they deeply explore a resources and the networking process cultural, social and historical settings. topic in psychology, using the inves- that connects them together. Students Class will address theoretical founda- tigative and written communication will gain an awareness of community tions of trauma, identify cultural and skills they have developed throughout functioning through such activities as social groups impacted by historical their undergraduate education. Project job shadowing in the schools, research- trauma, and explore the impact of format may be a literature review, a ing area resources and programs, and trauma on individuals, families, com- small empirical study or a community developing relationships with other munities and the society at large. service project, any of which will result professionals. Healing, resilience and transformation in a 40-50 pp APA style paper and a Prereq: 4th yr PSYC major, Instructor will be explored, with a focus on the formal presentation during spring of the Consent Native American experience. Format 4th year. Coreq: none will rely on lectures, class dialogue, Prereq: PSYC 450 videos, literature, articles and student Coreq: none PSYC 415 5 cr (F) presentations to initiate and guide class Counseling Methods familiarizes the discussion. PSYC 460 3 cr (OD) student with the major styles of coun- Prereq: PSYC Upper Division Student Special Topics in Psychology will seling and psychotherapy in the mental or Instructor Consent accommodate varying topics of inter- health field. Ethics, laws of the coun- Coreq: none est based on subject matter; instructor seling profession, confidentiality, appro- interest and expertise; student needs priate referral, cultural considerations, PSYC 450 3 cr (W) or requests; cohort interest; or adjunct and familiarity with different types of Capstone I allows the student to deeply expertise and availability. Special Top- mental health support will be addressed. explore a topic in psychology, while ics offers the opportunity for in-depth Students will have the opportunity to try demonstrating and refining the investi- investigation of a variety of different out different counseling styles and gain gative and written communication skills topics and subject matter. Organization an understanding of how they may be they have developed throughout their may vary but is likely to be structured applied in appropriate situations. undergraduate education. Students will around readings, discussion and presen- Prereq: 4th year PSYC major, Instruc- work on a project of interest that may tations. tor Consent enhance their opportunities in future Prereq: 4th yr PSYC major or Instructor Coreq: none work or education settings. Project for- Consent mat may be a literature review, a small Coreq: none empirical study, or a community service project, any of which will result in a PSYC 465 var cr (OD) 40-50 pp APA style paper and a formal Field Seminar is organized around visi- presentation during spring of the 4th tors and speakers and may include such year. activities as fieldtrips or conferences. It Prereq: PSYC 372 or equivalent; 4th yr is intended to provide students with the PSYC major; Successful completion of opportunity to encounter learning styles Writing Sequence courses and content not typically seen in class- Coreq: none room settings, including indigenous- based learning styles. It will focus upon tribal cultural content and issues as they relate to psychology. Field seminar will be offered on an occasional basis, depending upon subject matter and availability of tribal presenters. Prereq: 4th yr PSYC major or Instruc- tor Consent Coreq: none

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218 COURSE DESCRIPTIONS PSYC 472-SCID 293

PSYC 472 DR 5 cr (F) [List J] SCID 114 3 cr (W) SCID 212 4 cr (S) Indigenous Research Methodologies Scientific Literature is a survey of re- [List DS, I] in Psychology focuses on method- source related journals and the scientific Science for Educators III: Our Physi- ologies of Indigenous research as they writing style that is used to report the cal World is a general overview physi- relate to psychology. Included are results of scientific research. Students cal sciences and chemistry for education explorations of the purpose of Indig- will learn to access, read and critically majors. Topics explored will include enous research, both historical and interpret the literature of science. properties of matter, mechanics of contemporary; roles and responsibilities Prereq: none force, electricity, magnetism, light and of an Indigenous researcher; oral and Coreq: none optics, sound, and the foundations of recorded traditions and sources of infor- Challengeable course chemistry. The course includes numer- mation; and other important issues that ous hands-on embedded lab activities, face Indigenous researchers, both now SCID 210 4 cr (F) many of which involved cultural themes and in future. Of particular importance [List DS, I] or frameworks. in Indigenous research are proper use Science for Educators I: Life Science Prereq: SCID 211 and dissemination of research find- and Ecology is a general overview into Coreq: none ings, as well as the role of Institutional the Life Sciences for education majors. Review Boards and Human Subjects Topics explored will include scientific SCID 280 1 to 5 cr (OD) Ethics, with particular attention to is- and traditional creation stories, the Science Research Project provides sues of power and control. To this end, scientific method, the foundations of an opportunity for students to con- the following questions are emphasized: life, cells, botany, animal adaptations, duct supervised research in a science ­ to whom does the research belong, ecological systems, and alternative sci- ­discipline. whose benefit and interests are at stake, entific theories. The course will include Prereq: Permission of instructor; at least who is the researcher and what is their hands-on lab activities and will con- sophomore standing relationship to the research community, clude with a re-examination of cultural Coreq: None who carries out the research, and who perspectives on life sciences. controls and disseminates the results. Prereq: none SCID 293 1-3 cr (OD) Students will complete a research Coreq: none General Science Capstone requires proposal that dovetails with the Senior Math/Science/Engineering students to Capstone project. SCID 211 4 cr (W) synthesize a comprehensive and schol- Prereq: 4th yr PSYC major or Instructor [List DS, I] arly project applying skills, concepts Consent Science for Educators II: Earth and and techniques acquired during their Coreq: none Sky is a general overview into the tenure at SKC. Students complete and Earth and space sciences for education present their project in this course, SCID 101 5 cr (W) majors. Topics explored will include the which is designedto assess competency [List C, DS, H, I] basic principles of geology and geomor- in computer, math, critical thinking and Science, Society and Culture explores phology, meteorology, meteorology and communication skills. May be repeated the complex inter-relationship of sci- astronomy, with special attention to the for up to 3 credits. ence, cultures and social systems. It inclusion of Native American cultural Prereq: math/science or pre-engineer investigates the scientific method, and perspectives and an inquiry-based, major; sophomore standing, and permis- explores the way that assumptions, be- hands-on approach to instruction. The sion of instructors liefs, and scientific discovery interact to scope of these topics will reflect content Coreq: none shape both science and the social fabric appropriate for use by teachers of stu- it is a part of. Case studies demonstrate dents in the elementary grades. the effect society has on science, and Prereq: SCID 210 how new technology and beliefs that Coreq: none COURSE LIST result from scientific discovery have an effect on the culture, ethics and belief systems of a society. Prereq: none Coreq: none

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219 COURSE DESCRIPTIONS SCID 310-SCWK 301

