# University of Idaho Keep Learning

> Curated public course and certificate information for the University of Idaho Keep Learning site.

Use the sections below to find primary public catalog pages and their descriptions.

## Courses

Here is a list of the currently available courses.

- [Course EDCIX501.271.1396: Northwest Expedition Academy Book Study](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1023701): The primary goal of this work is the continuous improvement of K-12 teaching, leadership and learning by engaging collaboratively in a book study. Each school/district will select a book focusing on current educational practices and/or research. This course is designed as an opportunity to enhance professional knowledge, reflect on teaching practices, collaborate with peers, and implement research-based instructional practices. 
- [Course EDSPX505.ICAD: Introduction to Creating Accessible Documents](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1027263): Number of Credits:  1 This course will teach you the basics of accessible document creation using either Microsoft Word/PowerPoint or Google Docs/Slides. The course is intended to give you a foundation in developing accessible source documents and provide an understanding of the difference between a source document and a final document. By the end of the course, users should be able to generate a document and presentation that pass an accessibility review and understand the process for moving that document or presentation into a PDF format. Instructor Information Sukha Worob Phone -  (208)-885-6000 Email  -  sworob@uidaho.edu Course Objectives: By the end of the course, students will be able to: Differentiate between a source document and a final document. Develop heading structures using styles in documents and implement headings using slide styles in presentations. Identify where alternate text is needed and develop appropriate alternate text to fit imagery. Develop accessible lists. Create accessible tables. Identify complex tables and develop methods to simplify those tables. Implement color in an accessible manner. Create accessible hyperlinks. Remediate simple accessibility issues in source. Create a PDF from a source document. Seek out more advanced training to help further your understanding of accessible documents. Required Materials There are no outside readings or materials required for this course.  Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete all four modules. Quiz:  Participants are required to complete the final quiz with an 80% or better. Survey:  Participants are required to complete a satisfaction survey at the end of the course. Final assignment (100 points) : At the end of each lesson, students will be asked to complete a task related to the lesson’s activities. Through those activities students will develop an accessible source document and presentation. The completed document and presentation will be submitted to their respective final assignments. Grading This is a Pass/Fail course. Late work will not be accepted. Participants must earn an 80% or better on the final quiz to pass the course. Quizzes can be retaken until passed. Participants must earn an 80% or better on the final written assignment to pass the course.
- [Course XHSF 501.MG: Beginner Idaho Master Gardener Class](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1027770): General Program Information University of Idaho Extension’s Idaho Master Gardener Program provides gardeners with opportunities to improve their horticultural knowledge and skills as well as serve their communities. “Helping people grow” is the motto of the program. The program is conducted through participating UI Extension county offices under the direction of UI Extension educators. University of Idaho Extension’s Idaho Master Gardener Program is open to anyone who is interested in becoming a certified Idaho Master Gardener to share gardening knowledge with the public through community outreach and education. They bring a diverse background of knowledge and experience and enrich the program in their community. High-Altitude Section Information The High-Altitude Master Gardener Series is a hybrid classroom for learners from Valley, Teton, and Blaine counties. This means that learning is done through multiple methods (online and in person). The online portion is self-paced and synchronous (live web-conference meeting) in a virtual classroom. The self-paced class is hosted on the e-learning platform Canvas, and the live virtual classrooms are on Zoom on Thursdays from 11:45-1:30 pm for 13 weeks (January-May). The county cohorts will meet in-person with the county Educator for hands-on practicum opportunities throughout the course (January - May) and engage with their cohort throughout the summer through Master Gardener volunteer opportunities. The Master Gardener course was designed for 40+ hours of learning and 30+ hours of volunteer service. However, some participants do not want the Master Gardener certification and choose to audit the course for an additional fee. The Master Gardener course is $200 or $300 to audit the content.
- [Course EDCIX505.TMT.3-5: Teaching Mathematical Thinking: Grades 3-5](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1027925): Teaching Mathematical Thinking (TMT) is the University of Idaho's State Department of Education-approved version of MTI. This course provides an opportunity to study fundamental mathematical theory underlying the content area of number and operation and student reasoning of number and operation topics within a framework of a student-centered, problem-based classroom. Topics will include number systems, ways of representing numbers, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra. Pedagogical topics will focus on attending to student thinking and reasoning through the use of discourse and questioning, professional noticing, and the effective use of manipulatives or other mathematical tools. One of the critical features of the TMT course is the opportunity for teachers to discuss mathematical content and pedagogy with others from different school districts and grade levels during the course. We can achieve some of this through available technologies and want to ensure we provide the most satisfactory learning experience possible. Must be an Idaho educator or be in the process of attaining Idaho certification. Contact us at irmc@uidaho.edu if you have questions.
- [Course XWTR 501.MWS.OA: IDAH20 Master Water Steward Online Course](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1028228): Module 1: IDAH2O Basics, History, Etc. Module 2: Key Water Quality Concepts Module 3: Getting Started Module 4: Stream Habitat Assessment Module 5: Physical and Chemical Stream Assessment Module 6: Stream Biology Module 7: Standing Water Assessment, Aquatic Invasive Species, and Closing Thoughts
- [Course XWTR 501.MWS.P: IDAH20 Master Water Steward Practicum](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1028265): This course listing is for the in-person, hands-on practicum for the IDAH 2 O Master Water Steward workshop. Before completing the practicum, participants must first complete the IDAH 2 O online course of study (which replaces what was originally a classroom training).  If you have already completed the online course of study, please register for a practicum experience that works for you. If you haven't completed the online portion, please register for and access the free online, self-paced class first. Program Requirements To become a certified IDAH 2 O Master Water Steward, you must complete a six-hour workshop which includes an online course of study portion and an in-person, hands-on practicum portion. You must complete all seven modules, all the quizzes and the evaluation form to be eligible for the optional in-person, hands-on practicum. The online portion covers a wide variety of topics, such as water quality issues in Idaho, starting a monitoring plan and how to network with local citizens interested in water quality. Contact Jim Ekins, Extension water educator, for more information: 208-292-1287; jekins@uidaho.edu . Eligibility This program is open to any individual or group with an interest in water quality and monitoring. The $46 workshop fee covers instructional expenses. Preregistration and prepayment is required. Please contact the IDAH 2 O coordinator, Jim Ekins, for additional information,  jekins@uidaho.edu ). Topics IDAH 2 O workshops focus on topics like: Watershed investigations Why and how monitoring works Water safety Hands-on field experience Other related water quality topics Certification Upon completion of an IDAH 2 O workshop, all participants will be IDAH 2 O Master Water Stewards.   Master Water Stewards who commit to regular monitoring and register a monitoring location on a stream (or lake/pond) are either assigned a complete water quality monitoring kit for use while actively monitoring or access to one of several Lending Library kits housed in Coeur d’Alene, Driggs, Island Park area, Moscow and Boise. Professional Development Credits Professional development credits are available for K-12 educators for most workshops. Continuing Education Additional workshops may be available for certified IDAH 2 O Master Water Stewards who wish to continue developing their monitoring skills. Please contact Jim Ekins, IDAH 2 O coordinator, at  idah2o@uidaho.edu  or 208-292-1287 for more information.
- [Course EDCIX503.SNOI: Annual School Nurses of Idaho Conference](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1071249): Professional development is an integral part of maintaining best practice standards in the school setting. Several domains of school nursing practice will be addressed during the conference, and network partners will participate in active collaboration
- [Course EDCIX505.SGFT: Sixth Grade Forestry Tour for Clearwater Region Educators](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1078219): This course aims to equip educators with the tools to engage youth in forestry and natural resources education. By leveraging experiential learning, interdisciplinary content, and community engagement, it seeks to cultivate environmental literacy and stewardship among young learners. Through hands-on activities and local partnerships, educators can inspire a deeper connection to our regions natural resources and encourage youth to explore possibilities within the field. Target audience is 6-12 grade teachers. May 28-29, 2026, 8a to 5:30p Orofino & Weippe Please contact Audra Cochran at  audrac@uidaho.edu  for more information.
- [Course EDCIX505.CDI: Child Development Introduction](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1085515): This course is an eLearning training package that uses the IdahoSTARS RISE Learning Management System (LMS). The eLearning modules emphasize early brain development, physical, cognitive, language and communication, social and emotional development, intervention services, health and safety, child abuse and neglect, safe sleep, outdoor environments, and ethics. The web link for the LMS is: https://rise.idahostars.org/#/.
- [Course EDSPX505.TDLSC: Teaching Secondary Transition Digital Literacy Skills to Students with Disabilities – College Track](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1089663): Number of Credits:  1 This course is designed to equip educators with the knowledge to teach students with disabilities many of the needed computer skills to excel in a digital world. The goal of digital literacy is to teach and assess digital concepts and skills so that students can use computer technology in everyday life to develop new social and economic opportunities. Teachers will be exposed to a range of computer technology and how this technology can be taught to students to prepare students to access employment and postsecondary education opportunities. Important Fall 2026 Dates Enrollment opens August 21 Canvas course begins September 8 Enrollment closes November 2 Course content due December 1 Grades will be posted by December 22 The College Track will prepare you to teach students the digital literacy skills that they need to select and apply for postsecondary education. This track includes the following modules: Introduction to Communicating Online Deciding on a Technical Education or College Applying for College and Housing Applying for Financial Aid Module Process: View the short introduction video. Complete the pre-module assessment. View the recorded lecture. Complete the post-module assessment. Read/complete the supplementary materials and additional activities. Complete the module quiz. Once you have completed all five modules you will receive access to the following: The introduction videos The online student pretests Teaching material in the form of PowerPoints for all module content All supplemental material/worksheets for students' activities The online student posttest Instructor Information Cari Murphy,  Ph.D. UI Center on Disabilities and Human Development Phone -  (208)-885-6000 Email  -  carilee@uidaho.edu Course Objectives: Participants will be able to teach students how to communicate appropriately online. Participants will learn how to use technology to help students decide on postsecondary education Participants will teach student how to apply for college, housing, and financial aid online Participants will identify ways that students can follow up with materials submitted to colleges online  Required Materials There are no outside readings or materials required for this course. Supplementary material and handouts for each session are located within the learning modules.  Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete all course content. Quizzes (20 points/quiz):  Participants are required to successfully complete a quiz for each module. Survey:  Participants are required to complete a satisfaction survey at the end of the course. Grading This is a Pass/Fail course. Participants must earn an 80% score on all quizzes to pass the course. Quizzes can be retaken until passed. Participants must complete the online course satisfaction survey. Option for Audit Participation:  An audit registration to this course may be requested by emailing the Idaho Training Clearinghouse ( itc@uidaho.edu )
- [Course EDSPX505.SWSSI: Supporting the Well-being of Students with Sensory Impairments](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1089665): Number of Credits:  1 This three-part webinar series aims to equip the practitioners and families with practical resources and strategies to support the social skills and emotional wellbeing of children/young people with sensory impairment. Important Summer 2026 Dates: Enrollment opens April 24, 2026  and closes June 5, 2026. The canvas course begins May 4, 2026. The course quiz and final assignment are due June 30, 2026. Grades will be posted by July 26, 2026. Instructor Information Janice Carson Phone -  (208)-885-6104 Email  -  janicec@uidaho.edu Jessi Rohrbacher Phone -  (208) 364-4682 Email  -  jrohrbacher@uidaho.edu Course Objectives: Participants will gain knowledge and skills to: Understand the impact of sensory loss on a student’s social and emotional wellbeing in the early years, elementary and at high school. Understand how to use a range of simple informal assessments to identify the social and emotional wellbeing needs of students with sensory loss. Understand how to respond to need by creating a simple plan to support a student’s social and emotional wellbeing, using appropriate resources and activities shared during the webinar. Session 1:  Impact of sensory loss on social inclusion Consideration of the barriers to social inclusion across the age range: early years, elementary and high school. Session 2: Practical resources to support assessment of social and emotional wellbeing A range of resource and assessment suggestions will be shared to equip and support the practitioner in their assessment of children/young people’s social and emotional wellbeing. Social Skill assessments and observations Resources to involve child in the review of social experiences o Recognizing ‘Strengths (Use Positive Steps Strengths Cards) Listening to the child’s voice: Easy – Easier Learner’s Voice Resource Recognizing Family Strengths Chart Snapshot of child’s social skills Session 3: Practical resources to support development of social skills/emotional wellbeing / Program Planning for social skills Examples of a range of resources and approaches to support social skills development. Facial expression interaction, your face as resource. Structured social skills lesson using teacher and student role play. Social skills program – younger children with VI Facial Expressions Game Guess the message social skills game Script writing Homemade books: Goodbye Book, Facial Expressions Book. Required Materials There are no outside readings or materials required for this course.  Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete all course content. Quizzes:  All quizzes must be completed. Students must earn an 80% or better on quizzes to pass the course. Quizzes can be retaken until passed.  Survey:  Participants are required to complete a satisfaction survey at the end of the course. Final assignment (100 points) : Case Study: Planning for the social/emotional wellbeing needs of a student with sensory loss Select a student you work with to carry out this case study. (If possible a student with sensory loss.) Introduction:  Briefly describe your student’s sensory loss/educational needs Part one:  Briefly outline the potential social/emotional wellbeing barriers for your student. (See the folder from webinar one to support you to complete this task.) Part two:  Use at least one of the informal assessment/child’s voice resources to establish a brief picture of their current social/emotional wellbeing needs. (See the folder from webinar two to support you to complete this task.) Part three:  Write a simple plan to describe your next steps to meet your student’s social/emotional wellbeing needs. (See the folder of resources from webinar three to support you to complete this task.) Grading This is a Pass/Fail course. Late work will not be accepted. Participants must earn an 80% or better on the final quiz to pass the course. Quizzes can be retaken until passed. Participants must earn an 80% or better on the final written assignment to pass the course. Participants must complete the online course satisfaction survey. 
- [Course EDSPX505.TDLSE: Teaching Secondary Transition Digital Literacy Skills to Students with Disabilities – Employment Track](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1089667): Number of Credits:  1 This course is designed to equip educators with the knowledge to teach students with disabilities many of the needed computer skills to excel in a digital world. The goal of digital literacy is to teach and assess digital concepts and skills so that students can use computer technology in everyday life to develop new social and economic opportunities. Teachers will be exposed to a range of computer technology and how this technology can be taught to students to prepare students to access employment and postsecondary education opportunities. Important Fall 2026 Dates Enrollment opens August 21 Canvas course begins September 8 Enrollment closes November 2 Course content due December 1 Grades will be posted by December 22 Employment Track The Employment Track will prepare you to teach students the digital literacy skills that they need to find a job. This track includes the following modules: Introduction to Communicating Online Building your Employment Profile Finding your Next Job Entering the Job Market Following Up Module Process: View the short introduction video. Complete the pre-module assessment. View the recorded lecture. Complete the post-module assessment. Read/complete the supplementary materials and additional activities. Complete the module quiz. Once you have completed all five modules you will receive access to the following: The introduction videos The online student pretests Teaching material in the form of PowerPoints for all module content All supplemental material/worksheets for students' activities The online student posttest Instructor Information Cari Murphy,  Ph.D. UI Center on Disabilities and Human Development Phone -  (208)-885-6000 Email  -  carilee@uidaho.edu Course Objectives: Participants will be able to teach students how to communicate appropriately online. Participants will learn how to teach students to build an employment profile. Participants will assist students to find jobs online. Participants will identify how to use digital literacy skills to help students enter the job market.   Required Materials There are no outside readings or materials required for this course. Supplementary material and handouts for each session are located within the learning modules.  Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete all course content. Quizzes (20 points/quiz):  Participants are required to successfully complete a quiz for each module. Survey:  Participants are required to complete a satisfaction survey at the end of the course. Grading This is a Pass/Fail course. Participants must earn an 80% score on all quizzes to pass the course. Quizzes can be retaken until passed. Participants must complete the online course satisfaction survey. Option for Audit Participation : An audit registration to this course may be requested by emailing the Idaho Training Clearinghouse ( itc@uidaho.edu )
- [Course EDCIX505.FACSEL: Facilitating Social-Emotional Learning](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1094327): This program is a continuation of Making Sense of Your Worth, designed for individuals desiring to obtain positive self-worth or secure attachment. Participants will go through a series of sessions in a group format designed to help them take a deeper dive into their journey of obtaining positive self-worth. Participants will continue to explore an understanding of the “lies” an individual believes about themselves, such as “I am not good enough,” or “I am not smart enough,” or “I have no patience” and how to replace these lies with truth. In addition, once a participant is released from the beliefs associated with the past, the sessions focus on revisiting their maintenance plan from course one, setting boundaries, and working on better understanding their purpose in life.
