Medicinal & Edible Plants of Montana Used by Indigenous Peoples and Early Settlers
This new Special Topics course is open to all university students in the spring 2017 semester. As a Special Topics course the numbering reflects upper division credit, but no pre-requisites are required, allowing students in a variety of disciplines to enroll. The course begins by providing a content vocabulary that consists of plant, habitat, ecoregion, and cultural terminology. Teaching with the assumption that non-biology students enroll, terms are presented and learned in a hands-on context that requires no previous understanding of biology. For example, basic plant structure is presented through simple flower dissection and “Structure Jeopardy”, a fun and interactive approach that allows students to earn points while testing literacy. Students work together in small groups (3) to collect voucher specimens of medicinal and edible plants in which the group is most interested. For native students, it is anticipated that selections may be based on traditional uses. During this process, students develop specimen collection and processing skills that allow them to acquire marketable techniques used in herbaria throughout the world. These same groups collect specific medicinal and edible plant material (e.g., roots) for their plants, drying and preparing the material in the manner most often used. For example, roots used as flour substitutes are presented whole as well as in a ground state. Groups, working closely with the professor, learn methods on how to research collection records, find habitat information, and develop geolocation skills, all of which ensure success in locating material. Students in each group also learn to perform peer-reviewed scientific literature searches that provide the most current research and knowledge on culturally important medicinal and edible plants. As individuals, students are required to gather information through discussion with family or community members on plant uses, thereby forming relationships between the broader community and course knowledge. Students are also encouraged, through literature or community involvement, to explore native or colloquial names for specific plants and to determine if these terms relate to cultural uses. Working with the professor, students learn presentation skills as each group or individual present the information they have learned using Power Point. Interactive laboratories exercises provide information and practices on good methodology and mock sessions with the instructor afford powerful feedback prior to classroom presentation. As available, local and indigenous guest lecturers provide interactive and personal experiences that aid to ensure student retention of course material.

Average inquiry level: Structured
In this lab, students will use observations to compare and contrast metamorphic processes and features to draw conclusions about the geologic history of metamorphic rocks. As optional final work, students further explore the use of metamorphic rocks and minerals in modern life and aspects related to human health. This lab is designed for face-to-face instruction.
Key words:Metamorphism, metamorphic rocks, deformation, foliated, non foliated, plate boundaries, uses of metamorphic rocks

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Students will learn about a technique called microarray that measures changes in mRNA

This group learning activity involves students in an engaging review of concepts of microbiology. The review is set up as a power point presentation in the style of the "Jeopardy" gameshow where students groups compete against each other to answer review questions.

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In this activity for undergraduate students, learners build a highly simplified computer model of thermohaline circulation in the North Atlantic Ocean and conduct a set of simulation experiments to understand the complex dynamics inherent in this simple model.

Embedding Math Tutor in Classrooms
I have been embedding myself into Diesel and Electrical classes to help students get the connection between the math they learn in the math classes and the math they need in the classes of their degree. This is to help students at risk of failing the class get help sooner than later and also to make it easier for them to get help in their math classes. It also has proven to help bridge the gap between content/skills they learn in math classes and in their degree classes. I also try to help students as a mentor. I talk with them about interviews, professionalism, and things that will help them become more in demand as an employee for when they get their degree and are joining the work force. I also tutor almost every math class at MSUN. This works the best due to the fact that I am in the classes and they see me interacting with teachers and students in their degree. This makes them feel more comfortable asking for help and gaining a better understanding of both math and other concepts.

In this module, participants read a short scenario and answer a series of questions to emulate the scientific process of making observations and hypotheses. Entitled "Gotta find a better place to fish...", the scenario details observations of biological, environmental, and ecological changes to a mountain stream over time. Participants answer questions that ask them to hypothesize why some of these changes might be occurring and how they are related. Part of the Neotoma Education Modules for Biotic Response to Climate Change.

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In this two part activity, students are introduced to the principals of ecology and paleoecology and compare modern ecological relationships with prehistoric ones. In part one, students read about ecological principles such as ecological niches and competitive exclusion, and how these principles can be applied to modern and past organisms. Students answer a series of questions that ask them to apply their knowledge of ecological principles. In the second part, students are introduced to non-analogue biotas and complete a set of exercises using the Neotoma Explorer. Part of the Neotoma Education Modules for Biotic Response to Climate Change.

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In this module, students explore and analyze records of past climate. In the first part of the module, students are given background information about long-term records of Earth's climate: deep sea sediment cores and ice cores. Students are also introduced to Oxygen isotopes and how they are used as records of past climate. Students complete a set of exercises that assess their understanding of the material and ask them to analyze data about the Laurentide Ice Sheet using the Neotoma Explorer. In the second part of the module, students examine Antarctic ice core data and apply their knowledge from the beginning of the module. Part of the Neotoma Education Modules for Biotic Response to Climate Change.

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