SCID 310 3 cr (F) SCLG 310 3 cr (S) [List F, J] SCWK 263 3 cr (S) [List I] Conducting and Reporting Scien- Intercultural Communication takes a Pharmacology of Psychoactive tific Research is designed to support cross-cultural look at the various ways Substances examines the mental and Secondary Science Education students cultures and subcultures communicate, physical effects of psychoactive drugs in designing and conducting scientific the problems that may arise within and behavioral addictions, such as com- research and in writing a formal paper intercultural communication, and a pulsive eating and gambling. that reports their research. Its primary number of diverse patterns of cultural Prereq: ENGL 202; BIOS 101, 102 objectives are to provide students with a communication. Coreq: none research experience to deepen their un- Prereq: none derstanding of the nature of science and Coreq: none SCWK 300 3 cr (F) to develop students’ skills in writing in Human Behavior in the Social the scientific genre. SCWK 160 3 cr (FS) [List H] Environment I examines the biologi- Preq: ENGL 202, Junior status in BSSE Introduction to Addiction Studies cal, psychological, cognitive, spiritual, or permission of instructor provides an overview of the addiction social, economic, racial, and cultural Correq: None counseling field, including addiction variables that influence human de- theories; prevention, intervention, and velopment from prenatal stages to SCLG 110 5 cr (FWS) treatment models; and impacts on fami- adolescence, with special focus on the [List C, H] lies and society. individual within the contexts of family, Introduction to Sociology is an over- Prereq: ENGL 101 groups, and the broader community. view of social issues and concerns such Coreq: none The impacts of stress, deviant behavior, as equality, deviance, sports, capital pathology, disease, and disability are punishment, information control, and SCWK 201 3 cr (FS) [List H] also examined. the media. Introduction to Social Work provides Prereq: SCWK 201 Prereq: none an overview of the history, mission, val- Coreq: none Coreq: none ues, and current challenges of the social work profession; introduces the SKC SCWK 301 3 cr (W) SCLG 285 3 cr (F) [List H] Bachelor of Social Work Program; and Human Behavior in the Social Race and Ethnic Relations is an allows students to assess their interest in Environment II is a continuation of analysis of the dynamics of American a social work career. HBSEI and examines the biological, racial and ethnic relations. The course Prereq: ENGL 202 psychological, cognitive, spiritual, focuses on differential power, inter- Coreq: none social, economic, racial, and cultural group ­conflict, and adaptation. variables that influence human develop- Prereq: none SCWK 203 2 cr (FS) [List H] ment. The course concentrates on the Coreq: none Domestic Violence: Breaking the developmental stages of early, middle, Cycle is a two-day workshop that and late adulthood and how the matura- SCLG 308 5 cr (W) [List J] provides an overview of domestic tion processes and environment impact Social Psychology examines research violence issues, including the cycle of behavior. about ways people think about, influ- abuse, myths about abuse, healthy and Prereq: SCWK 300 ence, and relate to one another. Some unhealthy survival skills, the emotional Coreq: none areas of interest include conformity and healing process, community resources, obedience, persuasion and indoctrina- intervention planning, and legal and tion, love and liking, anger and aggres- cultural aspects. sion, stereotypes and prejudice, peace- Prereq: none making and cooperation. Coreq: none Prereq: PSYC 110 or SCLG 110 and ENGL 202 Coreq: none

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220 COURSE DESCRIPTIONS SCWK 306-SCWK 355

SCWK 306 2 cr (FS) [List F] SCWK 310 3 cr (F) SCWK 320 3 cr (S) APA Writing Style provides an in- Social Work Practice I (Individuals) Social Work Values and Ethics pro- depth review and practice of both foun- provides foundational knowledge and vides an overview of social work ethics dational writing skills and standardized skills needed for effective generalist and addiction counseling ethics and research and writing skills used in social social work practice with individuals. uses case studies and other activities to service professions and required by the This course introduces interviewing develop critical thinking skills needed American Psychological Association. skills, including engaging the client and for ethical decision-making. Students will write a literature review identifying the strengths, capacities and Prereq: SCWK 201 research paper in APA style and orally resources of individuals. Coreq: none present their findingsusing PowerPoint Prereq: SCWK 201 technology. Coreq: none SCWK 330 5 cr (W) [List J] Prereq: CAPP 100 or equivalent; Race, Gender, Ethnicity, and Class SPCH 100; ENGL 306 SCWK 311 3 cr (W) examines the social processes seen Coreq: none Social Work Practice II (Families & between various minority groups and Groups) provides foundational knowl- mainstream culture in the United States, SCWK 307 2 cr (F) edge and skills needed for effective with focus on the dynamics of oppres- Social Work Writing Lab I focuses on generalist social work practice with sion and the interface between race, developing professional writing skills families, couples and groups, giving gender, ethnicity, class, and religion. emphasizing sentence structure, para- special attention to group facilitation, Prereq: SCWK 310 or instructor graphing and essay organization. Stu- case management, and leadership devel- ­permission dents will practice the writing process opment. Coreq: none by completing practice worksheets and Prereq: SCWK 310 or instructor per- using prewriting, revising, and editing mission SCWK 352 3 cr (S) to complete social work assignments Coreq: none Internship Seminar prepares students utilizing the Six Traits Writing Program for the internship experience through and APA writing style. SCWK 312 3 cr (S) a review of professional standards Prereq: ENGL 306, Junior standing in Social Work Practice III (Organiza- and internship requirements. Students the BSW Program tions & Communities) examines a will become familiar with SKC Social Coreq: none broad range of social services available Work Program criteria for internship within the local, tribal, state, and federal placement and expectations of student SCWK 308 2 cr (W) social services systems while explor- interns. In completing this course, Social Work Writing Lab II contin- ing strategies for community change students will explore possible internship ues the process of developing profes- and advocacy. Collecting and assessing placements, conduct a self-evaluation sional writing skills with an emphasis information and analyzing the data to and cultural assessment, and develop a on grammar, punctuation, and spelling. plan for effective service delivery will portfolio. Students will integrate ideas into writ- also be explored. ing for other Social Work courses using Prereq: SCWK 311 SCWK 355 2 cr (S) appropriate documentation styles. Coreq: none Technical Writing for Social Work Prereq: SCWK 307 provides training in technical writing Coreq: none SCWK 315 3 cr (W) required by many social services agen- Welfare Policy and Services provides cies for effective service delivery and SCWK 309 2 cr (S) an overview of public, private, and trib- caseload management. Social Work Writing Lab III focuses al social services; reviews the history of Prereq: SCWK 201 or instructor on revising, including proofreading and social welfare in the United States; and ­permission editing skills and creation of resumes explores methods of influencing social Coreq: SCWK 310 COURSE LIST and cover letters. Students will edit their policy. Special attention is given to the own social work assignments and peer foster care system and the Indian Child review the work of other students. Welfare Act. Prereq: SCWK 308 Prereq: none Coreq: none Coreq: none