- [Course CTEX505.IDPDACT: Idaho CTE PD Activities](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1099738): This is an opportunity for Idaho Career and Technical Education teachers to earn professional development credits for completing non-traditional activities. Examples include ACTE online learning activities, school district and institutional in-service activities, industry workshops, etc.
- [Course EDSPX505.ITBS-T1: Idaho Tiered Behavior Supports Tier 1](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1100755): The goal of this course is to expand the infrastructure to lead and support PBIS implementation across Idaho while increasing awareness of PBIS as an effective, evidence-based strategy to positively impact student outcomes. Within this cohort model course, Idaho SESTA will provide professional development by supporting district-level planning, school team training, technical assistance, and ongoing coaching. Within this course, school teams will walk away with an understanding of how the implementation of the PBIS framework can positively impact student outcomes.  School teams will demonstrate their understanding of Tier 1 systems through the development of proactive, universal supports to positively impact all students. Number of Credits: 2 Course Location/Format: This is a face-to-face course requiring full participation across all training dates in a designated location. Credit requires attending all sessions (five days) of face-to-face training at one of the locations and dates below: Face-to-Face Training Locations: Boise: June 2-5, 2026 Jerome: June 8-12, 2026 Sandpoint: June 8-11, 2026 Rexburg: June 15-19 Instructor: Diana Morgan dmorgan@uidaho.edu 208-885-1523 Instructor assistant: Barbara Broyles bbroyles@uidaho.edu 208 885-6143 Course Objectives: Participants will understand the foundations of the PBIS Framework by gaining knowledge about the Tier 1 practices and systems. Participants will gain an understanding of contributing factors that impact school culture and climate. Participants will learn strategies to positively impact school culture & climate by implementing Tier 1 Universal supports for all students, schoolwide. Participants will understand how to best respond to and prevent maladaptive behavior. Participants will learn to analyze student data to make decisions and inform instruction. Required Materials: Provided at the face-to-face training. Course Requirements: Participation: Participants are required to attend (five days) of face-to-face training (30 hours) in their designated locations. Survey: Participants are required to complete a satisfaction survey at the end of the course. Grading: This is a Pass/Fail course. No incompletes will be given. In order to pass: Participants must attend all hours of training at their designated location. Participants must complete the online course satisfaction survey to pass the course.
- [Course CTEX503.IDCTECONNECT: Idaho CTE Connect Conference](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1100934): Idaho CTE teachers earn 1 PD credit for verified attendance at the Idaho CTE Connect Conference. A second credit will be earned by submitting a 2–3-page reflection paper.
- [Course EDCIX501.IRMC: IRMC Book Study](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1104534): Book studies with mathematical focus for K-12 teachers, see sections for titles.
- [Course EDCIX505.TMT.6-9: Teaching Mathematical Thinking: Grades 6-9](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1104751): Teaching Mathematical Thinking (TMT) is the University of Idaho's State Department of Education-approved version of MTI. This course provides an opportunity to study fundamental mathematical theory underlying the content area of number and operation and student reasoning of number and operation topics within a framework of a student-centered, problem-based classroom. Topics will include number systems, ways of representing numbers, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra. Pedagogical topics will focus on attending to student thinking and reasoning through the use of discourse and questioning, professional noticing, and the effective use of manipulatives or other mathematical tools. One of the critical features of the TMT course is the opportunity for teachers to discuss mathematical content and pedagogy with others from different school districts and grade levels during the course. We can achieve some of this through available technologies and want to ensure we provide the most satisfactory learning experience possible. Must be an Idaho educator or be in the process of attaining Idaho certification. Contact us at irmc@uidaho.edu if you have questions.
- [Course EDCIX505.TMT.K-2: Teaching Mathematical Thinking: Grades K-2](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1104798): Teaching Mathematical Thinking (TMT) is the University of Idaho's State Department of Education-approved version of MTI. This course provides an opportunity to study fundamental mathematical theory underlying the content area of number and operation and student reasoning of number and operation topics within a framework of a student-centered, problem-based classroom. Topics will include number systems, ways of representing numbers, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra. Pedagogical topics will focus on attending to student thinking and reasoning through the use of discourse and questioning, professional noticing, and the effective use of manipulatives or other mathematical tools. One of the critical features of the TMT course is the opportunity for teachers to discuss mathematical content and pedagogy with others from different school districts and grade levels during the course. We can achieve some of this through available technologies and want to ensure we provide the most satisfactory learning experience possible. Must be an Idaho educator or be in the process of attaining Idaho certification. Contact us at irmc@uidaho.edu if you have questions.
- [Course EDSPX505.CBS: Community Based Supports](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1108863): Community Based Supports provides assistance to a participant with a disability by facilitating the participant's independence and integration into the community. This training is required by the Department of Health and Welfare for all individuals wishing to provide this service to children. Account Information Please note there is some processing time between purchasing this course and accessing your account. It may take a few hours. When your account is ready, you will receive an email from Canvas, University of Idaho's Keep Learning LMS.  Grades and Certificates Grades are processed every   Tuesday   and   Thursday  (excluding public holidays). You will receive a notification when your grade has been posted.  Once your grade has been posted, it takes around 24 hours for your certificate to be available for print through your student portal. Please visit the CBS website for more information, including printing instructions for your certificate.  Assistance Email idahocdhd@uidaho.edu   for questions regarding your certificate.
- [Course EDCIX505.VELSCOHORT: Vandal Early Literacy Program: Cohort](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1144761): Participants will attend scheduled Zoom sessions each month during the school year (August-May). These sessions will extend and deepen the work that was started during the Vandal Early Literacy Symposium. Before each Zoom session, participants will have one or more assigned readings and/or will need to gather evidence of practice (e.g. assessment data, schedule, etc.). During the Zoom session, participants will demonstrate preparedness for the topic under discussion. After each session, participants will post on Canvas and respond to other participants.  Participants will attend a Reunion Day the following Summer for a full day of learning together. Prior to the Reunion Day session, participants will create a reflection slide that they will share at the Reunion Day. The final Reflection Activity consists of an approximately 2,000-word self-reflection and follow-up action plan, which will be due no later than two weeks after the Reunion Day. Through full attendance and participation in the pre-readings/preparation, ten Zoom sessions, and post-Zoom reflection/discussion, and reunion day, participants will complete about 35 hours of work, earning two Professional Development credits.
- [Course EDSPX505.ITBS-T2: Idaho Tiered Behavior Supports Tier 2](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1152454): Number of Credits:1 The goal of this course is to expand the infrastructure to lead and support Positive Behavioral Interventions and Supports (PBIS) implementation across Idaho while increasing awareness of PBIS as an effective, evidence-based strategy to positively impact student outcomes. Within this cohort model course, Idaho SESTA will provide professional development by supporting district and school-level planning, school team training, technical assistance, and ongoing coaching specific to Tier. Within this course, school teams will walk away with an understanding of how the implementation of Tier 2 systems, practices, and data can positively impact students that need additional support.  School teams will demonstrate their understanding of Tier 2 through the development of proactive systems and interventions. Instructor Information Diana Morgan, Primary Instructor Phone - (208)-885-1523 Email  - dmorgan@uidaho.edu Barbara Broyles, Instructor Assistant Phone - (208)-885-6143 Email  - bbroyles@uidaho.edu Course Location/Format This is a hybrid (part face-to-face, part online) course using the Idaho Training Clearinghouse Learning Management System (LMS) at the Center on Disabilities and Human Development at the University of Idaho. The web link for the LMS is: https://idahotc.com/lms Credit requires: Attending one of the following face-to-face statewide training locations (by invitation only): Twin Falls – July 20-21, 2026 Moscow – August 4-5, 2026 Completion of the Course Requirements as listed below. Course Requirements Participation: Participants are required to attend a 2-day face-to-face Tier 2 training in their designated location. Quizzes (20 points/quiz): Participants are required to successfully complete the quiz in this module following the face-to-face training. Survey: Participants are required to complete a satisfaction survey at the end of the course. Final assignment (100 points) :  Write a 1-2 page response summarizing your team’s action plan for the year based on the results and discussions specific to the Benchmarks of Quality sort and the Tier 2 Action Planning Tool completed during the training. Course Objectives: Participants will: Understand the foundational elements to implement PBIS in the classroom and learn evidence-based practices for classroom management and effective instruction. Gain knowledge regarding the Tier 2 team, systems, practices, and readiness. Identify the 5-step framework for Tier 2 identification and intervention, and gain knowledge of Tier 2 interventions. Required Materials Provided at face-to-face training. Grading This is a Pass/Fail course. No incompletes will be given. Late work will not be accepted. Participants must earn an 80% (16/20) on the quiz to pass the course. The quiz can be retaken until passed. Participants must earn an 80% (80/100) on the final assignment to pass the course. Participants must complete the online course satisfaction survey to pass the course.
- [Course XCD505.FARM2ECE: Farm to Early Care and Education](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1155631): Farm to Early Care and Education (Farm to ECE) is a teachers’ professional development (PD) program, including two central components: Monthly online training and curriculum implementation. The goal of this PD is to strengthen teachers’ and children’s food and agriculture knowledge and teachers’ science teaching practices via an experiential curriculum based on research about metacognition. Place-based learning materials (e.g., lesson plans; local fruits/vegetables/grains; plant-themed children’s books) will be delivered to your class monthly. Farm to ECE is also part of a research program; your participation will inform effective teaching practices in early childhood science education. This curriculum is developmentally appropriate for preschool and kindergarten children. This supplementary curriculum is meant to be implemented in addition to your existing curriculum/lesson plans.
- [Course CS512C: Computational Thinking and Problem Solving](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1156836): Students (i.e. high school teachers) will be able to offer the content of the dual credit course CS112 Computational Thinking and Problem Solving in an effective manner that aligns with UI's course. This includes: Teaching Scratch, NetLogo, and Processing Teaching computational problem-solving skills Teaching how to incorporate mathematical and logical thinking and problem solving into the design and creation of computer programs.   Who Should Attend High school teachers who are interested in teaching a computer science course offered as dual credit at their high school.
- [Course EDSPX505.ITBS-T3: Idaho Tiered Behavior Supports Tier 3](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1162688): Number of Credits:1 The goal of this course is to expand the infrastructure to lead and support Positive Behavioral Interventions and Supports (PBIS) implementation across Idaho while increasing awareness of PBIS as an effective, evidence-based strategy to positively impact student outcomes. Within this cohort model course, Idaho SESTA will provide professional development by supporting district and school-level planning, school team training, technical assistance, and ongoing coaching specific to Tier. Within this course, individuals will walk away with an understanding of the behavior change process, learn how to conduct a Functional Behavior Assessment (FBA), and learn to develop a function-based Behavior Intervention Plan (BIP).  Participants will demonstrate their understanding of Tier 3 practices through hands on practice with sample student case studies. Important Fall 2026 Dates: Enrollment opens  September 15, 2026   Enrollment closes  October 31, 2026. Canvas course begins  September 15, 2026. Quiz and final assignment due  December 11, 2026. Grades will be posted by  January 8, 2027. Instructor Information Diana Morgan,  Primary Instructor Phone -  (208)-885-1523 Email  -   dmorgan@uidaho.edu Barbara Broyles,  Instructor Assistant Phone -  (208)-885-6143 Email  -  bbroyles@uidaho.edu Course Location/Format This is a hybrid (part face-to-face, part online) course.  Credit requires: attending one of the following face-to-face statewide training locations (by invitation only): Idaho Falls – September 15-16, 2026 Preston – September 21-22, 2026 Twin Falls - October 5-6, 2026 Lewiston - October 13-14, 2026 Coeur D'Alene – October 15-16, 2026 Completion of the quiz and final assignment in Canvas. Course Objectives: Participants will: Understand that behavior change occurs within a process that the FBA and BIP will follow. Utilize the FBA process to determine the function and factors maintaining the behavior. Utilize the BIP form to create a cohesive and predictably successful plan. Required Materials Provided at face-to-face training. Course Requirements Participation:  Participants are required to attend a 2-day face-to-face Tier 3 Practices training in their designated location.  Quizzes (20 points/quiz):  Participants are required to successfully complete the quiz in this module following the face-to-face training. Survey:  Participants are required to complete a satisfaction survey at the end of the in person session. Final assignment (100 points):  Complete the Functional Behavior Assessment (FBA), Behavior Intervention Plan (BIP), and Crisis Plan forms for one of the practice student case studies provided during training. Grading This is a Pass/Fail course. No incompletes will be given. Late work will not be accepted. Participants must earn an 80% (16/20) on the quiz to pass the course. The quiz can be retaken until passed. Participants must earn an 80% (80/100) on the final assignment to pass the course.
- [Course XHW 501.FF: Fish and Family: Cooking and Eating Trout with Your Child](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1181776): Module 1 Food safety at home Benefits of fruits and vegetables Benefits of seafood/trout Trying new foods How to include children in mealtime Module 2 Food safety at home Proper cooking temperatures Benefits of seafood/trout Trying new foods How to include children in mealtime Module 3 Food safety at home Types of fat Benefits of fruits and vegetables Proper cooking temperatures Trying new foods  Tasks for children in the kitchen How to involve children in mealtime Module 4 Food safety at home Proper cooking temperatures Types of fat Purchasing seafood How to include children at mealtime How to talk about food at the dinner table
- [Course XHSF 502.MG: Advanced/Veteran Idaho Master Gardener Program](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1221868): University of Idaho Extension’s Idaho Master Gardener Program provides gardeners with opportunities to improve their horticultural knowledge and skills as well as serve their communities. “Helping people grow” is the motto of the program. The program is conducted through participating UI Extension county offices under the direction of UI Extension educators. This course is for those who are already certified Idaho Master Gardeners and want to continue their education and service in the Idaho Master Gardener Program. 
- [Course EDSPX505.LLIL: Literacy for Low Incidence Learners: Effective Instruction to Engaging Student Activities](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1228703): Number of Credits:  1 According to the National Reading Panel, traditional literacy instruction involves phonological awareness, phonics, fluency, vocabulary, and comprehension. Some of these components require adaptation and support for learners with disabilities; however, for learners with additional disabilities such as low vision/blindness, hard of hearing/deafness, and deafblindness, these literacy components take on a whole new meaning. Engaging students with sensory disabilities in literacy learning requires collaboration and mindful planning to implement individualized learning opportunities based on quality assessment. This series will address literacy acquisition for students with disabilities with additional consideration for those with sensory disabilities.   Important Fall 2026 Dates: Enrollment opens  August 21, 2026  and closes November 2, 2026. Canvas course begins September 8th . Course content is due  December 1, 2026. Grades will be posted by  December 22, 2026. Instructor Information Janice Carson Phone -  (208)-885-6104 Email  -  janicec@uidaho.edu Jessi Rohrbacher Phone -  (208) 364-4682 Email  -  jrohrbacher@uidaho.edu Course Objectives: Participants will gain knowledge and skills to: Consider various assessment tools and techniques to develop literacy support for students with disabilities, including sensory. Design, develop, or adapt literacy instructional materials for students with disabilities, including sensory. Design and develop literacy activities for students with disabilities, including sensory, to show that they learned the content. Session Titles and Descriptions: Session One: Literacy for Students with low vision/blindness This session will address literacy acquisition specifically for students with a visual impairment, both with and without additional disabilities. Session Two: Literacy for Students who are Deaf/Hard-of-Hearing This presentation will review assessment considerations and intervention opportunities for supporting DHH children across age and communication modalities. Session Three: Literacy for Students with Deafblindness.  This session focused on literacy instruction for learners who experience deafblindness, will begin with a brief discussion to clarify “deafblindness (DB)” as a unique disability. Required Materials There are no outside readings or materials required for this course. Handouts are all provided in the Canvas course. Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete all course content. Quizzes:  All quizzes must be completed. Students must earn an 80% or better on quizzes to pass the course. Quizzes can be retaken until passed.  Survey:  Participants are required to complete a satisfaction survey at the end of the course. Final assignment (100 points) :  Complete the “ Case Study with Lesson Plan” assignment:   Apply the information covered in the three-webinar series to a specific child or youth. For family members, you may choose your child; educators may choose a student in class, on their caseload, or make one up. Grading This is a Pass/Fail course. Late work will not be accepted. Participants must earn an 80% or better on the final quiz to pass the course. Quizzes can be retaken until passed. Participants must earn an 80% or better on the final written assignment to pass the course. Participants must complete the online course satisfaction survey. 
- [Course EDSPX505.PIL: Partners in Learning: The Essential Role of Interveners for DeafBlind Students](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1228769): Number of Credits:  1 Interveners play a critical role for students with DeafBlindness. This series explores how interveners ensure consistent information and communication, how to use the eight sensory systems to support learning environments, and how to act as a bridge between students and the world.  Important Fall 2026 Dates: Enrollment opens  August 21, 2026  and closes November 2, 2026. Canvas course begins September 8th . Course content is due  December 1, 2026. Grades will be posted by  December 22, 2026. Instructor Information Janice Carson Phone -  (208)-885-6104 Email  -  janicec@uidaho.edu Jessi Rohrbacher Phone -  (208) 364-4682 Email  -  jrohrbacher@uidaho.edu Course Objectives: Participants will gain knowledge and skills to: Design and express how to provide consistent access to information and communication as an intervener. Explain how, as an intervener, you will develop trust, safety, and independence with your student through their understanding and your continual observation of their sensory learning channels. Describe how you will act as "a bridge, not a barrier" between your case study student and the world around him/her. Session Titles and Descriptions: Session One: An overview of DeafBlind education needs and defining the role This session introduces participants to the unique educational needs of DeafBlind students and the critical role interveners play in providing consistent access to information and communication. We will define the role of the intervener within educational teams, emphasizing their specialized training to support a student's sensory access to the world. Session Two: The interplay of the sensory systems, access, and trust This session delves into the interplay of the eight sensory systems and how interveners can support access to learning environments. We will explore how interveners develop trust through their understanding and continual observation of their students' sensory learning channels, and how this trusted relationship and consistency are essential for building a student’s sense of safety and independence. Session 3: Communication In this final session, we will focus on communication development in students with DeafBlindness. Participants will learn how interveners act as "a bridge, not a barrier" between students and the world around them, providing access to communication through individualized strategies that align with the student’s sensory, social, physical, and cognitive needs. Required Materials There are no outside readings or materials required for this course. Handouts are all provided in the Canvas course. Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete all course content. Quizzes:  All quizzes must be completed. Students must earn an 80% or better on quizzes to pass the course. Quizzes can be retaken until passed.  Survey:  Participants are required to complete a satisfaction survey at the end of the course. Final assignment (100 points) :  Complete the “ Student Support in the Classroom: A Case Study Analysis ” assignment:   Apply the information covered in the three-webinar series to a specific child or youth. For family members, you may choose your child; educators may choose a student in class, on their caseload, or make one up. Grading This is a Pass/Fail course. Late work will not be accepted. Participants must earn an 80% or better on the final quiz to pass the course. Quizzes can be retaken until passed. Participants must earn an 80% or better on the final written assignment to pass the course. Participants must complete the online course satisfaction survey. 
- [Course EDCIX505.PLTEXPLOR: PLT Explorations: Environmental Education & Outdoor Teaching](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1229472): Key Takeaways: • In-depth introduction to Project Learning Tree (PLT) • Techniques for outdoor teaching and environmental education • Ready-to-implement lesson plans and activities for students • Strategies to inspire environmental stewardship in the classroom and beyond Come explore, create, and grow as an educator while connecting your students to the natural world!
- [Course XWTR 505.CP.IP: Confluence Project I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1236500): The Confluence Project (TCP) is a comprehensive investigative watershed science program for high school teachers and students. Maintaining water quality is necessary for drinking supply, recreation, and fisheries. TCP includes water quality monitoring, snow science investigations, service-learning and other place-based experiential education for the students. High school faculty members are provided with robust training, educational materials, water and snow test kits, and professional in-class and field trip support by watershed experts. Throughout the US, successful monitoring programs are coupled with robust educational programs. Idaho’s K-12 teachers are increasingly tasked to integrate STEM education into their classroom curriculum, but they often have little or no formal science training. Educational programming like TCP, helps to meet substantial gaps in statewide environmental education and STEM outreach.  TCP was launched in fall 2010 and currently has provided impactful watershed science education for 400+ high school students each year, and a rapidly increasing cadre of grades 9-12 teachers. Participants in the program learn the science behind water quality, quantity, and watershed processes, and then bring their students to a stream to learn how to conduct water quality monitoring, and to Lookout Pass to study the water in the snowpack, and compare with that from a local Sno-Tel site. TCP website can be found here:  https://www.uidaho.edu/research/entities/iwrri/education/confluence Additional information can be found here:  https://www.uidaho.edu/extension/news/story/extension-partners-confluence-project Course consists of classroom instruction, pre-readings and assignments. See website or contact the instructor for more information and registration. Course Offered at In-Service Rate Course Web Page:  https://www.uidaho.edu/research/entities/iwrri/education/confluence Instructor Permission Rqd
- [Course XWTR 505.CP.IP.II: The Confluence Project II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1236546): Experienced TCP teachers who have completed at least one year of TCP, and have successfully completed the basic PD:Confluence Project course are eligible for applying and enrolling in this advanced TCP mentor teacher training. The requirements of the basic PD course apply, plus participants are required to provide mentorship and assistance to new TCP teachers, and to provide assistance to the TCP steering committee. This course has a greater focus on educational leadership than the basic Confluence Project PD course. The Confluence Project (TCP) is a comprehensive investigative watershed science program for high school teachers and students. Maintaining water quality is necessary for drinking supply, recreation, and fisheries. TCP includes water quality monitoring, snow science investigations, service-learning and other place-based experiential education for the students. High school faculty members are provided with robust training, educational materials, water and snow test kits, and professional in-class and field trip support by watershed experts. Throughout the US, successful monitoring programs are coupled with robust educational programs. Idaho’s K-12 teachers are increasingly tasked to integrate STEM education into their classroom curriculum, but they often have little or no formal science training. Educational programming like TCP, helps to meet substantial gaps in statewide environmental education and STEM outreach.    Participants must complete pre-readings, a pre-workshop reflective written assignment, and two post-workshop written assignments, which are graded. Also, teachers are provided with robust, ongoing support and mentorship throughout the AY.
- [Course XWTR 505.CP.IP.III: The Confluence Project III: Master Curriculum Leader](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1236583): Experienced TCP teachers who have completed at least two years of TCP, and have successfully completed the basic PD:Confluence Project course, and the Advanced, Level-II course are eligible for applying and enrolling in this Master Curriculum Leader TCP mentor teacher training. The requirements of the basic PD and the Advanced PD course apply. Participants are required to provide mentorship and assistance to new and existing TCP teachers, and to provide assistance to the TCP steering committee. In addition, Master Curriculum Leaders need to provide the TCP program with some substantive scholarly product like an example lesson plan, an information resource and guidance for using it, or another similar product for up and coming teachers to adopt. This course has a greater focus on educational productivity than the basic or advanced Confluence Project PD course. The Confluence Project (TCP) is a comprehensive investigative watershed science program for high school teachers and students. Maintaining water quality is necessary for drinking supply, recreation, and fisheries. TCP includes water quality monitoring, snow science investigations, service-learning and other place-based experiential education for the students. High school faculty members are provided with robust training, educational materials, water and snow test kits, and professional in-class and field trip support by watershed experts. Throughout the US, successful monitoring programs are coupled with robust educational programs. Idaho’s K-12 teachers are increasingly tasked to integrate STEM education into their classroom curriculum, but they often have little or no formal science training. Educational programming like TCP, helps to meet substantial gaps in statewide environmental education and STEM outreach.   Participants must complete pre-readings, a pre-workshop reflective written assignment, and two post-workshop written assignments, which are graded. Also, teachers are provided with robust, ongoing support and mentorship throughout the AY.
- [Course WLF 558: Bayesian Analysis in Ecology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1265708): Bayesian Analysis in Ecology covers the theory and practice of building and analyzing Bayesian models of ecological data. Topics include: the derivation and interpretation of Bayes’ theorem choice of priors implementation of MCMC algorithms convergence diagnostics interval estimation model selection. Model formulations include: linear and nonlinear models hierarchical models closed and open population mark-recapture models state space models, and integrated population models. We will use R to simulate data sets with known parameters and use JAGS to estimate parameters. 3 credits.
- [Course FCS-BC-2025: FCS Base Camp - Full 5 Day Workshop](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1279952): FCS Base Camp — June 23-27, 2025 Arrival on June 22 and departure on June 28 Formerly Textiles Base Camp and Culinary Base Camp FCS Teacher Professional Development 5-Day Program Join the University of Idaho Margaret Ritchie School of Family and Consumer Sciences faculty for a five-day summer workshop from June 23-27. This summer “camp” will feature professional development in 1) apparel, textiles and design; 2) early childhood development; and 3) food, nutrition and culinary topics. The workshops will be taught in person in the Niccolls Building on the University of Idaho campus in Moscow, Idaho. 5-Day Program Cost: $965 Includes: Two days of apparel, textiles and design One day of early childhood development Two days of food, nutrition and culinary Two professional development (PD) credits will be available for participants who attend the full week. PD is included in the full-week price; no additional registration is required. Seven meals - 1 breakfast, 5 lunches, and 1 dinner plus snacks Individual Program Options Registration for individual program options will open March 19th. Apparel, Textiles, and Design : $360 Early Childhood Development : $250 Food, Nutrition, and Culinary : $380 Housing On-campus housing is available to reserve for an additional cost. Reserve Dorm Housing Questions Contact Katie Miner at kminer@uidaho.edu Draft Agenda Subject to change; times to be determined Sunday, June 22, 6-8 p.m. — Arrival and Welcome Event Arrive on the University of Idaho campus and get to know your fellow “campers” at this evening networking social. Monday & Tuesday, June 23-24 — Apparel, Textiles & Design Monday, 8 a.m. Breakfast and Orientation Lunch included both Monday and Tuesday Draft Workshop Topics Current Events and Issues in Apparel and Textiles A series of presentations covering topics such as specific happenings in sustainability, workforce needs in Idaho related to apparel and textiles, opportunities, events and resources. Learning Adobe Illustrator Learn the basics of industry-standard software Adobe Illustrator. Smash and Steam This workshop covers sustainable earth friendly fabric dyeing techniques. We will use household or organic materials to alter the color or create patterns on fabrics. The use of mordants and plant materials can be a fun application of science for students. Zero Waste Garment Take your Zero Waste experience to the next level. Learn to pattern and construct a garment without creating any fabric scrap waste. Wednesday, June 25 — Early Childhood Development Lunch and dinner included Draft Workshop Topics Typical and Atypical Developmental Milestones Resources for Early Childhood Professionals Enhancing Children’s Creativity Development through Process-Oriented Art Going beyond “Good Job”: Using Descriptive Reinforcement to Intrinsically Motivate Children and Teach Skills Brain Architecture Thursday & Friday, June 26-27 — Food, Nutrition and Culinary Featuring Build FCS Baking STEAM with guest instructor Sharon Davis from the Home Baking Association, sponsored by Idaho Wheat. Lunch and snacks included both Thursday and Friday Draft Workshop Topics A Baker’s Dozen lab curriculum and resources Baking Best Practices- Home and Career Consumer Science- Baking Ingredient Trends, Activities, Resources Baking in Idaho FCS Classrooms Field to Oven: Idaho Wheat in the Market Baking and Milling Careers Baking Labs, Product Demos and Sensory Analysis Pita Flat Bread (Quick fermentation) English Muffin Bread Flour Variation Baking Science Potato Refrigerator Dough Artisan Focaccia (Long Fermentation) 3-2-1 Pastry (Baking Science, Fat Variation) Cracker and Cookie Science: Ingredient Functions, Variations Baking Cocoas, Chocolate and Vanilla Saturday, June 28 — Departure and Optional Follow-up Session Join us Saturday morning for coffee and breakfast in beautiful downtown Moscow to discuss your experience at FCS Base Camp. Network with your fellow campers, reflect on the week’s learning, develop strategies to bring it into the classroom and share with us your ideas for future base camps. As a plus, join us for the vibrant Moscow Farmer’s Market.
- [Course FCS-BC-2025-sec: FCS Base Camp - Individual Programs](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1279954): FCS Base Camp — June 23-27, 2025 Arrival on June 22 and departure on June 28 Formerly Textiles Base Camp and Culinary Base Camp FCS Teacher Professional Development 5-Day Program Join the University of Idaho Margaret Ritchie School of Family and Consumer Sciences faculty for a five-day summer workshop from June 23-27. This summer “camp” will feature professional development in 1) apparel, textiles and design; 2) early childhood development; and 3) food, nutrition and culinary topics. The workshops will be taught in person in the Niccolls Building on the University of Idaho campus in Moscow, Idaho. 5-Day Program Cost: $965  (earn 2 PD Credits) Includes: Two days of apparel, textiles and design One day of early childhood development Two days of food, nutrition and culinary Two professional development (PD) credits will be available for participants who attend the full week. PD is included in the full-week price; no additional registration is required. Seven meals - 1 breakfast, 5 lunches, and 1 dinner plus snacks Individual Program Options Registration for individual program options will open March 19th. Apparel, Textiles, and Design: $360  (earn 1 PD Credit) Early Childhood Development: $250 Food, Nutrition, and Culinary: $380  (earn 1 PD Credit) Housing On-campus housing is available to reserve for an additional cost. Reserve Dorm Housing Questions Contact Katie Miner at kminer@uidaho.edu Draft Agenda Subject to change; times to be determined Sunday, June 22, 6-8 p.m. — Arrival and Welcome Event Arrive on the University of Idaho campus and get to know your fellow “campers” at this evening networking social. Monday & Tuesday, June 23-24 — Apparel, Textiles & Design Monday, 8 a.m. Breakfast and Orientation Lunch included both Monday and Tuesday Draft Workshop Topics Current Events and Issues in Apparel and Textiles A series of presentations covering topics such as specific happenings in sustainability, workforce needs in Idaho related to apparel and textiles, opportunities, events and resources. Learning Adobe Illustrator Learn the basics of industry-standard software Adobe Illustrator. Smash and Steam This workshop covers sustainable earth friendly fabric dyeing techniques. We will use household or organic materials to alter the color or create patterns on fabrics. The use of mordants and plant materials can be a fun application of science for students. Zero Waste Garment Take your Zero Waste experience to the next level. Learn to pattern and construct a garment without creating any fabric scrap waste. Wednesday, June 25 — Early Childhood Development Lunch and dinner included Draft Workshop Topics Typical and Atypical Developmental Milestones Resources for Early Childhood Professionals Enhancing Children’s Creativity Development through Process-Oriented Art Going beyond “Good Job”: Using Descriptive Reinforcement to Intrinsically Motivate Children and Teach Skills Brain Architecture Thursday & Friday, June 26-27 — Food, Nutrition and Culinary Featuring Build FCS Baking STEAM with guest instructor Sharon Davis from the Home Baking Association, sponsored by Idaho Wheat. Lunch and snacks included both Thursday and Friday Draft Workshop Topics A Baker’s Dozen lab curriculum and resources Baking Best Practices- Home and Career Consumer Science- Baking Ingredient Trends, Activities, Resources Baking in Idaho FCS Classrooms Field to Oven: Idaho Wheat in the Market Baking and Milling Careers Baking Labs, Product Demos and Sensory Analysis Pita Flat Bread (Quick fermentation) English Muffin Bread Flour Variation Baking Science Potato Refrigerator Dough Artisan Focaccia (Long Fermentation) 3-2-1 Pastry (Baking Science, Fat Variation) Cracker and Cookie Science: Ingredient Functions, Variations Baking Cocoas, Chocolate and Vanilla Saturday, June 28 — Departure and Optional Follow-up Session Join us Saturday morning for coffee and breakfast in beautiful downtown Moscow to discuss your experience at FCS Base Camp. Network with your fellow campers, reflect on the week’s learning, develop strategies to bring it into the classroom and share with us your ideas for future base camps. As a plus, join us for the vibrant Moscow Farmer’s Market.