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

221 COURSE DESCRIPTIONS SCWK 400-SCWK 440

SCWK 400 5 cr (F) SCWK 420 3 cr (F) SCWK 423 3 cr (S) Internship I provides 150 hours Advanced Research Methods in So- Social Work Action Research allows of supervised work experience in cial Work builds research literacy and students to further refine their criti- a community-based social services knowledge and skills required for basic cal thinking, investigative, and written agency. Students assess their intern- social work research. It provides an communication skills while conducting ship experience and identify personal overview of the social science research; a research project where students design learning objectives. Students identify introduces both Western and indigenous and implement a program evaluation personal learning objectives; apply research methods; examines ethical, or research their direct practice in their classroom knowledge, theory, and skills political, and socio-cultural forces that field placement agency or another to work with clients; and assess their influence research. By the end of the agency. The course focuses on using internship experience. The Internship course students will submit a proposal appropriate data collection and analysis provides students with an opportunity for their capstone project that addresses methods and principles derived from to grow personally and professionally an area of high need in our community. research, theory, practice wisdom, and by receiving field instruction under the Prereq: Math 241, SCWK 306, senior their own experiences. Action Re- supervision of a trained and approved standing in the BSW program search includes ethics of evaluation and site supervisor. Coreq: none consideration of the political, social, Prereq: completion of Junior level cultural, and organizational factors af- SCWK core courses SCWK 421 3 cr (W) fecting evaluation. Students will present Coreq: none Social Work Capstone I allows stu- a written research report and an oral dents to utilize and further refine their presentation that summarizes the project SCWK 401 5 cr (W) critical thinking, investigative, and writ- and discusses the implications of find- Internship II is a continuation of In- ten communication skills while design- ings for development or change. ternship I, providing an additional 150 ing a research project that addresses an Prereq: SCWK 421 hours of supervised work experience area of high need in our community. Coreq: none in a community-based social services The course focuses on conducting a agency. thorough literature review, choosing SCWK 440 3 cr (W) Prereq: SCWK 400 appropriate research methods, designing Advanced Counseling Methods for Coreq: none data collection instruments, completing the Native American Client provides the IRB application, and preparing to the opportunity for students to advance SCWK 402 5 cr (S) implement the project. their knowledge and skills to work Internship III is a continuation of Prereq: SCWK 420 effectively with individuals, groups Internship II, providing the final 150 Coreq: none and families including interviewing, hours of supervised work experience assessment, treatment planning and in a community-based social services direct counseling methods specific to agency. meeting the needs of Native Americans. Prereq: SCWK 401 Rogerian, Trauma-Focused Cognitive Coreq: none Behavioral Therapy, Narrative Therapy, Advanced Motivational Interviewing techniques and other techniques will be explored. Prereq: Junior level standing or instruc- tor permission Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

222 COURSE DESCRIPTIONS SCWK 470-TRUK 100

SCWK 470 3 cr (F) SVLN 100 1 cr (FWS) TRHP 110 3 cr (F) [List H] [List B; SCWK Community Service Learning can Introduction to Tribal Historic Pres- elective] range from working with the elderly to ervation introduces the basic tenants Working with Children and Families being a youth mentor to analyzing stra- of cultural resource management and at Risk provides an overview of the tegic plans for the future of the Reserva- approaches to tribal historic preserva- use of art and psychodrama as tech- tion. This component is built into each tion. Students will explore the diverse niques for assessment and intervention major area of study. ways in which tribes conduct historical methods. Prereq: none and archaeological research, approach Prereq: none Coreq: none fieldwork, monitor their historic proper- Coreq: none ties, protect and preserve archaeologi- SVLN 250 1 cr (S) cal and cultural resources, and create SCWK 471 5 cr (W) Service to the Environment I is for museums to represent their histories. [SCWK elective] Natural Resources students only. This Prereq: none Foster Care/Child Abuse and Neglect course is designed to introduce stu- Coreq: none provides an overview of foster care and dents to the philosophy of volunteerism adoption processes, child abuse and through community service with par- TRHP 495 4 cr (S) neglect concerns, and the protective ticular focus on Natural Resource agen- Capstone in Tribal Heritage Preser- services system, including substitute cies; Science, Technology, Engineering, vation is the culmination of coursework care, separation and loss, developmental and Mathematics (STEM) organiza- for the Tribal Historic Preservation concerns, and reunification. tions; Non-profits; and other Non- major and provides an opportunity to Prereq: ENGL 202, or consent of governmental Organizations (NGO). conduct substantive, original research instructor Participants will prepare to work in resulting in a senior thesis related to Coreq: none a volunteer capacity for thirty (30) historic preservation issues and practice hours of time at an instructor-approved in North America. Topics may include SPCH 100 3 cr (FWS) agency or nonprofit organization. historical and theoretical issues in the Basic Communications emphasizes the Prereq: none American historic preservation move- public speaking skills needed in com- Coreq: none ment, the identification and documenta- munity and business settings. Students tion of historic properties, preserva- will learn how to write and deliver three SVLN 450 1 cr (S) tion technologies, strategies for the basic speeches. Service to the Environment II is for conservation of historic resources and Prereq: ENGL 101 w/C or higher Natural Resources students only. This critical assessments of the philosophy Coreq: none course is designed to introduce stu- and principles of preservation as relates dents to the philosophy of volunteerism to American Indian tribes or Native American historic resources. SPCH 3603 cr (FWS) [List F] through community service with par- Prereq: ANTH 101, ANTH 210, ANTH Professional Presentation Skills pro- ticular focus on Natural Resource agen- 420 vides extensive training in the creation cies; Science, Technology, Engineering, Coreq: none and proper integration of multimedia and Mathematics (STEM) organiza- aids in speech presentations. Students tions; Non-profits; and other Non- will learn and develop public speaking governmental Organizations (NGO). TRUK 100 10 cr (FW) skills necessary for success in com- Participants will complete thirty (30) Introduction to Truck Driving will munity, academic, and professional hours of time at an instructor-approved assist students in gaining a working workplace settings. agency or nonprofit organization. knowledge of information needed to Prereq: SPCH 100; CAPP 100 or Com- Prereq: SVLN 250 obtain a Class A CDL learners permit puter Competency; ENGL 306 passed Coreq: none through classroom instruction. This with C or higher, or equivalent upper di- class also includes simulator and back- COURSE LIST visional writing in the discipline course ing practice, preventative maintenance with instructor consent. and safety training, and the driving Coreq: none experience necessary to demonstrate the technical skills required to pass the pre-trip, skills, and driving exam for the Montana Class A CDL. Prereq: none Coreq: none TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