- [Course EDCIX505.IRMCMATHLIT: IRMC Math Literature](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1283358):   Participants in this study group will actively discuss best practices for teaching in mathematics classrooms and engage in analyzing children's literature to enhance students' mathematical understanding. Group members will create lesson plans from literature content that are strategically aligned to the Idaho Mathematics Content Standards. This year's cohort will focus on mathematical concepts and content standards for first grade.
- [Course AERS Summer Fellows: Undergrad Summer Research and Extension Program](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1296518): Cultivating Future Ag Marketing Leaders: A Summer Research and Extension Program on Agricultural Commodity Marketing and Risk Management A USDA-funded Research and Extension Experiences for Undergraduates (REEU) program is now accepting applications for the 2026 summer program to be held in May 18-July 10 . For information on program eligibility, timeline, financial support, and more view program details. View Program Details
- [Course NRSX505.MOSS: McCall Outdoor Science School](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1305584): This course occurs in conjunction with UI McCall Outdoor Science School programs. Teachers may receive PD credit for collaboratively coordinating their class's MOSS program and participating in programming as a chaperone/teacher onsite.
- [Course ISI - ANTH 1000: Introduction to Anthropology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311890): Introduction to Anthropology  covers basic theories, methods, and findings of human paleontology, prehistory, and culture. Anthropology is the study of humans in all places and throughout time. Anthropologists are concerned primarily with a single species—Homo Sapiens—the human species, its ancestors, and its near relatives. This course provides an introduction to the diversity of people and cultures in the past and in the present and how and why they are constantly changing.
- [Course ISI - ART 100: Introduction to Art](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311892): Introduction to Art  is an interdisciplinary consideration of the historical sequence of art styles; slides, lectures, and discussions of architecture, painting, sculpture, and other arts are seen from the viewpoints of the philosopher, the artist, and the layperson.. Many students entering this course have never set foot in a gallery or museum of art. If you are new to the world of art, please don’t be intimidated. Whether you are a season pass holder at your local fine arts museum or a newbie, a dedicated student will learn new perspectives on art and find themselves approaching works of art more insightfully.
- [Course ISI - BIOL 1020: Biology and Society](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311894): Biology and Society  is the study of ecology, evolution, cells, heredity, and human body processes with a focus on connecting to issues in society. Not open to majors or for minor credit in the department of Biological Sciences for University of Idaho students. There has never been a better day to start learning biology. Being a living thing, you interact with the natural world each day. BIOL 1020 takes the most important content of biology organizing it into five core areas: Ecology; Cells; Genetics; Evolution; and Animal Systems. Students will start with the big picture by studying ecological systems. Students will then dive into the smallest unit of life, the cell, and explore cellular structures, functions and processes. In the third unit, students will study DNA, inheritance patterns and how genetics impacts their lives. In the fourth unit, students will explore the evolutionary processes that shape the living world. The final unit describes the interface between form and function in our own human bodies. Through these five units, it is my hope that you will make important connections between biology and how it applies to your own life.
- [Course ISI - BIOL 1020L: Biology and Society Lab](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311896): Biology and Society Lab  follows Biology 102 lecture topics and offers hands-on practice and experimentation with core course concepts. It is strongly recommended that the lecture and lab be taken in the same semester. Not open to majors or for minor credit in the department of Biological Sciences for University of Idaho students. There has never been a better day to start learning biology. Being a living thing, you interact with the natural world each day. BIOL 1020 Lab is like the lecture course in that it is organized around five core areas: (1) Ecology and Conservation; (2) Cells and Cellular Processes; (3) Genetics and Inheritance; (4) Evolution of Living Things; and (5) Human Body Form and Function.
- [Course ISI - BLAW 2650: Legal Environment of Business](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311898): Legal Environment of Business  teaches law and its relationship to society; legal framework of business enterprises; court organization and operation; private property and contracts as basic concepts in a free enterprise system. This course is an introductory survey course in American law. Emphasis is placed on business transactions of individuals and businesses. The course covers the legal environment of laws, types of business formations, contracts and business law, intellectual property, sales, agency and employment and legal liability of Accountants. Students will be presented with a variety of legal topic ranging from criminal law to environmental law. Particular attention will be paid to the intersection between law and business; e.g. Contracts, employment law, confidentiality, etc.
- [Course ISI - BUS 101: Introduction to Business](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311950): Introduction to Business  increases student awareness of business functions and the business environment. (LC State students: Not open to business majors of Junior or Senior standing.) This is an introductory course in the basics of understanding business and business principles and practices. Major topic areas include business trends, business ownership, business management, management of human resources, marketing, decision-making, information technology, and managing financial resources. Included in these topical areas, you will learn what it means to own your own business, compete globally, act responsibly and ethically, manage and lead human resources, market your product(s)/service(s), use information technology, and manage finances.
- [Course ISI - BUS 321: Principles of Marketing](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311952): Principles of Marketing  is an engaging exploration of the basic elements of marketing theory, terminology, and concepts, with emphasis on analyzing consumer motivation. This self-paced online course, offered through Independent Study in Idaho (ISI), introduces the foundational principles of modern marketing, including market segmentation, consumer behavior, marketing research, and the strategic use of the marketing mix to reach and influence target audiences. Whether you’re new to marketing or looking to strengthen your business knowledge, this course gives you the flexibility to learn at your own pace—anytime, anywhere. With up to a year to complete your studies, you’ll have the freedom to explore key concepts, apply practical techniques, and deepen your understanding under the guidance of experienced instructors. In this course, you will develop the skills to analyze consumer behavior, evaluate marketing strategies, and apply core marketing principles to real-world and hypothetical scenarios, preparing you to make informed, strategic marketing decisions.
- [Course ISI - COMM 101: Fundamentals of Oral Communication](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311954): Fundamentals of Oral Communication  is designed to provide the student with an understanding of the skills necessary to communicate with others and in groups. In addition, the course will prepare students to present material orally and visually.
- [Course ISI - COMM 345: Intercultural Communication](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311956): Intercultural Communication  is an analytic study of the similarities and differences in verbal and nonverbal communication of various cultures. Includes language or code systems and the perception of relational and intent aspects of messages.
- [Course ISI - CRIM 3010: Criminological Theory](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311958): Criminological Theory  is a review and assessment of common explanations of crime, deviant behavior and control. May include field trips. This course will provide an introduction to the theories of criminal and deviant behavior. Criminological theories have a fascinating and often-times disturbing history that can be traced back the Middle Ages and the Age of Enlightenment. Over the centuries, they have evolved and become a key guiding force in contemporary criminal justice system policy and practice. This course will cover the historical development of criminological theories, their basic premises and key concepts, and their application in today’s world. REQUIRED: Exam proctor required for this course.
- [Course ISI - CS 1120: Computer Science I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311960): Computer Science I  studies fundamental programming constructs, algorithms and problem-solving, fundamental data structures, overview of programming languages, virtual machines, introduction to language translation, declarations and types, abstraction mechanisms, object-oriented programming. This course is an introduction to programming using the C++ programming language. It is suitable for students with little or no programming experience. The course focuses on hands-on activities that involve reading, analyzing, modifying, and writing code. Because programming is a skill requiring practice the course does require fairly extensive time programming at a computer. REQUIRED: Exam proctor required for this course.
- [Course ISI - ECON 2201: Principles of Macroeconomics](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311962): Principles of Macroeconomics covers the organization and operation of the U.S. economy. Unlike microeconomics, which focuses on individual decision-makers and markets, macroeconomics analyzes the aggregate economy as a whole, focusing on indicators like GDP, unemployment, inflation, interest rates, and public finance. The course explores the causes and policy debates surrounding the 2008 financial crisis, the subsequent deep recession, and the resulting revival of Keynesian economics. Note: This course carries only two credits after ECON 2720.
- [Course ISI - ECON 3430: Money and Banking](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311964): Money and Banking  covers the influence of money and banking on economic activity; influence of monetary policies to achieve society’s economic goals. This course examines an important branch of economics called Money and Banking, which includes the study of financial institutions, the financial markets, the role of money in the economy, and the impact of monetary policy. The focus of this branch of economics is on the role that money plays in the lives of individual decision makers, on government policy, and on the economy as a whole.
- [Course ISI - ENGL 1101: Writing and Rhetoric I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311966): Writing and Rhetoric I  is a workshop on strategies for generating ideas for writing, for planning and organizing material, and for revising and editing; intended to prepare students for the demands of college writing, focusing on reading critically and incorporating source material. The course offers focuses on strategies for critical reading, generating ideas for writing, planning and organizing material, and for revising and editing. The course prepares you for the demands of college reading and writing. We will focus on reading critically, writing with a main idea, and properly incorporating source material into your writing. Becoming a good writer is crucial to success during your college career and virtually any job that you will enter after college. English 101 teaches writing skills that will equip you to succeed both at the university and in the working world. In addition to writing well-supported essays that argue for a thesis and take counterarguments into account, the writing assignments in this course will help you to develop strategies for improving writing coherence. This course is divided into four units and requires you to complete a Final Portfolio representing your best work./p>
- [Course ISI - ENGL 102: Writing and Rhetoric II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311968): Writing and Rhetoric II  studies applied principles of expository and argumentative essay writing, including summaries, critiques, and syntheses of texts, and the research essay; emphasis on clear, concise, and vigorous prose. The course theme is how modern technology affects our lives and the way we live. You will read a variety of essays that focus on the internet, social media, email, video games, smartphones, and more. You will think critically about the ideas presented in these texts, how they relate to you individually as well as to the larger culture, and write about those ideas in a range of college-level essays, including argumentative, analytical, research-based, and reflective essays. In short, in this class, you will critically examine the digital world and your role within that world while also practicing the fundamental academic skills essential to English composition and research writing.
- [Course ISI - ENGL 175: Literature and Ideas](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311970): Literature and Ideas  is an introduction to reading and understanding world literature. Literary study as a method of thinking critically about historical and contemporary aspects of the human condition. Writing integrated. This course will introduce you to the study of short fiction, poetry, and dramatic literature and to the ways these literary forms enable us to study ourselves, each other, and the world. This course is part of the General Education Core requirements and includes a focus on communicating, clarifying values, and using the arts. REQUIRED: Exam proctor required for this course.
- [Course ISI - ENGL 277: American Literature I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311972): American Literature I  surveys representative works of American poetry, fiction, and nonfiction (personal journals, sermons, autobiographies, memoirs, and essays) written during the period of about 1600 to 1870. These works are grouped into nine categories on the basis of chronology, authorship, and literary technique and theme. Each of these nine groups of works forms an assignment or an exam. REQUIRED: Exam proctor required for section 002 and all future sections.
- [Course ISI - ENGL 278: American Literature II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311974): American Literature II  covers topics and issues in American literature, from the 1870s to the present. Writing integrated. The course surveys representative works of American poetry, fiction, and criticism written from the 1870s to the present. These works are grouped into nine categories on the bases of chronology, authorship, and literary technique and theme. Each of these nine groups of works forms a lesson. Students are asked to study each work in light of (1) its intrinsic literary features, (2) its contribution to American literary history, (3) its reflection of outstanding ideas from the time, and (4) its concern with particular human experiences that may be viewed as universal to humankind. The course aims at balancing the acquisition of knowledge about American literature and American cultural history with the practice of the basic skills of literary analysis and criticism. REQUIRED: Exam proctor required for section 002 and all future sections.
- [Course ISI - ENGL 3130: Business Writing](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311976): Business Writing  covers the principles and practice of effective business communication. Projects teach conventions of tone and style appropriate to the specific discourse situation in a variety of formats, including oral, written, visual, and multimedia genres. This course will help you build communication competencies identified by the United States Department of Labor and industry focus groups as the most important to employers. Moreover, the ability to effectively apply these skills within intercultural contexts is highly valued in today’s global workplace. Finally, business communication is increasingly produced across a wide variety of multi-media platforms requiring skills in aural, oral, textual, and visual literacies. The projects in this course are designed to help you meet these challenges and prepare you to successfully communicate in today's workplace.
- [Course ISI - ENGL 3170: Technical Writing](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311978): Technical Writing  studies the principles and practice of effective technical communication. Projects teach conventions of tone and style appropriate to the specific discourse situation in a variety of formats, including oral, written, visual, and multimedia genres. Technical Writing is both a field of study and a profession with a unique history and set of distinctive practices. It is also the writing done by professionals in other careers. So, whether you have an interest in becoming a technical writer or are preparing to write in another career, in today's workplace, you will craft messages using ever changing and increasingly integrated media. The projects in this course will help you meet these challenges. RECOMMENDED PREPARATION: ENGL 202 Technical Writing I.
- [Course ISI - ENVS 1010: Introduction to Environmental Science](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311980): Introduction to Environmental Science  offers an introduction to basic principles in the biological, physical, and social science areas of environmental science. Focused on the study of natural systems, human systems, and their interactions, such as pollution, energy, and global change. In Environmental Science, you will learn about ideas and issues important to your everyday life and your future, such as clean air and water. Environmental Science includes energy development issues and complex management challenges, such as extracting oil from the tar sands in Canada to clean water issues, such as in Flint, Michigan. You will learn about different viewpoints on environmental issues and will have the opportunity to interact with each other regarding your own ideas. You will learn how the environment impacts humans and how humans impact the environment. Environmental science surrounds us in our daily lives with complex issues being debated and decided upon. So, read, listen, think, analyze, and then create your own ideas about the most effective ways to address current environmental issues and to live sustainably within our natural systems.
- [Course ISI - EPPN 1540: Microbiology and the World Around Us](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311982): Microbiology and the World Around Us  provides students with the basic understanding of the biology of microorganisms (emphasis on prokaryotes) and their interaction and importance in the environment. Topics addressed will include the structure, function, physiology, and the functional diversity of microorganisms (bacteria, Archaea, fungi, and viruses). University of Idaho students: May be taken by microbiology majors but carries no credit after Biol 250 [General Microbiology]. May be used as general education credit for Natural and Applied Sciences.
- [Course ISI - FCS 3460: Personal and Family Finance and Management](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311984): Personal and Family Finance and Management  covers the principles and procedures of individual and family management and their relationship to human and economic resources; applications of management principles to spending, saving, borrowing, and investing decisions. Co-requisite/Prerequisite: None This course will have you thinking about what money means to you (and your family) and how that affects your daily decisions on spending, saving, and investing. Money management and an understanding of finances are important tools to have as you go through life. Too often people lack the knowledge they need to make smart financial decisions and sometimes end up in devastating financial situations. Through chapter readings and practical assignments, this course will give you the knowledge you need to confidently manage your money and make smart financial decisions.
- [Course ISI - FCS 4280: Housing America's Families](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311986): Housing America's Families  is designed to provide you with knowledge of the basic issues and concepts in housing across the lifespan that influence individual and family well-being. This includes housing choices as affected by social, psychological, economic, technological, and political factors. Through textbook readings, PowerPoint lectures, hands-on experiential assignments, workbook assignments, and extra videos and articles this course is designed to be a practical approach to the subject of housing. This course begins by looking at the life stages of families and individuals and what housing needs might look like at different stages. The concept of Universal Design is woven throughout the course to give a picture of the importance of designing well. Students will learn how a house is built starting with the floor plan and finishing with the interior décor and final personalized touches. For many people financing a home is one of the biggest financial decisions they ever make and this course reviews the process of purchasing a home and the various financing options. There are advances in technology every day as well as innovative ways to have a sustainable house. This course address environmental factors that we all care about such as air quality not only outside but also inside our homes. Moving out of the house this course examines the exterior living space and individual or family wants and needs in this space. The course finishes with a look at careers in housing and related fields
- [Course ISI - FCS 4480: Consumer Economic Issues](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311988): Consumer Economic Issues  , including consumers in the marketplace, the consumer movement, rights and remedies, advocacy, public policy, decision making, buying, credit, banking, insurance, clothing, health care, food, housing, and investments. This course is very practical in nature. It is designed to help you become an informed consumer and be confident in your marketplace decisions. It will also give you the tools you need to assert your rights and solve consumer problems. Assignments are applicable to real-life and exams focus on understanding the concepts of consumer economic issues and behaviors.
- [Course ISI - FN 2050: Concepts in Human Nutrition](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311990): Concepts in Human Nutrition  covers foundational nutrition science, including macronutrients, vitamins and minerals, digestion, and energy metabolism. Lifecycle nutrition and sports nutrition will also be discussed. Special considerations for weight management, disordered eating, and eating disorders will be explored.
- [Course ISI - GEOL 1102: Historical Geology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311992): Historical Geology  covers evolution of the physical earth, plants, and animals; techniques used in interpretation of geologic history and how organisms have changed our planet through geologic time. The geologic rock record, past extinction events, evolution of organisms through time, and recovery from gradual and catastrophic events such as climate change and major volcanic events are discussed. The current "6th extinction" and changing climate is used to critically think about practices of sustainability and how future Earth may be impacted.
- [Course ISI - GEOL 1102L: Historical Geology Lab](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311994): Historical Geology Lab  covers evolution of the physical earth, plants, and animals; techniques used in interpretation of geologic history. Companion Class: The three credit GEOL 1102 Lecture Course is not a required part of this class, but it is highly recommended that you take it with the lab. Sign up for the Geol 1102, if you haven't already. It will reinforce the major concepts that you will be expected to learn in the class.
- [Course ISI - HCA 2210: Medical Terminology and Communication](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311996): Medical Terminology and Communication   will prepare you to understand and be understood in the language of medicine. The text is organized into two types of chapters: introductory and body system. The introductory chapters (1–3) provide a foundation for building medical vocabulary. The body system chapters (4–16) present medical terms organized by body system. To be successful, you should complete all of the chapter exercises. All exams are multiple choice. Terminology and vocabulary basic to all areas of medical science, hospital services, and allied health specialties. Develops skills in correct written and oral usage of medical terms. ISU students: Cross-listed as HE 2210 [Medical Terminology and Communication].
- [Course ISI - HIST 1101: World History I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1311998): World History I  covers contributions to the modern world up to 1650. This course provides the student with an introduction to the history of the world from 3000 B.C to C.E. 1500. Over the course of this class you will become familiar with the major civilizations that played key roles in the evolution of modern civilization. You will examine the great civilizations of Africa, Asia, the Middle East, the Americas, and Europe. Also, you will examine their cultural, political, and societal contributions to the evolution of modern civilization. The goal of this class is to provide an opportunity for improving one’s thinking process, one’s reading and writing skills, and to provide an area of study that cannot only be exciting, but important to other pursuits. Hopefully, you will come away from this class with a desire to learn more about history.
- [Course ISI - HIST 1102: World History II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312000): World History II  covers contributions to the modern world 1650 to present. As you read your text and compose your written submissions, keep in mind that history is not a list of names and dates. Instead, it is the story of individual people living through ordinary times. Try to put yourself in the era under discussion and imagine how you might react to different events of history. Hopefully, you will enjoy taking the course as much as I enjoy instructing it. This course will provide an introduction into the complex nature of the economic, political, cultural, and social institutions of the world today. Even though global communication is instantly available through the Internet, the world of today contains a wide diversity of beliefs and perceptions. Knowledge of traditions and cultural expectations of people who live outside our familiar surrounding increases tolerance and understanding. History 1102 explores the processes that created the wide variety of cultures and civilizations that span the globe today. As you explore the secondary and primary sources, you will be expected to contemplate and analyze numerous aspects of modern cultures. From your analysis, you will reach some conclusions, not only about the past, but also about the future of the world.
- [Course ISI - HIST 1111: United States History I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312002): United States History I  covers political, diplomatic, economic, social, and cultural history; earliest times to 1877. This course will provide an introduction into the complex nature of the United States’ diverse history. Knowledge of U.S. traditions and cultural expectations increases awareness concerning the country’s diversity. Rather than memorizing lists of names and dates, explore the concepts and patterns of history. More importantly, try to understand the people involved in those patterns. Imagine what it was like to live in different situations and environments. This will aid in understanding the history of the United States. In addition, this will allow you to discover the human drama of history, which produces stories that are frequently more compelling than fiction. History 1111 explores the origins of a variety of cultures, groups, and individuals that helped form the foundations of the United States. As you examine the text, maps, and required readings, you are expected to consider and analyze numerous aspects of life in the United States from its beginnings to the Reconstruction Era following the Civil War. Critically examine the material and form conclusions on how the United States developed and how this impacts us today. As you investigate the past, pay special attention to the diverse groups and individuals that helped create and develop the United States. The interactions of the various segments of the population, their actions, ideas, and the impact of their daily lives led to the nation we live in now. Keep this in mind when studying the interactions of settlers with Native Americans and African slaves, reform movements, expansionism (national and international), and such concepts as Manifest Destiny. Upon completion of this course, you should have a better understanding of how these patterns of history impact the decision-making process in the United States today, as well as how these ideas have created some powerful social and cultural movements.
- [Course ISI - HIST 1112: United States History II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312004): United States History II  covers political, diplomatic, economic, social, and cultural history; 1877 to present. This course will provide an introduction into the complex nature of the modern United States and its diverse population. An understanding of the traditions and cultures of the peoples of the United States will increase tolerance and an appreciation for American diversity. Rather than memorizing lists of names and dates, students should immerse themselves in the story of the past and, more importantly, to try to understand the people involved in that story. It is helpful to try to imagine what it was like to live in different situations and environments, and then think about how you, the student, might react in the same circumstance. To examine history in the proper context, the student should not make judgments from a twenty-first century perspective. As you explore the text, maps, and required readings, you will be expected to contemplate and analyze numerous aspects of life in the United States from the Reconstruction Era to modern times. From your analysis, you will reach some conclusions about how the people of the United States reacted to circumstances and lived their lives, as well as how events are interconnected. While you are investigating the past, pay special attention to the impact of traditions and cultural expectations on the ongoing process of events in the United States. Keep these expectations in mind when studying the story of the past—the interactions with Native Americans, former slaves, reform movements of the progressives, expansionism, the nineteenth- and twentieth-century wars, and with concepts such as feminism, Black power, and fundamentalism. Upon completion of this course, you should have a better understanding as to how the strong traditions of the past impact the current decision-making processes in the United States, as well as how this zeal for tradition and cultural expectations is still creating powerful social and cultural movements.
- [Course ISI - HIST 1800: Introduction to East Asian History](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312006): Introduction to East Asian History  covers traditional and modern Chinese and Japanese history. This course is a general survey of both traditional and modern history on major countries in East Asia, including China, Japan, Korea, and on regions such as Hong Kong and Taiwan. The course examines major events and developments in traditions, culture, philosophical thoughts, political organizations, social structures, economic institutions, religious practices, western impact, as well as foreign relations of these nations. Through examination of East Asian traditions and ideologies, we not only see how the East viewed the West but also vice versa. The focus will be placed on how East Asian states underwent transformation throughout history and took the challenge to become industrialized over time. The course will explore patterns of political and economic reforms in East Asia. The study of East Asian history tends to provide students with necessary information to understand, with a global perspective, interaction and interrelations of the greater region known as the Pacific Rim, which began to play a more and more important role in international politics as well as globalization since the 1980s.
- [Course ISI - HIST 4610: Idaho and the Pacific Northwest](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312008): Idaho and the Pacific Northwest  covers political, economic, social development; earliest times to the present. In this course, you will think about what occurred in the Pacific Northwest for the last five hundred years. Although you will be asked to learn about specific people and events, what will benefit you most long after you finish this course will be your ability to analyze current and historical situations and to make the connections between them. We begin with the geography of the areas and the Native Americans who live in the region. We will then explore the development of Idaho and the Pacific Northwest and what shaped this area. As this is a 400-level history course, it is expected that you enter the course with familiarity of the major events in the region, and that you are willing to engage in discussions about the controversies and multiple interpretations of those events. As you work through the lessons, try to integrate each assignment and discussion with the preceding one to build historical context. Ask questions of the material, and keep in mind that history is a constantly evolving conversation between you, the present and the past. How has Idaho and the Pacific Northwest changed and developed over time? How does that change affect us today? Whether you study history for professional or personal reasons, your ability to integrate history’s lessons into daily life will make you a better citizen and a more informed voter (or, if you are not an American citizen, will lead you to a better understanding of American society). Equally important is the skill to debunk comparisons with the past. All of us have engaged in discussions and heard the phrase “History tells us . . .” or “This is the same thing as . . .” History never repeats itself—although historians often do. Using the skills of a historian, we will engage in comparing past events to the present, listen to what history has to say, and arrive at a more complicated vision of the modern Pacific Northwest.
- [Course ISI - HIST 4620: History of the American West](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312010): History of the American West  is a survey of major developments in the American West, from the Great Plains to the Pacific Ocean and beyond, including racial and ethnic diversity, environment, gender, polities, and economics. This course focuses on the history the West. It explores the region, processes, and myths that have defined the West. Chronologically, this course is very broad in scope. It considers Native America, European exploration, contests of empires, American incorporation, and political and economic changes into the 20th century. After 1850, we explore an era of consolidation and incorporation, when the U.S. surveyed a West that had only recently become American in name and worked to make it a West that was American in fact. One of the most diverse regions of the United States, the West is home to many peoples and many cultural groups. We will explore how people have made a living in the West, how they have formed communities, how they have struggled over resources and identities. From cowboys and miners to cannery workers and farmers, western people have very different stories to tell. The West is also important as a mythic region and symbol. We will explore the significance of the “frontier” in popular culture and politics. Through documentaries, secondary monographs, and film, we will examine representations of the West and western people and analyze how these representations have changed over time.
- [Course ISI - HUM 101: The Art and History of the Motion Picture](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312012): The Art and History of the Motion Picture  is an introduction to the art and history of motion pictures. Films will be approached from a variety of perspectives: as the work of particular directors, as genre pieces, as cultural artifacts, and as works of art. The course will also examine the economic, political, and ideological aspects of the motion picture industry. Note from instructor: -Mature Content Warning- This class requires film screenings. Some films seen in this class include harsh language, nudity, depictions of violence, smoking and drug use, self-harm, and potentially disturbing themes. You will be expected to watch ALL the assigned films, so DO NOT take this course if you are unwilling to watch a film with mature content.  If you are uncertain if you can handle certain content in a film, you can always check this website: https://www.doesthedogdie.com . This website will tell you all of the content in the movies but will likely spoil many of the exciting twists and turns.  Do not take this class if you don't want to watch difficult movies. You have been warned!  List of films: Modern Times (1936) dir. Charlie Chaplin Double Indemnity (1944) dir. Billy Wilder Bringing Up Baby (1938) dir. Howard Hawks Vertigo (1958) dir. Alfred Hitchcock Days of Heaven (1978) dir. Terrence Malick 2001: A Space Odyssey (1968) dir. Stanley Kubrick The Graduate (1967) dir. Mike Nichols Goodfellas (1990) dir. Martin Scorsese Under the Skin (2013) dir. Jonathan Glazer Tokyo Story (1953) dir. Yasujiro Ozu Tangerine (2015) dir. Sean Baker The Conversation (1974) dir. Francis Ford Coppola REQUIRED: Exam proctor required for this course.
- [Course ISI - ID 300U: Women in the 20th Century](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312014): Women in the 20th Century  covers the ethical issues confronted by American women are examined by study of literary and historical texts as well as through their own writing. Writing integrated.
- [Course ISI - KIN 370: Motor Learning/Motor Development](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312016): Motor Learning/Motor Development  provides the teacher, coach, or self-instructing athlete with a comprehensive understanding of the developmental (physical, psychological, and social) processes involved in the learning of sport skills. Explores useful training ideas for all types of performers (beginners-advanced, young-old, male-female) in all types of sports and wellness professionals. In this course, you will study motor behavior and the conditions and factors that influence the learning of motor skills. Human movement is a complex phenomenon. For practitioners concerned with movement enhancement, that complexity presents a constant challenge. The key to meeting this challenge lies in understanding how people learn. In general, the course will follow the textbook chapter by chapter. There will be at least one assignment for each chapter topic, including exploratory activities, exercises, and chapter review questions. You are encouraged to read the entire chapter before beginning the assignments. Depending on the topic, there may be websites to reference for additional information. When completing assignments, be sure to include the question prior to your answer.
- [Course ISI - KIN 486: Organization and Administration of Health, Physical Education, Recreation, Athletics](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312018): Organization and Administration of Health, Physical Education, Recreation, Athletics  is designed for administration in athletics, schools, recreation, and private sector fitness/wellness programs. Students will explore legal issues, economics, and finance and governance in sports while developing skills in computing, budgeting, marketing, fundraising, event management, program planning, scheduling, and facility and personnel management. This course is designed for administration in athletics, schools, recreation, and private sector fitness/wellness programs. Students will explore legal issues, economics, and finance and governance in sports while developing skills in computing, budgeting, marketing, fundraising, event management, program planning, scheduling, and facility and personnel management.
- [Course ISI - LIBS 4100: Libraries and Their Collections: Materials Selection](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312020): Libraries and Their Collections: Materials Selection  is an introduction to library science theory and practice with emphasis on material selection and evaluation. In this introductory course, the foundation of understanding librarianship is laid. We will look at libraries as cultural icons, exploring the roots of early libraries and how they have developed most recently in the United States. The values of the profession will be examined, providing a lens of understanding when we look at selecting unbiased collections designed to promote lifelong readers. There will be readings about the book trade, acquisitions processes and licensing, and a practical application of collection assessment. These various activities will provide a broad overview to librarianship and one of its core services, the library collection. I expect you to do the reading associated with each lesson in order for you to be successful in completing the work for this course. Your assignments are designed to provide me information about your learning and your interpretations of the materials. All of them will be a brief essay. If you are taking the course for graduate level credit, you will write an additional essay where you are expected to do reading beyond the assignments to deepen the knowledge of the topics presented. Your knowledge will be tested through a self-tested exam. Course includes a research project and paper. REQUIRED: Internet access, access to a public or school library; access to a computer, ability to view videos; Vandal card for student library account. RELATED COURSE ISI - LIBS 5100: Libraries and Their Collections: Materials Selection (Graduate Credit)
- [Course ISI - LIBS 4130: Computer Applications in Libraries](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312022): Computer Applications in Libraries  studies the theory and practice of current models of library automation, focusing on choosing, evaluating, and implementing technological tools and services for school and public libraries. This course is intended to provide a general introduction to the history, development, and trends in library technology, including hardware, software, integrated library systems, Library 2.0, and more. Lectures will supplement lesson readings, and assignments will require students to write brief summary or narrative essays. Although the material covered is technological in nature, the content of this course is conceptual in nature, and is not intended as a technical step-by-step introduction to any particular library technology.