223 COURSE DESCRIPTIONS TRUK 110-WILD 332

TRUK 110 10 cr (S) WILD 115 4 cr (W) WILD 325 3 cr (F) Truck Driving Field Experience [List DS, I] Entomology is a survey of insect biol- is designed to provide students with Introduction to Zoology surveys the ogy, ecology and evolution. Students additional skills in a working environ- structure, function, taxonomy, and will learn about insects’ morphology, ment. Loading and dumping trucks, evolutionary relationships of animals. physiology and behavior, and their im- load securement and transport of heavy Emphasis will be on comparative stud- pact on human health and economy. equipment, and safety and preventative ies throughout the animal kingdom. Prereq: BIOS 114 and BIOS 115 maintenance are emphasized in prepara- Prereq: BIOS 101/102 Coreq: BIOS 341 tion for an entry-level job in “trucking”. Corereq: WILD 116 Also included is the continued devel- WILD 326 1 cr (F) opment of the basic skills learned in WILD 116 cr (W) [List DS, I] Entomology Laboratory will focus TRUK 100. Introduction to Zoology Laboratory on field and laboratory activities that Prereq: TRUK 100 provides experiences in zoology, in- will enhance the students’ knowledge Coreq: none cluding dissections and observations of of insect biology, ecology, evolution, representative animals in major phyla. morphology, physiology and behavior. WILD 101 3 cr (F) Students will observe similarities and Prereq: BIOS 114 and BIOS 115 Ecological Field Methods is an intro- differences in animals as discussed in Coreq: BIOS 340 duction to basics methods for collecting the lecture course, NATR 114. physical, environmental and biologi- Prereq: BIOS 101/102 WILD 330 3 cr (W) cal field data. The course will focus on Coreq: WILD 115 Mammalogy addresses the evolution, common techniques used for collecting life history, adaptations and ecology habitat data, monitoring species diversi- WILD 202 3 cr (W) [List DS] mammals, with emphasis on North ty and abundance, and estimating plant Introduction to Fisheries and Wildlife American species. Students learn to and animal population. This course is an introductory course that covers the identify mammals and their signs in the will also provide basic skills for using basics of fisheries and wildlife manage- laboratory and in the field. compasses, topographical maps, aerial ment. Students will learn fundamental Prereq: BIOS114/115 photographs and GPS (Geographical principles of fish and wildlife ecology, Coreq: BIOS331 Positioning System) units. Field trips conservation and habitat management. will provide the basis for most of the The course will provide an understand- WILD 331 2 cr (W) course meetings. Students will develop ing of how environmental issues are Mammalogy Laboratory is a labo- skills in field observations and data interrelated with social, cultural and po- ratory and field course with a focus recording. litical arenas, and how fish and wildlife on mammal biology, identification, Prereq: none managers balance these various needs. adaptations, conservation, manage- Coreq: none Prereq: none ment, habitat relationships and research Coreq: none techniques. Emphasis will be placed WILD 112 3 cr (S) on North American species, especially Biological Field Methods surveys stan- WILD 210 3 cr (F) those found in Montana and on the dard methods of identifying, estimat- Wetland and Riparian Habitats Flathead Indian Reservation. ing populations and ages of plants and describes the importance of wetland Prereq: BIOS 114 and BIOS 115 animals, and recording movement, sex and riparian habitats to fish, wildlife, Coreq: BIOS 330 and behavior of animals. Students will ecological functioning and human in- develop their skills in field observation terests. Students will learn about human WILD 332 Ornithology and data recording. impacts to these areas and methods used 3 cr (S) Prereq: none to manage and conserve their value Ornithology is the study of birds; in Coreq: none and diversity. Emphasis will be placed this course the focus is on those birds on the wetland and riparian habitats of found in western Montana. Through Montana. lectures and field trips, students learn Prereq: none to identify birds and their ecological Coreq: none relatinoships. Prereq: BIOS 114/115 Coreq: none

COURSE LIST TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

224 COURSE DESCRIPTIONS WILD 333-WILD 430

WILD 333 1 cr (S) Ornithology Laboratory is a laborato- WILD 402 4 cr (F) ry and field course with a focus on avian Wildlife and Fisheries Techniques is biology, identification, adaptations, an examination of research and manage- conservation, management, habitat ment techniques for fish, wildlife and relationships and research techniques. habitats. Students will learn about a Emphasis will be placed on North variety of methodologies and techniques American species, especially those used by professionals to conduct re- found in Montana and on the Flathead search studies and design management Indian Reservation. plans. Other topics will include the Prereq: BIOS 114 and BIOS 115 interpretation of scientific studies, how Coreq: BIOS 332 research is used to guide management decisions and the influence of human WILD 341 4 cr (F) values and perceptions on the manage- Ichthyology and Herpetology exam- ment of wildlife and habitats. ines the biology, taxonomy, adaptations, Prereq: WILD 202, BIOS 260 and life history, ecology, conservation and BIOS 261 management of fishes, amphibians and Coreq: none reptiles. This course investigates major regional and global concerns for these WILD 430 3 cr (F) organisms. Emphasis will be placed Fisheries Ecology presents the dynamic on North American species, especially interrelationship among fresh water those found in Montana and on the organisms and their environment. Basic Flathead Indian Reservation. ecological concepts are elaborated in Prereq: BIOS 114 and BIOS 115 the aquatic context, with an examina- Coreq: BIOS 342 tion of the relationship between human activities and the health of fresh water WILD 342 1 cr (F) ecosystems. Ichthyology and Herpetology Labora- Prereq: BIOS 260/261 tory will focus on the biology, iden- Coreq: none tification, conservation, management and research techniques for fishes, amphibians and reptiles. Emphasis will be placed on North American Species, especially those found in Montana and on the Flathead Indian Reservaton. Prereq: BIOS 114 and BIOS 115 Coreq: BIOS 341 COURSE LIST

TERM (F) Fall Quarter (W) Winter Quarter (S) Spring Quarter (OD) On Demand CATEGORY [List A] pg. 25 [List B] pg. 26 [List C, DM] pg. 27 [List DS] pg. 28 [List E] pg. 28 [List F] pg. 29 [List G] pg. 29 [List H] pg. 31 [List I] pg. 32 [List J] pg 33

225 FACULTY AND STAFF

Personnel Begay, Tina, Business Cote, John, Information Technology A.A.S., Office Education, Salish B.S., Computer Science, Kootenai College Montana State University Board of Directors B.S., Business Administration, University of Montana Decker, Cameron, Fine Arts Jim Durglo, Chair M.B.A., Business Management, B.A., Fine Arts/Art History, Jody Perez, 1st Vice Chair University of Montana University of New Mexico Nancy Gaynor, 2nd Vice Chair Roger McClure Bennett, Dustin, Highway Ducharme, JoAnn Ellen Swaney Construction Training B.A, Education, Jamie Courville Certificate of Completion, University of Alaska–Fairbanks Delilah Freidlander Highway Construction Training, M. Ed., Education,

FACULTY AND STAFF FACULTY Salish Kootenai College University of Alaska–Fairbanks Administration Berthelote, Antony, Hydrology DuMontier, Kamiah, Liberal Arts Dr. Sandra Boham Department Head B.A., English Literature, President B.S., General Geology, University of Montana B.A., Sociology, University of Montana University of Montana M.A., English, M.Ed., Adult and Higher Education, M.S., Geophysics, University of Montana Montana State University University of Alaska–Fairbanks Ed. D., Educational Leadership, Ph.D., Geosciences, Dupuis, Pauline, Mathematics ­University of Montana University of Montana B.S., Mathematics, Montana State University Dan Durglo Bone, Linda, Education M.S., Mathematics, Vice President of Academic Affairs B.S., Elementary Education, Montana State University B.A., Elementary Education Montana State University M.Ed, Technology in Education M.Ed., Curriculum & Instruction, Everett, Richard, Natural Resources M.ED., Educational Leadership Lesley University B.S., Forestry, University of Montana Audrey Plouffe Broom, Brittnee, Office Professions M.S., Biology, Vice President Business Affairs A.A., Business Management, California State University– B.S., General Business, Salish Kootenai College San Bernardino Regents–New York B. S., Business Management, Ph.D., Geography, M.B.A., Business, University of Montana–Western University of California–Riverside University of Montana M.A., Organizational Leadership, Gonzaga University Finley, Frank, Fine Arts Full Time Faculty B.S., Environmental Science, Salish Burland, Amy, Education Kootenai College Alviar, Alex, Liberal Arts B.S., Elementary Education, M. Ed., Curriculum & Instruction, B. A., English, The Honors College at University of Minnesota–Moorhead University of Idaho Michigan State University M.Ed., Education Administration, M.F.A., English, University of North Dakota Furukawa, Dean, Social Work- University of Montana Ed. D, Curriculum and Instruction, Chemical Dependency Counseling University of Montana Program Director Baldwin, Carol, Psychology B.A., Psychology, Department Head Carew, Co, Distance Education California State University Northridge B.F.A., Fine Arts, B.S.W., Social Work, M.S.W., Social Welfare, University of Colorado State University University of Montana California at Los Angeles M.S., Clinical Psychology, M.S.W., Social Work, D.S.W., Social Welfare, University of North Texas Denver University University of California at Los Angeles Ph.D., Clinical Psychology, University of North Texas Clairmont, Effie, Liberal Arts Gravelle, Julie, Social Work B.A., Elementary Education, Writing Specialist University of Montana B.S., Secondary Education, M.Ed., Education Technology, Northern State University Lesley University M.Ed., Educational Leadership, University of Oregon

226 FACULTY AND STAFF FACULTY AND STAFF

Groessler, Margit, Nursing Leighton, Adrian, Natural Resources Nelson, Nancy, Business Tech/Office B.S.N., B.A., Anthropology, Professions Texas Christian University State University of New York Department Head M.S.N., M.S., Forestry, B.A., Business Education, Montana State University Yale Montana State University Ph.D., Forestry, M.Ed., Curriculum & Instruction, Hilton, Kristine, RN, CNE Nursing University of Massachusetts University of Montana A.S.N., Salish Kootenai College Lichtenberg, Janene, Department Niblack, Mason, Psychology B.S.N., Head, Wildlife & Fisheries B.S., Health, P.E., Recreation, Salish Kootenai College B.S., Fisheries and Wildlife, CSU–Fresno M.S.N., Health Care Education, Utah State University M.S., Education, University of Phoenix M.S., Biology (Ecology Emphasis), San Francisco State University University of Arkansas Ed. D., Higher Ed. Admin., Hoff, Jennifer, Dental Assisting Oregon State University Technology Lowe, Anne, Social Work Certified Dental Assistant B.A., English, Nicolai, Dean, Native American A.A.S., Dental Assisting Technology, Oberlin College Studies Salish Kootenai College M.S.W., Social Work, Department Head B.A.S., Montana State University– University of California–Berkley B.A., Native American Studies, Billings University of Montana Luedtke, Danica, Dental Assisting B.A., Anthropology, Hudgins, Judy, Information Technology University of Montana Technology and Engineering Certified Dental Assistant M.A., Anthropology, A.S., Information Technology, A.A.S., Dental Assisting Technology, University of Montana Salish Kootenai College Salish Kootenai College M.A., Indigenous Studies, B.S., Information Technology, B.A.S., University of Tromso Salish Kootenai College Montana State University–Billings O’Dell, Cindy, Division of Education Johnson, Valerie, Office Professions McNair, Randy, Highway Chair A.S., Nursing, Construction Training B.S., Elementary Education, Salish Kootenai College Core Curricula Instructor – NCCER University of Oregon B.S., Nursing, Heavy Equipment Operations Instructor M.S., Child Development, University of Montana – NCCER Montana State University Ed. D., Education Leadership, Kelly, Patricia Nursing Munson, Michael, Native American University of Montana Director Studies B.S.N, B.S., Education, Old Bull, Salisha, Native American Montana State University University of Montana Studies M.S.N, M.Ed., Education, B.A., General Psychology, The University of Texas at El Paso University of Montana University of Montana B.A., Native American Studies, Kenning, Robert, Forestry Murphy-Brazill, Kassandra, Social University of Montana Department Head Work M.A., Interdisciplinary Studies, B.S., Forestry: Forestry Management, Department Head University of Montana University of New Hampshire B.S., Elementary Education, M.A., Public Administration, M.S., Natural Resources: Forestry, U of Montana–Western/SKC University of Montana University of New Hampshire M.S.W., Walla Walla University Olson, Tim, Division of Sciences Kovarik, Jade, Highway Construction M.Ed., Chair Training Montana State University Bachelor of Physics, Core Curricula Instructor – NCCER University of Minnesota Heavy Equipment Operations Instructor M.S., Physics, University of Minnesota – NCCER Ph.D., Physics, Montana State University