- [Course ISI - LIBS 4140: Reference and Information Services](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312024): Reference and Information Services  is an introduction to theory and practice of reference and information services, with emphasis on material selection, evaluation for school and public libraries as well as professional standards and rubrics. Reference work is a central feature of librarianship. The reference librarian often is the public face of the library and needs the knowledge and skill to help the library user find the information he or she needs. In this Internet age, the reference librarian needs to be a teacher showing library users how to become effective information seekers. The reference librarian also needs to have the proper tools, and the knowledge to use them effectively. Since the early days of modern librarianship, building an effective reference collection has been a critical skill of the reference librarian; as technology advances, collection development of reference works must include considerations for print as well as electronic and web-based resources. REQUIRED: library visit RELATED COURSE ISI - LIBS 5140: Reference and Information Services (Graduate Credit)
- [Course ISI - LIBS 4180: Classification and Cataloging](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312026): Classification and Cataloging  studies the organization of library materials, principles of cataloging, subject analysis, classification, bibliographic methods, Dewey decimal system. REQUIRED: Access to a school library. RELATED COURSE ISI - LIBS 5180: Classification and Cataloging (Graduate Credit)
- [Course ISI - LIBS 4250: School Library Administration, Leadership, and Management](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312028): School Library Administration, Leadership, and Management  explores the organization of school libraries with an emphasis on effective management and leadership. Now, more than ever, school libraries need effective managers and strong leaders. They need individuals who can inspire students, collaborate with parents and teachers, and advocate for the library in their school and in their community. This course covers the fundamentals of managing a school library by looking at topics such as planning, budgeting, collaboration, human resources, and assessment. Students will be asked to pull on their experiences in their own library or, for students not currently employed in a school library, from a nearby school library that they are able to research. REQUIRED: Internet access RELATED COURSE ISI - LIBS 5250: School Library Administration, Leadership, and Management (Graduate Credit)
- [Course ISI - LIBS 4270: Teacher Librarian Practicum](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312030): Teacher Librarian Practicum  provides practice experience as a teacher-librarian under professional supervision for the purpose of obtaining an endorsement. Ninety hours of supervised experience per credit. The practicum provides the opportunity for the student to plan, implement and assess a project in a library setting under supervision of a professional. The project should provide experience that match the student’s goals and also provide practical use of concepts learned in prerequisite library science courses. This course will require the student to find a school library that he/she can complete a project in (in person) and another librarian or administrator who can serve as supervisor and mentor for the project. The project needs to be completed during the school year. The LibS4270 practicum is an opportunity for you to pursue a project that helps you put into practice some of what you have learned in other courses in this program. It should also help develop professional connections and leadership skills as well as expand skills that you may feel are underdeveloped. You will be choosing a library setting in which you can plan, implement and assess a project (instructional, programmatic or collection) over several weeks during the school year, totaling 135 hours (with 20% or 27 hours allowed for the writing, journaling and reporting).
- [Course ISI - LIBS 4300: Children's Literature for Teacher Librarians](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312032): Children's Literature for Teacher Librarians  will develop students’ basic knowledge and understanding of the field of children’s literature, particularly as it pertains to teacher librarians, with a focus on children ages 2-12. This course will emphasize skills, tools, and insights necessary for effective professional librarianship in the area of services to children.
- [Course ISI - LIBS 4310: Adolescent Literature for Teacher Librarians](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312034): Adolescent Literature for Teacher Librarians  will develop students’ knowledge of adolescent literature as it pertains to teacher librarians, with a focus on youth grades 6–12. It emphasizes the skills and discernment necessary by the librarian to effectively serve adolescents. Evaluation tools for selecting literature and electronic resources will be covered, and issues relating to materials selection and promotion for the secondary school library will be explored. This course will introduce you to concepts, categories, and example books of young adult (YA) literature. There are readings from the textbook and from the current library literature. In each lesson, you will answer questions and provide responses based on the readings. All questions should be answered in a short answer/essay format. In addition, you will be required to read sixteen young adult books, representing the various categories discussed in the lessons, and write annotations of these books. The compiled annotations will take the place of midterm and final exams.
- [Course ISI - LIBS 4330: Information Literacy for the Teacher Librarian](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312036): Information Literacy for the Teacher Librarian  explores the role of the Teacher Librarian in providing information literacy instruction. Defines information literacy, as well as places it in a national, state and local framework. The research process as it correlates with information literacy and relevant educational theory is covered. This course will introduce you to the role of and methods for the Teacher Librarian in teaching information literacy. You will learn why it is important to include information literacy instruction as part of a school library program, what the educational and psychological bases for such a program and related activities are, what standards are used as guidelines for such programs, and what steps you can take to propose and plan a program. Collaboration with teachers is an essential component of a successful program, so the course will cover the roles of teachers and teacher librarians. Finally, all programs must be assessed, so evaluation of student learning and information literacy units is covered. The course has required readings from the textbook and from online professional journals. You will be required to read and respond to the readings in various ways -- for example, writing an essay answer or perhaps creating and describing a class activity. You will sometimes be asked to do some online searching of your own to find articles or information. Reliable, fast Internet access will be essential for this course.
- [Course ISI - LIBS 5100: Libraries and Their Collections: Materials Selection](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312038): Libraries and Their Collections: Materials Selection  is an introduction to library science theory and practice with emphasis on material selection and evaluation. In this introductory course, the foundation of understanding librarianship is laid. We will look at libraries as cultural icons, exploring the roots of early libraries and how they have developed most recently in the United States. The values of the profession will be examined, providing a lens of understanding when we look at selecting unbiased collections designed to promote lifelong readers. There will be readings about the book trade, acquisitions processes and licensing, and a practical application of collection assessment. These various activities will provide a broad overview to librarianship and one of its core services, the library collection. I expect you to do the reading associated with each lesson in order for you to be successful in completing the work for this course. Your assignments are designed to provide me information about your learning and your interpretations of the materials. All of them will be a brief essay. If you are taking the course for graduate level credit, you will write an additional essay where you are expected to do reading beyond the assignments to deepen the knowledge of the topics presented. Your knowledge will be tested through a self-tested exam. Course includes a research project and paper. REQUIRED: Internet access, access to a public or school library; access to a computer, ability to view videos; Vandal card for student library account. REQUIRED: Additional work on assignments for graduate students. RELATED COURSE ISI - LIBS 4100: Libraries and Their Collections: Materials Selection (Undergraduate Credit)
- [Course ISI - LIBS 5140: Reference and Information Services](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312040): Reference and Information Services  is an introduction to theory and practice of reference and information services, with emphasis on material selection, evaluation for school and public libraries as well as professional standards and rubrics. Reference work is a central feature of librarianship. The reference librarian often is the public face of the library and needs the knowledge and skill to help the library user find the information he or she needs. In this Internet age, the reference librarian needs to be a teacher showing library users how to become effective information seekers. The reference librarian also needs to have the proper tools, and the knowledge to use them effectively. Since the early days of modern librarianship, building an effective reference collection has been a critical skill of the reference librarian; as technology advances, collection development of reference works must include considerations for print as well as electronic and web-based resources. REQUIRED: library visit REQUIRED: Research project and paper required for graduate credit. RELATED COURSE ISI - LIBS 4140: Reference and Information Services (Undergraduate Credit)
- [Course ISI - LIBS 5180: Classification and Cataloging](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312042): Classification and Cataloging  studies the organization of library materials, principles of cataloging, subject analysis, classification, bibliographic methods, Dewey decimal system. REQUIRED: Access to a school library. REQUIRED: Research project and paper required for graduate credit. RELATED COURSE ISI - LIBS 4180: Classification and Cataloging (Undergraduate Credit)
- [Course ISI - LIBS 5250: School Library Administration, Leadership, and Management](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312044): School Library Administration, Leadership, and Management  explores the organization of school libraries with an emphasis on effective management and leadership. Now, more than ever, school libraries need effective managers and strong leaders. They need individuals who can inspire students, collaborate with parents and teachers, and advocate for the library in their school and in their community. This course covers the fundamentals of managing a school library by looking at topics such as planning, budgeting, collaboration, human resources, and assessment. Students will be asked to pull on their experiences in their own library or, for students not currently employed in a school library, from a nearby school library that they are able to research. REQUIRED: Internet access, additional work on assignments for graduate students; instructor permission required for graduate level. REQUIRED: Research project and paper required for graduate credit. RELATED COURSE ISI - LIBS 4250: School Library Administration, Leadership, and Management (Undergraduate Credit)
- [Course ISI - MATH 1080: Intermediate Algebra](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312046): Intermediate Algebra  covers select topics in algebra with an emphasis on solving equations and inequalities. Topics include exponents and radicals, linear and quadratic equations, simple systems of equations, linear and absolute value inequalities, arithmetic of polynomials with basic factorization techniques, representations (formulas, graphs), and applications. UI students: carries no credit after Math 143 Pre-calculus I: Algebra. REQUIRED: Exam proctor required for this course.
- [Course ISI - MATH 1153: Introduction to Statistical Reasoning](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312048): Statistical Reasoning  covers descriptive statistics, probability, confidence intervals, and hypothesis testing for one and two parameters. Emphasis on applications to a wide variety of disciplines. This survey course in statistics serves students from a variety of disciplines. The focus of the class is not on solving difficult algebraic problems; rather, the primary purpose of this class is to introduce the student to statistical thinking and to develop the skills needed to understand and incorporate data analysis techniques in everyday life. Statistics, the science, is all about data. So even though this course is listed as Math 1153, it is really not a mathematics course. Because data vary, there is an inherent level of uncertainty in statistical problems that is not present in, say, geometry. The real world is full of variability, and we are regularly forced to make judgments in the face of uncertainty. Statistical reasoning can help us make better judgments more often. We can't always be right, and statistics cannot literally prove anything, but statistics can provide guidance in a complex world. REQUIRED: Exam proctor required for this course.
- [Course ISI - MATH 1123: Math in Modern Society](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312050): Math in Modern Society  discusses some aspects of mathematical thought through the study of problems taken from areas such as logic, political science, management science, geometry, probability, and combinatorics; discussion of historical development and topics discovered in the past 100 years. This course will familiarize you with some of the mathematics that can be found in the world around us. You will learn how mathematics can be a tool to describe patterns and to solve problems. You will find that mathematics can at times help us to analyze problems, but may not provide us with a single or easily found solution. It is not the intent of this course to cover mathematics that you may do yourself in your daily life. It is the intent to show the wide range of problems that math can help us to explore and solve. REQUIRED: Exam proctor required for this course.
- [Course ISI - MATH 1143: Precalculus I: Algebra](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312052): Precalculus I: Algebra  covers algebraic, exponential, logarithmic functions; graphs of conics; zeros of polynomials; systems of equations, induction. This course introduces the concept and examples of real functions. Topics include definition, domain and range of a function; composition and inverse of functions, transformations; linear, quadratic and higher degree polynomials; rational, exponential and logarithmic functions; and representations (formulas, graphs) and applications. UI students: Carries no credit after Math 160 Survey of Calculus or Math 170 Calculus I REQUIRED: Exam proctor required for this course.
- [Course ISI - MATH 1144: Precalculus II:  Trigonometry](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312054): Precalculus II:  Trigonometry  topics include angles, functions, transformations, inverses, identities, representations (formulas, graphs), and applications. REQUIRED: Exam proctor required for this course. UI students: Not open for credit to students who have previous high school or college credit in trigonometry.
- [Course ISI - MATH 1160: Survey of Calculus](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312056): Survey of Calculus  provides an overview of functions, and graphs, derivatives, integrals, exponential and logarithmic functions, functions of several variables and differential equations. Primarily for students who need only one semester of calculus, such as students in business, or architecture. UI students: Carries no credit after Math 170 Calculus I It is assumed that the student taking this course has already mastered the essential elements of algebra and Euclidean geometry. An excellent algebra review is given in Chapter 0 of the text, but basic geometric concepts such as point, line, plane, and area formulas for plane figures such as circles, rectangles, and triangles are taken for granted. Trigonometric concepts such as sine and cosine are not used at all in this course. A prior understanding of exponential and logarithmic functions is desirable, although these topics are introduced under the assumption that the student has had little or no prior exposure to them. The calculus introduced here is at an intuitive level. Essential definitions and postulates are given as in any beginning calculus course, but theorems are stated without formal proof. This course stresses application. Since the ability to immediately apply calculus, especially in the areas of business and economics, is the primary objective of the course, problem-solving will be stressed in both the homework and on the examinations. REQUIRED: Exam proctor required for this course.
- [Course ISI - MATH 1170: Calculus I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312058): Calculus I  covers functions, limits, continuity, differentiation, integration, applications, differentiation and integration of transcendental functions. Primarily for students in engineering, mathematics, science or computer science. UI students: Carries 2 credits after Math 160 Calculus I This course is intended to give the student an understanding of the fundamental concepts of calculus. There are two main parts to Calculus I: differentiation and integration. Basically, differentiation extends the notion of the slope of a line to the slope of a curve and integration extends the notion of areas of polygons to areas of irregular, curved shapes. REQUIRED: Exam proctor required for this course.
- [Course ISI - MUSH 2010: History of Rock and Roll](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312060): History of Rock and Roll  is a study of the history and culture of rock music. UI students: May not be counted as a required music history elective for music majors. This course is a survey of the history, culture, and content of Rock music. Course content focuses on the origins of the music, the evolution of sub-genres, some musical analysis, and the cultural and social contexts in which rock music evolved. The purpose of this course is to acquaint you with one of our country’s greatest cultural legacies: rock music. The course will progress through four units covering rock music from its roots in the 1940s to the late 20th century. Each unit covers individual artists or styles, and includes listening, reading and writing activities covering characteristics of musical style, important figures, and the cultural environment in which Rock and Roll developed. This course is not available outside the US.
- [Course ISI - MUSI 1100: Introduction to Music](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312062): Introduction to Music  provides an introduction to the art and nature of music; emphasis on aural skills, historical styles, musical forms and the literature of music. Music does not exist in a vacuum, but rather reflects the lives of the people who create, perform, teach, and listen to it. In this online class, we will study the roles of music in society. People in every country of the world love music and use it for storytelling, dancing, entertainment, national identity, spirituality, and protest. In this class, we will explore the importance of music to the diverse cultures of the United States of America and beyond. UI students: Not open for credit to UI music majors. The textbook for this class is a free open-access educational resource (OER). Please download it from the University of North Georgia Press website and save it to your computer for easy access. The text contains links to recordings and instructions on how to listen to them.
- [Course ISI - PHYS 1100: Essentials of Physics](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312066): Essentials of Physics  is a survey of basic physics principles; motion, gravitation, electricity and magnetism, light, atoms and nuclei. Includes lecture, demonstrations and elementary problem solving. Physics is a science course concerned with the properties of motion, matter, and energy. This course focuses on mechanics, solids and fluids, thermodynamics, waves and sound, electrostatics and magnetism, light, and the structure of the atom. This course is designed for students who typically have little scientific background. No formal knowledge of physical science is required. A working knowledge of high school algebra, however, is assumed. You will need a calculator, which can handle scientific notation. The mathematics we use in this text goes no farther than high school math and algebra. Mathematics is a powerful tool for expressing the quantitative relationships of physics. This text has done well in minimizing the use of mathematics; it has retained the logical coherence necessary to adequately introduce physics.