227 FACULTY AND STAFF

Patrick, Dan, Mathematics Schwarz, William, Social Work Stine, Jesse, Life Sciences B.S., Mathematics, B.A., Social Work, B.S., ACS Chemistry, Montana State University Salish Kootenai College Eastern Illinois University, M.A.T., Mathematics, M.S.W., Social Work, Charleston IL University of Idaho University of Montana Ph.D., Chemistry, University of Montana Pete, Shandin, Hydrology Seeley, Matt, Mathematics A.A., Human Services, Department Head Talbott, Dennis, Highway Salish Kootenai College B.A., Mathematics, Construction Training B.A., Native American Human Cornell University Department Head Services, M.A., Mathematics, Core Curricula Instructor – NCCER Salish Kootenai College University of Montana Heavy Equipment Operations Instructor

FACULTY AND STAFF FACULTY B.S., Environmental Science/ – NCCER Environmental Quality Sievert, Regina, Secondary Education Salish Kootenai College Department Head Tanner, William, Highway M.S., Geology, A.S., Wildlife Management, Construction Training University of Montana Hocking College HEO Certificate, B.S., Zoology, University of Montana, Rennie, Keith, Business Ohio State University College of Technology Department Head M.Ed., Curriculum and Instruction Core Curricula Instructor – NCCER B.S., Business Administration Eastern Montana College Heavy Equipment Operations Instructor (Management), Ed.D., Curriculum and Instruction, – NCCER University of Montana University of Montana M.B.A., Trickel, Thomas, Information Gonzaga University Smith, Brandon, Business Technology & Engineering J.D., B.A. Communication Studies, B.S., Electrical Engineering, University of Montana Azusa Pacific University University of Wisconsin–Madison M.A., Business, Richter, Jonathon, Fine Arts Vanguard University of Southern Tryon, Amie, Liberal Arts B.A. Psychology, California Department Head University of Montana B.A., English Secondary Education M.S., Educational Leadership, Smith, Rachel, Natural Resources Washington State University University of Montana B.A., Native American Studies, M.A., Administration and Curriculum, Ed. D. Educational Leadership & University of California–Davis Gonzaga University Technology, University of Montana Souhrada, Terry, Secondary Umphrey, Christa, Liberal Arts, Education Writing Center Director Ruhman, Doug, Education B.S., Secondary Education – B.A., English, B.A.Ed., Elementary Education, Mathematics, University of Montana University of Montana Western Montana College M.A., English, M.Ed., Instructional Technology, M.A., Mathematics, University of Montana Lesley University University of Montana Ed. D. Curriculum and Instruction, Waterhouse, Nanci, Education Rush, Christina, Life Sciences University of Montana B.A., Elementary Education, B.S., Microbiology, University of Montana Montana State University–Bozeman Stevens, Doug, Life Sciences M.A., Curriculum and Instruction/Early M.S., Molecular Science, Department Head Childhood Emphasis, University of Tennessee–Memphis B.A., Chemistry, University of Montana Ph.D., Molecular Microbiology, Queen’s University, Canada Ed.D., Curricululm and Instruction/ University of Dundee, Scotland Ph. D., Pharmacology/Toxicology, Literacy Emphasis, Washington State University University of Montana Schildt, Margaret, Psychology B.S.W., Clinical Social Work, CSU-Los Angeles M.S.W., Clinical Social Work, New Mexico Highlands University

228 FACULTY AND STAFF FACULTY AND STAFF

Williams, Maria, RN, Nursing Duback, Chawn, Information Laber, Jay, Native American Studies/ A.S.N., Technology Fine Arts Montana Tech A.S., Information Technology, B.S.N., Salish Kootenai College Massey, Lorina, RN, Nursing Montana Tech B.S., Information Technology, A.S.N., M.S.N., Nurse Practitioner, Salish Kootenai College Salish Kootenai College University of Michigan B.S.N., Ferris, Linda, Native American Salish Kootenai College Studies M.S.N., Part Time Faculty Language Instructor Gonzaga University Salish Language Bertsch, Charles, Education Class 7 License, State of Montana McMurray, Patrick “Mac”, Liberal B.A., Elementary Education, Arts University of Montana Harwood, Ann, Business B.A., Psychology, M.Ed., Education, B.S., Business Administration & University of California University of Montana Human Sciences, M.S., Environmental Studies/ Florida State University Humanities, BigCrane, EllenRose, Native M.B.A., Business Management & University of Montana American Studies Communications, B.S., Elementary Education Rollins College Rogers, Jim, Education University of Montana–Dillon Ed. D., Higher Education & Lifelong B.A., Geology, Learning, State University College at Potsdam, Bowers, Rachel, Native American University of Montana New York Studies M.A., Geography, NASD Cultural Skills Consultant Hewankorn, Dana, Native American University of Montana Studies/ Fine Arts Boyd, Eva, Native American Studies A.A., Native American Studies, Rosenbrock, David, Mathematics NASD Cultural Skills Consultant Salish Kootenai College B.S., Mechanical Engineering, A.A.S., Secretarial Science, University of Washington Salish Kootenai College Janssen, Rich, Jr., Business M.A., Intercultural Studies, C.C., Bilingual Education, B. S., Western Seminary Salish Kootenai College University of Montana M.B.A., Rutledge, Elizabeth, Life Sciences Brandt, Brittany, RN, Nursing Gonzaga University B.S., Botany, B.S.N., University of Nevada–Reno Pacific Lutheran University Jones, Melissa, RN, Nursing M.S., Molecular & Cellular Biology, M.S.N., Nurse Practitioner, A.S.N., University of Texas–Dallas Montana State University Northern Montana College Ph.D., Molecular & Cellular Biology, B.S.N., S University of Texas–Dallas Clairmont, Corwin, Fine Arts alish Kootenai College M.A., Art, M.N., Nursing Education, Schalk, William, Dental Assisting California State University Oregon Health & Science University Technology Ph. D., Nursing Education, Clinical Dentist Cullen, Christine, Nursing Capella University B.S., Biology, A.S.N., Northern Illinois University Salish Kootenai College Kenmille, Wilfred, Native American D.D.S., B.S.N., S Studies University of Illinois Salish Kootenai College Kootenai Language Instructor Siemers, Gayle, Dental Assisting Danley, Patrick, Education LaBonty, Dennis J., Business Technology B.A. History/German B.A., Clinical Dentist University of Montana University of Montana B.S., Pharmacy, M.A. History M.A., University of Nebraska Kansas State University University of Montana D.D.S., College of Dentistry, Ph.D., University of Nebraska University of Nebraska–Lincoln

229 FACULTY AND STAFF

Sitter, Michael, Education Anderson, Al, Information Bell, Debbie L., Retention/Loans B.A., Geology, Technology Services Director B.A. Human Services, University of Montana A.S., Information Technology, Salish Kootenai College M.S., Science Education, Salish Kootenai College M.A. Ed. Administration/Curriculum, Montana State University B.S., Information Tech & Computer Gonzaga University Engineering, Spear, David J., Fine Arts Salish Kootenai College Benson, Dawn, Housing Officer Certificate, Advanced Studies, M.S., Computer Science – Networking A.A., Business Management, International Center of Photography and Telecommunications Salish Kootenai College Museum School Johns Hopkins University B.A. Business Entrepreneurship, B.A., Liberal Arts/Photography, Salish Kootenai College Empire State College, Anderson, Leslie, Program Assistant/

FACULTY AND STAFF FACULTY State University of York Media Design Big Crane, Michael, Maintenance Certificate Computer Graphics, A.A., Liberal Arts, Wynne, Alvin, Highway Construction Salish Kootenai College Salish Kootenai College Heavy Equipment Instructor Andrews-Gould, Rachel Big Spring, Anita, Administrative Weaselhead, Susan, Psychology Human Resources Director/Title IX Assistant to the President A.A., Psychology, Coordinator C.C., Office Education, Salish Kootenai College B.A., Business Management Salish Kootenai College B.A., Human Services, M.A, Business Management A.A.S., Office Education, Salish Kootenai College Salish Kootenai College M.A., School Counseling, Arlee, Chelsea, Enrollment Services University of Montana Assistant Registrar Bigcrane, Ellen Rose, Administrative A.A.S., Administrative Assistant, Assistant, Spokane Community College Native American Studies Full Time Staff A.A., Native American Studies, Asencio, Roberta, Assistant Director, Salish Kootenai College Adams, Kitt, RN, Nursing Lab Child Care Center B.S., Elementary Education, Assistant A.A., Early Childhood Education, University of Montana–Western A.S.N., Salish Kootenai College Salish Kootenai College B.A., Psychology, Bigcrane, John “Art”, Telecom Salish Kootenai College Technician Addison, Allen, Student Support A.A.S., Electro-Technology Services, Assistant Director/Data Asencio, Roberto, Grounds Haskell Indian Nations University Specialist Maintenance A.A., Liberal Arts, Certificate, Building Trades, Bigcrane, Roy, KSKC Program Salish Kootenai College Salish Kootenai College Director/Media Specialist A.A., Business Management, Certificate, Highway Construction A.A., Liberal Arts, Salish Kootenai College Training, Haskell Indian Nations University B.A., Business Entrepreneurship, Salish Kootenai College Salish Kootenai College Bingham, Dorinne, ABE Literacy Bahe, Alana, Center For Prevention Coordinator Albert, Angelique, & Wellness A.A., Human Services, Salish Kootenai College Foundation B.S., Health & Human Performance, Salish Kootenai College Executive Director University of Montana B.A., Human Services Rehabilitation, A.A., Liberal Arts, Salish Kootenai College Salish Kootenai College Barber, Kim, Academic Success A.A., Native American Studies, Assistant Bird, Shane, Network Salish Kootenai College B.A., Administrator/SKC Wireless B.A., Human Services Rehabilitation, Salish Kootenai College IT Services Manager Salish Kootenai College A.S., Information Technology, Bauer, Ken, Business Office Salish Kootenai College B.S., Accounting, B.S., Information Technology, Manchester College Salish Kootenai College

230 FACULTY AND STAFF FACULTY AND STAFF

Bisson, Fred, Building Maintenance DeBruin, Sandra, Upward Bound Ginsburg, Laura, Student Success Technician Instructor B.A., environmental Studies/Sociology, B.S. Environmental Science, New College of Florida Blood, Robert, Accounting Salish Kootenai College M.S., Environmental Studies, Technician University of Montana A.A., General Studies, Business, Delaney, Karen, Salish Kootenai Salish Kootenai College College Foundation, Administrative Gjorvan, Adam, Custodial Team Assistant Lead Bourdon, Maureen, Business Office Accounting Technician Delay, Dawn, Business Office Gould, Greg, Grant and Contracts Accounting Technician B.A., Political Science, Brown, Dean, Building Maintenance A.A.S., Office Education, University of Alaska–Fairbanks Technician Salish Kootenai College B.A., Public Administration, B.A., Christian Education, University of Alaska–Fairbanks Biola University Dillard, Rebecca, Fine Arts/Natural Resources, Administrative Assistant Graham, Niki, Center for Prevention Burland, David, Information A.A., General Studies/Business, & Wellness Director Technology Computer Technician Salish Kootenai College B.S., Health Enhancement, A.A.S., Microcomputing Technology, A.A.S., Secretarial Science, Montana State University University of Montana Salish Kootenai College M.A., Public Health, MCSA, Microsoft Certified Systems University of Montana Administrator DuMontier, Raelyn, Admissions Officer/Transfer Evaluation Hanson, Drew, Charette, Rayne, IT Services Help A.S., Computer Science, InformationTechnology Desk Technician Salish Kootenai College Education Technology Specialist A.S., Information Technology, B.A., Elementary Education, Salish Kootenai College Dupuis, Steve, IMSI Director University of Montana B.S., Business Management, Cook, Darrell, Grounds Technician Western Montana College Jarvis, Jonna, Foundation M.S., Technology Management, Cordier, Terri, Academic Success, South Dakota School of Mines & Jennison, Erin, Business Office CEU Coordinator Technology Accounting Technician

Costilla, David, Transportation Dupuis, Virgil, SKC Extension Agent Jewett, Ramona, Business Office B.S., Agriculture, Accounting Technician Costilla, Jani, Library Montana State University B.A., Elementary Education, Kenmille, Cleo, Registrar Salish Kootenai College Edwards, Desirae, Custodial Team A.A.S., Secretarial Science, M.S., Library Science, Leader Salish Kootenai College University of Oklahoma Farrier, Merle, Education Graduate Kennedy, Ciera, Foundation Courville, LeighAnn, Child Care Student Advisor Development Director Center, Director B.A., Mathematics, B.A., Business Administration, B.S., Elementary Education, University of Montana Salish Kootenai College University of Montana–Western M.Ed., Education, A.S., Early Childhood Education, University of Montana Kipp, Penny, TRiO Director University of Montana–Western Ed. D., Education, B.A., Sociology, University of Montana University of Montana Couture, Brandy, Center for M.A., Education Administration, Prevention and Wellness Gardipe, Geraldine, Custodial Team Gonzaga University B.A., Psychology, Lead Columbia College of Missouri Licht, Heather, Upward Bound Gervais, Ashley, Center for Director Covert, Brie, Library Prevention & Wellness B.A., Sociology, B.A., History and American Studies, Wittenberg University Black Hills State University