- [Course ISI - PHYS 1111: General Physics I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312068): General Physics I  covers kinematics, forces and dynamics, conservation laws, thermodynamics, waves. PHYS 111 is the first part of a year-long algebra-based introductory physics sequence. PHYS 111 and 112, together, provide a broad survey of classical and modern physics. Some of the topics covered in the course: One- and Two-Dimensional Kinematics Forces Newton's Laws of Motion Friction, Drag, Elasticity Uniform Circular Motion and Gravitation Work and Energy Linear Momentum and Collisions Statics and Torque Rotational Motion Fluid Statics and Dynamics Temperature, Kinetic Theory, and Gas Laws Heat and Heat Transfer Methods Thermodynamics Oscillatory Motion and Waves Sound and Hearing UI students: Carries no credit after PHYS 211 Engineering Physics I NOTE: This course does not include a lab component. REQUIRED: Exam proctor required for this course.
- [Course ISI - PHYS 1112: General Physics II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312070): General Physics II  covers electricity, magnetism, optics, and modern physics. PHYS 112 is the second part of a year-long algebra-based introductory physics sequence. PHYS 111 and 112, together, provide a broad survey of classical and modern physics. Some of the topics covered in the course: Electric Charge, Electric Field, Electric Potential Electric Current, Resistance, and Ohm's Law Circuits and DC Instruments Magnetism Electromagnetic Induction and AC Circuits Electromagnetic Waves Geometric Optics Vision and Optical Instruments Wave Optics Special Relativity Quantum Physics Atomic Physics Radioactivity and Nuclear Physics UI students: Carries no credit after PHYS 212 Engineering Physics II NOTE: This course does not include a lab component. REQUIRED: Exam proctor required for this course.
- [Course ISI - PHYS 1152: Descriptive Astronomy](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312072): Descriptive Astronomy  is a survey of the historical and modern observation of the sky. Physical relationships in the solar system; planets, satellites, comets, etc., and theories of the creation of the universe and life in the universe. This course is designed for students who have little or no mathematical or scientific background. But, it can also be appreciated by those with more advanced technical educations. Astronomy is the oldest of all the sciences. Many modern fields of scientific endeavor have their roots in astronomy. Likewise, astronomy embraces these sciences, from geology in planetary formation, to chemistry with the nuclear properties of the atom, and to mathematics in the study of orbital mechanics. Astronomical research cannot, in fact, be separated from these and other fields of science. To fully understand astronomy is to appreciate many other areas of the physical and mathematical sciences. Astronomy has developed significantly over thousands of years. Early astronomy was entangled in pseudoscience like astrology and in pagan religious rites. Modern astronomy has progressed far past these non-scientific beginnings. Your textbook uses astronomy as a tool whereby you, the student, can be made aware of the flow of scientific ideas from one mind to another. Of even greater significance, however, it shows the interdependence of the work of one person upon that of another. This particular text has been chosen for several reasons. The text will lead you from a study of astronomical objects with which most of you are familiar, like the Moon and the Sun. Then it will guide you to a greater appreciation of the planets, then to a consideration of more distant objects such as stars, galaxies, and quasars. Finally, it gives a view of the Universe as a whole with a discussion of its origin and future. It does all of this in a most readable fashion. The authors are more educators than they are simply scientists; you'll find their style very simple, yet comprehensive.
- [Course ISI - PHYS 1153: Descriptive Astronomy Laboratory](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312074): Descriptive Astronomy Laboratory  covers the use of astronomical equipment, telescopes, cameras, etc. In this course you will learn the general operation of an observatory through CLEA’s VIREO (Virtual Education Observatory) simulations. You will use the virtual observatory to locate and study different astronomical objects. You will also use Internet resources to find star information. It is recommended that this course be taken in conjunction with or following Phys 1152.
- [Course ISI - POLS 1101: American National Government](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312076): American National Government  will introduce students to the fundamentals of the American political system. This course is an introduction to the study of politics focusing on basic concepts, processes, and institutions; emphasis on government and politics of the U.S. examined in comparative perspective; probable topics include nature of constitutional democracy, ideology, parties and elections, and formation of public policy. The American political process is often over-simplified in the modern 24/7 news cycle. The reason for this is simply to promote the agenda of the corporate ownership, whether it is CNN, MSNBC, FOX, etc. American politics is, however, anything but simple. The American political landscape is composed of institutional, non-governmental, and individual actors. For this reason, this course will concentrate primarily on the main constitutional actors: the legislative, executive, and judicial actors and how these actors are relevant to society and, most importantly, to you the voter; i.e. the “Iron Triangle" of US intergovernmental relations. The two overarching questions that you, as a novice student of politics, should ask throughout this course are these: how can I affect the political process at Federal, state, or local levels, and what effect does my participation have on me?
- [Course ISI - PSYC 1101: Introduction to Psychology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312078): Introduction to Psychology  topics, including sensation and perception, learning and thinking, motivation, personality and adjustment, social processes, psychological testing; emphasis on fundamental principles. This course will provide you with a broad overview of Psychology. However, the course is more than a survey course; it is an examination of how psychological knowledge is acquired. The materials and assignments are designed to demonstrate that Psychology is also a method of inquiry, not just a body of facts.
- [Course ISI - PSYC 300: Statistical Methods](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312080): Statistical Methods  is a survey of descriptive and inferential statistical concepts commonly used in the treatment of data in social science research. The understanding and application of the concepts will be emphasized. Topics include: measures of central tendency, measures of variability, correlation methods, hypothesis testing and simple analysis of variance. This course is designed to provide students with a basic understanding of the fundamentals of statistics. The emphasis will be on understanding, application, and problem solving, not on extensive computations and the memorization of formulas. We will do computations by hand with small data sets. We will not use statistical software, though the textbook discusses such analyses. The concepts considered in this course are those related to the representation of information (descriptive statistics) and those concepts related to drawing conclusions based on sample data (inferential statistics, including probability, the normal distribution, and hypothesis testing, effect sizes, and confidence intervals—single-sample t, related-samples t, independent-samples t, ANOVA, correlations, chi-square). LC State students: cross-listed with ECON 300 Statistical Methods, SS 300 Statistical Methods.
- [Course ISI - PSYC 3050: Developmental Psychology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312082): Developmental Psychology  covers conception through late adolescence; genetics, anatomy, physiology, biological changes during development, learning, socialization, cognition, and personality. This course covers conception through death.
- [Course ISI - PSYC 3110: Abnormal Psychology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312084): Abnormal Psychology  studies the nature, causes, treatment, and prevention of patterns of emotional disturbances and personality disorders, including neuroses and psychoses. This course will provide an introduction to abnormal psychology by presenting an interactional view of abnormal behavior involving personal attributes and the challenges that people confront in life. The interactions of life situations, vulnerabilities, and resiliency influence the development of disorders, treatment plans, and clinical outcomes. Traditionally, it was believed that biology drove most of everything and that biological defects always underlie maladaptive behavior. Biological determinants are pertinent; however, there is growing evidence that the environment can have a major impact on biological processes; for optimal outcomes, treatment typically requires a combination of elements such as medication and psychotherapy. Our focus is on the complexity of human behavior and the elements that contribute to the development of adaptive and maladaptive behavior. Research is central to the study of human behavior because new evidence greatly influences how we understand people with problems. Throughout the course, you will be asked to look internally at your behavior and externally to the environment around you. Consider how you adapt and cope with your environment, and observe the behaviors of others. Ask yourself: What is considered normal behavior? What is considered abnormal? Why?
- [Course ISI - PSYC 3600: Positive Psychology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312086): Positive Psychology  covers the scientific study of human strengths, life fulfillment, and optimal functioning. Topics include well-being, happiness, optimism, resilience, positive relationships, life meaning, gratitude, and positive development across the lifespan. In this course we will examine the fundamentals of positive psychology, with an emphasis on the development of strengths and virtues, positive emotion, positive cognition, prosocial behavior, positive interventions, and positive environments. You will gain an understanding of the field of positive psychology, which is the study of optimal human functioning, including individual strengths and values, such as optimism, resilience and courage. We will also explore subtopics, such as perceptions of meaning in life, close relationships, career development, and positive psychology interventions. You will gain an understanding of scientific research relating to different dimensions of happiness and subjective well-being and will be able to implement positive psychology-based concepts in their everyday life.
- [Course ISI - PSYC 3720: Physiological Psychology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312088): Physiological Psychology  studies the physiological bases of animal and normal human behavior. This course is designed to provide a comprehensive review of basic physiological processes and how these processes relate to behavior. The course will review techniques used in the field, human neural physiology and anatomy, plus basic concepts in neurochemistry. In addition, disorders and symptomatology associated with various neurological disorders, psychological disorders, and addictions will be reviewed. RECOMMENDED PREPARATION: BIOL 102 Biology and Society and BIOL 102L Biology and Society Lab or higher.
- [Course ISI - PSYC 385: Research Methods](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312090): Research Methods  is designed to provide students with an introduction to the basics of research design. There will be an emphasis on quantitative research employing a variety of methods. The process will be examined from conceptualization, design, analysis, to generalization and the issues that arise at each step. There will be an emphasis on identifying and critiquing designs. This course develops students' ability to design an empirical study within the ethical constraints of human research and to understand the results of research in professional journals. Specific research designs covered include archival research, experimental designs, naturalistic observation, participant observation, quasi- experimental designs, single subject designs, and survey research. Integrates (1) analytical and evaluative thinking, (2) descriptive, explanatory, and critical writing, and (3) basic knowledge of the theory and application of qualitative and quantitative research design. REQUIRED: Exam proctor required for this course.
- [Course ISI - PSYC 3900: Psychology of Learning](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312092): Psychology of Learning  is a study on the experimental literature of the nature and conditions of classical and operant conditioning, verbal learning, and cognition. This course will provide you with an overview of Psychological Learning Theories. Although the course will emphasize classical, operant, and cognitive approaches, a review of other learning model will be presented as well.
- [Course ISI - PSYC 410: Sports Psychology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312094): Sports Psychology  covers the application of the principles and methodologies of psychology to athletics. Topics include individual philosophies of sport, motivation, personality of coaches and athletes, recreational sports for children, psychological testing, training and learning principles, mind/body relationships, and the effects of anxiety, arousal, and relaxation on performance and current research in the field. LC State students: cross-listed with KIN 410 Sports Psychology.
- [Course ISI - PSYC 4150: History and Systems of Psychology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312096): History and Systems of Psychology  is a field of scientific inquiry; overview of development of schools of thought, prominent figures, and key theories. This course will offer an introduction to psychology through the study of its historical development. From psychology’s founding as an independent discipline to modern schools of thought, an integrative approach will realize the evolution of the field to its current state. Since the founding of psychology in 1879, various schools of thoughts and methodologies to psychological inquiry have dominated the times. Vehicles of change that have fostered its growth as a scientific discipline are made evident in the intellectual spirit of the times, contextual factors, and pivotal figures who have promulgated their own theories and subject matters. By integrating these factors, we can develop an understanding of the continuity between various psychological domains and serve to create a holistic view of modern psychology. RECOMMENDED PREPARATION: Two upper-division psychology courses.
- [Course ISI - PSYC 4700: Introduction to Chemical Addictions](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312098): Introduction to Chemical Addictions  provides an understanding of how individuals develop an addiction to psychoactive chemicals and how they recover from such an addiction; recognition, assessment, and treatment of various chemical addictions and how to do interventions for addicted individuals and their families; topics include drugs of abuse, symptoms and warning signs of chemical addiction, assessment, codependency, interventions, treatment, and recovery. This course provides an overview of chemical addictions and serves as the foundation course for more in-depth learning in each addiction area. It is designed to provide viewers with information about theories of chemical addiction, basic pharmacology, screening and assessment, prevention, family theory and treatment options. The class takes an empirical view of chemical addiction models, including both treatment and prevention aspects. The class also discusses the certification process and areas of interest for students. This course is not a course on the Pharmacology of Psychoactive Drugs. While we do discuss various illicit drugs, it is very brief. For more detailed information on psychoactive drugs, take Pharmacology of Psychoactive Drugs (Psychology 4720). Joint-listed with PSYC 5700, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5700: Introduction to Chemical Addictions (Graduate Credit)
- [Course ISI - PSYC 4720: Introduction to the Pharmacology of Psychoactive Drugs](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312100): Introduction to the Pharmacology of Psychoactive Drugs  provides an overview of neural mechanisms, behavioral responses, and addictive aspects of psychoactive drugs. This course is not designed to discuss psychotropic medications that are prescribed to individuals with a variety of Psychiatric / Psychological disorders. The class that discusses those topics is Psychology 4900/5900 (Psychopharmacology). The primary focus of this course is on the biological aspects of illicit drugs and how they work. The course will also discuss aspects of the addiction process and how drugs alter brain functioning that ultimately results in behavioral changes. Joint-listed with PSYC 5720, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5720: Introduction to the Pharmacology of Psychoactive Drugs (Graduate Credit)
- [Course ISI - PSYC 4730: Blood and Airborne Pathogens: HIV/STDs/Hepatitis/TB](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312102): Blood and Airborne Pathogens: HIV/STDs/Hepatitis/TB  provides an overview of HIV/AIDS, TB, and other STDs; preparing counselors to work with clients to prevent these diseases or counsel clients who have acquired these diseases; making counselors examine issues related to human sexuality and biases about sexually related topics. This course provides an overview of several common bloodborne pathogens (BBPs) including: Human Immunodeficiency Virus / Acquired Immunodeficiency Syndrome (HIV/AIDS), sexually transmitted diseases/sexually transmitted infections (STDs/STIs), Hepatitis, and others. It also provides an overview of various airborne pathogens (ABPs) including: Influenza and relatives (COVID Viruses), Tuberculosis, Measles, Chickenpox, Mumps, and Hantavirus among others. Finally, other pathogens emerging within the United States that are vector related. These diseases include but are not limited to West Nile Virus, and Typhus. While they can occur amongst all humans, many of these diseases occur more frequently among individuals experiencing substance abuse, mental illness, homelessness, or who live in high poverty areas. Consequently, symptom recognition by first line clinicians and referral to appropriate treatment is extremely important for both the client, you, and your colleagues. Finally, while the focus of this course will be identification of pathogens and potential risk factors associated with various diseases, it is also important to understand aspects of human sexuality, related lifestyles, and high-risk factors associated with these pathogens. Thus, this course is designed to assist you in examining issues related to these diseases/disorders including human sexuality and biases about sexually related topics and lifestyles. Joint-listed with PSYC 5730, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5730: Blood and Airborne Pathogens: HIV/STDs/Hepatitis/TB (Graduate Credit)
- [Course ISI - PSYC 4740: Record Keeping and Case Management in Chemical Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312104): Record Keeping and Case Management in Chemical Addictions Counseling  explores and examines the sequence of events and services that clients encounter as they begin and move through the treatment process in a typical addictions treatment setting, as outlined in the Twelve Core Functions and Global Criteria of the International Certification Reciprocity Consortium (ICRC); study of the Twelve Core Functions and the Addiction Counseling Competencies relevant to each area. Joint-listed with PSYC 5740, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5740: Record Keeping and Case Management in Chemical Addictions Counseling (Graduate Credit)
- [Course ISI - PSYC 4750: Professional Ethics in Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312106): Professional Ethics in Addictions Counseling  provides an overview of ethical issues and decision making related to addictions counseling; ethics related to harm reduction models and other issues. This course is designed for the student seeking information regarding ethical and legal issues in the field of substance abuse counseling. Topics will include the counselor as a professional, values and helping relationship, client rights and counselor responsibilities, ethics and cultural sensitivity, plus professional competency training. Joint-listed with PSYC 5810, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5810 - Professional Ethics in Addictions Counseling (Graduate Credit)