231 FACULTY AND STAFF

Lozar, Mike, IT Website Developer Morrow, Joanne, Upward Bound Peterson, Brandon, Social Media B.S., Graphic Design, Instructor Specialist Montana State University B.S., Mathematics, A.S., Information Technology, Davidson College Salish Kootenai College Maiers, Kathie, Education B.S., Information Technology, Administrative Assistant/Grant Nentwig, Jason, Physical Plant Salish Kootenai College Manager Grounds Manager A.A., Human Services, A.A.S, Phillips, Paul, Community Health & Salish Kootenai College Dawson Community College Development A.A., Human Services Chemical Projects Coordinator Dependency Noel, Fred, Library Director Salish Kootenai College B.A., Geology, Pretty On Top, Darren J.,

FACULTY AND STAFF FACULTY B.A., Human Services Rehabilitation, University of Montana Information Technology Salish Kootenai College M.S., Library Science, Systems Administrator/Web Master University of North Texas C.C., Digital Arts & Design Malaterre, Natalie, Outreach Salish Kootenai College B.A., Human Services, Oruste, Eva, Nursing Transition A.S., Information Technology Salish Kootenai College Specialist Salish Kootenai College B.M., Music Composition and B.S., Information Technology, Matt, Harriot, Bookstore Technology, Salish Kootenai College Sales Associate University of Montana M.P.A., Public Administration, Pretty On Top, Stacie, Information Matt, Yolanda, Technology University of Montana Technology Assistant Director Purchasing Agent & Website Support B.S., Information Technology, B.S., Information Technology, Padilla, Lee, AMP/IMSI, Special Salish Kootenai College Salish Kootenai College Projects Coordinator A.A., Business Accounting/ Rhine, Christy, Child Care Lead McCoy, Stephen, Academic Success/ Management, Teacher Transition & Outreach Director Kinman Business University B.A., Elementary Education, B.A., A.S., Computer Science, University of Montana Regents College Of New York Salish Kootenai College Richard, Dave, Payroll/Grant McDonald, Tracie, Dean of Students Perez, Juan, Student Activities and Accountant B.S., Health & P.E. Education K-12, Athletics B.A., Accounting, Montana State University Head Women’s Basketball Coach University of Great Falls M.S., Counseling & Native American B.A., Native American Human Studies, Services, Shepard, Jamie, Library Technician Montana State University Salish Kootenai College A.A., Information Technology, Salish Kootenai College McGee-Morgieau, Tyler, Three Perez, Silas, Financial Aid Assistant Wolves Deli Manager A.A., Human Services, Shepherd, Sheldon, Academic Salish Kootenai College Scheduler McLeod, LeEllen “Ellie,” Career & B.A. Human Services Rehabilitation, Internet Campus & Training Workforce Center Director Salish Kootenai College Specialist A.A., Office Education, C.C., Office Professions, Salish Kootenai College Pete, Linda, Disabilities Counselor Salish Kootenai College A.A., Computer Science, B.A., Secondary Education, C.C., Media Design, Salish Kootenai College University of Montana Salish Kootenai College A.A., Business Management, M.A, Adult and Post-Secondary A.S., Information Technology, Salish Kootenai College Education, Salish Kootenai College B.A., Business Entrepreneurship, University of Wyoming Salish Kootenai College

Morigeau, Mary Rose, Bookstore Manager B.A., Business Entrepreneurship, Salish Kootenai College

232 FACULTY AND STAFF FACULTY AND STAFF

Sherwin, Stacey, Office of Vincent, Jeff, Transportation Harris, Chuck, IMSI/Data Analyst Institutional Effectiveness Director Director B.S., Sociology, B.S.N., Montana State University University of Colorado Wagner, Chastity, Enrollment M.A., Sociology, M.N., Physiological Nursing, Services University of Montana University of Washington Loan Officer/Financial Aid Assistant Ph.D., Educational Studies/Higher B.A., Business Administration, Larson, Laura, Campus Security Education Leadership, Montana State University–Northern University of Nebraska–Lincoln LeBourdais, Sandy, Database Webster, B.J., Business Office Manager Sloan, Rebecca, Enrollment Services Controller/Payroll Manager B.S. Computer Information Systems Records Manager A.A.S., Devry University A.A.S., Office Professions, Salish Kootenai College Salish Kootenai College Michele, Leigh Ann, Business Office Webster, Lennie, Career Center Steele, James Jr. Student Success Administrative Associate Montoya, Gena, Nursing Student Director A.A., Business Management, Counselor B.A., Political Science, Salish Kootenai College M.S.W., Social Work, University of Montana B.A., Business Entrepreneurship, Walla Walla University Salish Kootenai College Stewart, Terace, Financial Aid Nentwig, Elsie, Childcare Center B.A., Business Administration, Wheeler, Zetra, IMSI Program Cook University of Phoenix Manager A.S., Natural Resources, Paul, Debra, Three Wolves Deli Stiffarm, Nicole, TRES Coordinator Salish Kootenai College Cook A.A. Liberal Arts, A.A.S., Office Education, Stone Child College Salish Kootenai College Pretty On Top, Micayla, Dental A.S., Forestry, B.S., Environmental Science, Administrative Assistant Salish Kootenai College Salish Kootenai College Certificate, Dental Assisting, B.S., Forestry, Salish Kootenai College Salish Kootenai College Williamson, Michelle, Child Care A.A.S., Dental Assisting, Aide Salish Kootenai College Swain, Jackie, Enrollment Services B.S., Early Childhood Education, A.A., Education, Financial Aid Director Salish Kootenai College Little Big Horn College B.A., Business Entrepreneurship, Salish Kootenai College Part Time Staff SpottedEagle, Maranda, Receptionist, Business Office Swaney, Juanita, Recruiting Manager Ahhaitty, Shannon, Highway Certificate, Medical Office Clerk, A.A., Computer Science, Construction Training Salish Kootenai College Salish Kootenai College A.S., Engineering, MTSAC Certificate, Native American Studies, B.S., Mechanical Engineering, Salish Kootenai College Thomas, Dawn, Extension Technician Cal Poly Pomona A.A., Human Services, B.S., Environmental Science, B.S., Education, Salish Kootenai College Salish Kootenai College University of Montana Wynne, Douglas, Campus Security Torosian, Arnold, Physical Plant Bean, Stephanie, Three Wolves Deli Custodian Bigart, Robert, Publications Manager Tryon, Mike, Community Health B.A., History, Community Health and Development Harvard College Director B.S., Health Promotion, Brueckman, Susan, Bookstore Montana State University–Northern M.S., Sports, Recreation, Fitness Management, Montana State University–Billings

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