- [Course ISI - PSYC 4760: Relapse Prevention in Chemical Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312108): Relapse Prevention in Chemical Addictions Counseling  provides an overview of addictions relapse, issues and triggers related to relapse, prevention of relapse, and issues related to addictions relapse in general. This course is designed to help students understand and facilitate the process of recovery and reduce the risk of relapse among clients or patients with substance use disorders, including those with co-occurring psychiatric disorders. This course will provide the students with tools for individual or group settings, treatment models and therapies, and group sessions for substance use or co-occurring disorders. Sources of information for this course are clinical trials, meta-analyses of treatment studies, clinical literature, and treatment manuals. The authors review information from G. Alan Marlatt's extensive research on Relapse Prevention. Joint-listed with PSYC 5760, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5760: Relapse Prevention in Chemical Addictions Counseling (Graduate Credit)
- [Course ISI - PSYC 4780: Individual & Group Therapy Techniques in Chemical Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312110): Individual & Group Therapy Techniques in Chemical Addictions Counseling  covers techniques related to individual and group counseling of chemical addictions clients; helping skills such as active listening, problem solving, paraphrasing; numerous role plays and other practicum exercises; information about group therapy with actual experience of being part of a group. Joint-listed with PSYC 5780, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5780: Individual & Group Therapy Techniques in Chemical Addictions Counseling (Graduate Credit)
- [Course ISI - PSYC 4820: Client Screening, Assessment & Placement](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312112): Client Screening, Assessment & Placement  is designed to provide a comprehensive overview of substance abuse screening, assessment and client placement. This overview includes information related to the diagnosis of substance abuse; information related to particular testing instruments (including the reliability and validity of some instruments); issues and problems that may occur within the testing environment; and issues that may influence the outcome of particular testing instruments. Finally, the course discusses the differences between screening and assessment tools/instruments, how to determine the severity of substance use/abuse, and placement of clients within particular treatment modalities. The class also reviews aspects related to types of treatment modalities needed (detox, medical detox, outpatient treatment, inpatient treatment, etc.). Joint-listed with PSYC 5820, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 5820: Client Screening, Assessment and Placement (Graduate Credit)
- [Course ISI - PSYC 5700: Introduction to Chemical Addictions](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312114): Introduction to Chemical Addictions  provides an understanding of how individuals develop an addiction to psychoactive chemicals and how they recover from such an addiction; recognition, assessment, and treatment of various chemical addictions and how to do interventions for addicted individuals and their families; topics include drugs of abuse, symptoms and warning signs of chemical addiction, assessment, codependency, interventions, treatment, and recovery. This course provides an overview of chemical addictions and serves as the foundation course for more in-depth learning in each addiction area. It is designed to provide viewers with information about theories of chemical addiction, basic pharmacology, screening and assessment, prevention, family theory and treatment options. The class takes an empirical view of chemical addiction models, including both treatment and prevention aspects. The class also discusses the certification process and areas of interest for students. This course is not a course on the Pharmacology of Psychoactive Drugs. While we do discuss various illicit drugs, it is very brief. For more detailed information on psychoactive drugs, take Pharmacology of Psychoactive Drugs (Psychology 4720). Joint-listed with PSYC 4700, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4700: Introduction to Chemical Addictions (Undergraduate Credit)
- [Course ISI - PSYC 5720: Introduction to the Pharmacology of Psychoactive Drugs](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312116): Introduction to the Pharmacology of Psychoactive Drugs  provides an overview of neural mechanisms, behavioral responses, and addictive aspects of psychoactive drugs. This course is not designed to discuss psychotropic medications that are prescribed to individuals with a variety of Psychiatric / Psychological disorders. The class that discusses those topics is Psychology 4900/5900 (Psychopharmacology). The primary focus of this course is on the biological aspects of illicit drugs and how they work. The course will also discuss aspects of the addiction process and how drugs alter brain functioning that ultimately results in behavioral changes. Joint-listed with PSYC 4720, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4720: Introduction to the Pharmacology of Psychoactive Drugs (Undergraduate Credit)
- [Course ISI - PSYC 5730: Blood and Airborne Pathogens: HIV/STDs/Hepatitis/TB](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312118): Blood and Airborne Pathogens: HIV/STDs/Hepatitis/TB  provides an overview of HIV/AIDS, TB, and other STDs; preparing counselors to work with clients to prevent these diseases or counsel clients who have acquired these diseases; making counselors examine issues related to human sexuality and biases about sexually related topics. This course provides an overview of several common bloodborne pathogens (BBPs) including: Human Immunodeficiency Virus / Acquired Immunodeficiency Syndrome (HIV/AIDS), sexually transmitted diseases/sexually transmitted infections (STDs/STIs), Hepatitis, and others. It also provides an overview of various airborne pathogens (ABPs) including: Influenza and relatives (COVID Viruses), Tuberculosis, Measles, Chickenpox, Mumps, and Hantavirus among others. Finally, other pathogens emerging within the United States that are vector related. These diseases include but are not limited to West Nile Virus, and Typhus. While they can occur amongst all humans, many of these diseases occur more frequently among individuals experiencing substance abuse, mental illness, homelessness, or who live in high poverty areas. Consequently, symptom recognition by first line clinicians and referral to appropriate treatment is extremely important for both the client, you, and your colleagues. Finally, while the focus of this course will be identification of pathogens and potential risk factors associated with various diseases, it is also important to understand aspects of human sexuality, related lifestyles, and high-risk factors associated with these pathogens. Thus, this course is designed to assist you in examining issues related to these diseases/disorders including human sexuality and biases about sexually related topics and lifestyles. Joint-listed with PSYC 4730, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4730: Blood and Airborne Pathogens: HIV/STDs/Hepatitis/TB (Undergraduate Credit)
- [Course ISI - PSYC 5740: Record Keeping and Case Management in Chemical Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312120): Record Keeping and Case Management in Chemical Addictions Counseling  explores and examines the sequence of events and services that clients encounter as they begin and move through the treatment process in a typical addictions treatment setting, as outlined in the Twelve Core Functions and Global Criteria of the International Certification Reciprocity Consortium (ICRC); study of the Twelve Core Functions and the Addiction Counseling Competencies relevant to each area. Joint-listed with PSYC 4740, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4740: Record Keeping and Case Management in Chemical Addictions Counseling (Undergraduate Credit)
- [Course ISI - PSYC 5760: Relapse Prevention in Chemical Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312122): Relapse Prevention in Chemical Addictions Counseling  provides an overview of addictions relapse, issues and triggers related to relapse, prevention of relapse, and issues related to addictions relapse in general. This course is designed to help students understand and facilitate the process of recovery and reduce the risk of relapse among clients or patients with substance use disorders, including those with co-occurring psychiatric disorders. This course will provide the students with tools for individual or group settings, treatment models and therapies, and group sessions for substance use or co-occurring disorders. Sources of information for this course are clinical trials, meta-analyses of treatment studies, clinical literature, and treatment manuals. The authors review information from G. Alan Marlatt's extensive research on Relapse Prevention. Joint-listed with PSYC 4760, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4760: Relapse Prevention in Chemical Addictions Counseling (Undergraduate Credit)
- [Course ISI - PSYC 5780: Individual & Group Therapy Techniques in Chemical Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312124): Individual & Group Therapy Techniques in Chemical Addictions Counseling  covers techniques related to individual and group counseling of chemical addictions clients; helping skills such as active listening, problem solving, paraphrasing; numerous role plays and other practicum exercises; information about group therapy with actual experience of being part of a group. Joint-listed with PSYC 4780, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4780: Individual & Group Therapy Techniques in Chemical Addictions Counseling (Undergraduate Credit)
- [Course ISI - PSYC 5810: Professional Ethics in Addictions Counseling](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312126): Professional Ethics in Addictions Counseling  is an overview of ethical issues and decision making related to addictions counseling; ethics related to harm reduction models and other issues. This course is designed for the student seeking information regarding ethical and legal issues in the field of substance abuse counseling. Topics will include the counselor as a professional, values and helping relationship, client rights and counselor responsibilities, ethics and cultural sensitivity, plus professional competency training. Joint-listed with PSYC 4750, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4750 - Professional Ethics in Addictions Counseling (Undergraduate Credit)
- [Course ISI - PSYC 5820: Client Screening, Assessment and Placement](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312128): Client Screening, Assessment and Placement  is designed to provide a comprehensive overview of substance abuse screening, assessment and client placement. This overview includes information related to the diagnosis of substance abuse; information related to particular testing instruments (including the reliability and validity of some instruments); issues and problems that may occur within the testing environment; and issues that may influence the outcome of particular testing instruments. Finally, the course discusses the differences between screening and assessment tools/instruments, how to determine the severity of substance use/abuse, and placement of clients within particular treatment modalities. The class also reviews aspects related to types of treatment modalities needed (detox, medical detox, outpatient treatment, inpatient treatment, etc.). Joint-listed with PSYC 4820, additional projects/assignments required for graduate credit. RELATED COURSE ISI - PSYC 4820: Client Screening, Assessment and Placement (Undergraduate Credit)
- [Course ISI - SOC 1101: Introduction to Sociology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312130): Introduction to Sociology  provides basic theories, concepts, and processes involved in scientific study of society; includes socialization process, social inequality, the family, religion, deviance, population, the environment, and social change. This is a three-credit survey and skills course consisting of twelve graded lessons and three exams. It is a survey course because you will become acquainted with the basic concepts used by sociologists to explain society and social interaction. It is a skills course because it will provide you with a unique perspective for understanding our social world and the skills to apply sociological principles to your own life. In an era of rapid and pervasive social change, the acquisition of sociological skills is invaluable and empowering. Some of the topics covered in this course include culture, socialization, gender roles, family, deviance, race and ethnicity, and social class. As in most courses, you will be asked to read the textbook, write essays, and take exams.
- [Course ISI - SPAN 1101: Elementary Spanish I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312132): Elementary Spanish I  covers pronunciation, vocabulary, reading, spoken Spanish, and functional grammar. This, the first of a three-semester beginning Spanish course, will introduce you to Spanish grammar, provide the opportunity to hear and understand the spoken Spanish language and enrich your knowledge of the very diverse Hispanic cultures. The textbook is an electronic virtual text that you will access on your computer. As a virtual text, this program will offer you not only practice in reading and writing Spanish but also plenty of aural and oral practice via listening comprehension exercises, videos, and music selections. UI students: Credit not given for Span 101 after 104 Elementary Spanish Transition with the exception of vertical credit (see Regulation I-2-d). Students with Spanish experience who place higher than Span 101 on the placement exam may not enroll in Span 101 but may earn credit for Span 101 by successfully completing a higher vertically related course. For information about vertical credit, contact the UI Registrar’s Office.
- [Course ISI - SPAN 1102: Elementary Spanish II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312134): Elementary Spanish II  covers pronunciation, vocabulary, reading, spoken Spanish, and functional grammar. This is the second of a three-part study of Spanish that covers the equivalent of three semesters of university work: Elementary Spanish I, Elementary Spanish II, and Intermediate Spanish I. In this course (Elementary Spanish II) you will focus on learning to understand Spanish spoken by native speakers, to speak in the present and past tenses, and to read and write in Spanish on various topics and in a variety of situations. This course will introduce you to Spanish grammar, provide the opportunity to hear and understand the spoken Spanish language and enrich your knowledge of the very diverse Hispanic cultures. The textbook is an electronic virtual text that you will access on your computer. As a virtual text, this program will offer you not only practice in reading and writing Spanish but also plenty of aural and oral practice via listening comprehension exercises, videos and music selections.UI students: Credit not given for Span 102 after Span 104 Elementary Spanish Transition
- [Course ISI - SPAN 2010: Intermediate Spanish I](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312136): Intermediate Spanish I  covers reading, grammar review, speaking, and writing. This is the third of a three-part study of Spanish that covers the equivalent of three semesters of university work: Elementary Spanish I, Elementary Spanish II, and Intermediate Spanish I. In this course (Intermediate Spanish I), you will build on the listening, speaking, reading and writing skills presented in the Elementary Spanish I and II courses. Intermediate Spanish I covers lessons 13-18 of the Vistas 6th edition eighteen-lesson Spanish language program. This course will introduce you to Spanish grammar, provide the opportunity to hear and understand the spoken Spanish language and enrich your knowledge of the very diverse Hispanic cultures. The textbook is an electronic virtual text that you will access on your computer. As a virtual text, this program will offer you not only practice in reading and writing Spanish but also plenty of aural and oral practice via listening comprehension exercises, videos and music selections.
- [Course ISI - SPAN 2020: Intermediate Spanish II](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312138): Intermediate Spanish II  covers reading, grammar review, speaking, and writing. This course builds upon the skills acquired in SPAN 2010, further developing students’ abilities in speaking, listening, reading, and writing in Spanish. Through thematic units covering personal relationships, leisure activities, daily life, health, travel, and nature, students expand their vocabulary, grammatical proficiency, and cultural understanding. The course uses the Vistas Higher Learning platform (VHL Central), Facetas, 5th Edition, for interactive assignments and includes readings, film excerpts, cultural notes, and grammar instruction to reinforce language acquisition.
- [Course ISI - STAT 4270: R Programming](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312140): R Programming  provides an introduction to the R computing language for scientific graphics, statistical analysis, simulation, and mathematical modeling. Topics include functions, data management and manipulation, loops and logical structures, vector and matrix calculations, contemporary graphical displays, probability and simulation, dynamic models, numerical optimization, standard methods of statistical analysis. R is a computer programming language and package for scientific graphs, calculations, statistical analysis, and mathematical modeling. It was written by scientists, for scientists to use in their work. It is easy to use yet is extraordinarily powerful. R is spreading rapidly throughout the science and technology world (see the article in the New York Times Jan 7, 2009 linked in Lesson 1), and it is setting the standards for graphical data displays in science publications. R is free. It is an open-source product that is easy to install on most computers. It is available for Windows or Mac machines, as well as for Linux/Unix machines. One simply downloads and installs it from the R website (http://www.r-project.org/Links to an external site.). At present, there are no R versions for chromebooks or tablets (although there are websites with R servers on which one can run small R programs). While students in all STEM fields will benefit from knowing R, STEM teachers especially will find that R opens up many possibilities for making science and math exciting for students. Calculating in R is intuitive and fun. Fantastic, publication-quality graphs of data, equations, or both can be produced with little effort. Every high school or college course currently relying on graphing calculators or spreadsheet programs would benefit from using R instead. UI Students: Credit not awarded for STAT 427 after STAT 419 Introduction to SAS/R Programming
- [Course ISI - THE 1010: Introduction to the Theatre](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312142): Introduction to the Theatre  builds an appreciation for theatre as an art form through understanding the creative process of the playwright, the director, the designer, and the actor. Theatre is a large and complex artistic undertaking with over three millennia of development and experimentation. The craft of storytellers before writing, theatre is the representation of what it means to be human and to live. Theatre is a mirror held up to society so that it may look upon itself and better understand where it has been and what it plans to accomplish. Theatre is a shared experience. Theatre is community. Theatre is discussion. This course is designed to build an appreciation for theatre as an art form through the exploration of the artistic impulse, the people who practice the various crafts in theatre, and the history and literature that is theatre itself. Watching and responding to theatre productions and reading dramatic works is required. REQUIRED: Attendance at theatre productions required.
- [Course ISI - SOC 102: Social Problems](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1312144): Social Problems  helps students to develop a sociological frame of refrence for understanding some of the complex problems of our society. Problems examined include poverty, environmental degradation, racism, sexism, crime, substance abuse, inadequate healthcare, etc. in the context of American society. This course is designed to help students become critical consumers of information concerning the causes, consequences, and solutions related to current social problems.
- [Course EDSPX505.STSSD: Secondary Transition for Students with Significant Disabilities](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1337909): Number of Credits:   1 This series will begin by discussing raising the expectations for students with disabilities to live, work, and participate in their communities. Customized Employment and discovery strategies will be introduced to provide tools for working toward a successful placement. In session two, the focus moves toward providing information and instruction to students and having high expectations for quality task performance and independence. The final session will discuss how to develop a post-high school community through outside agencies and resources. Important Fall 2026 Dates Enrollment opens August 21 Canvas course begins September 8 Enrollment closes November 2 Course content due December 1 Grades will be posted by December 22 Instructor Information Janice Carson Phone -  (208)-885-6104 Email  -  janicec@uidaho.edu Jessi Rohrbacher Phone -  (208) 364-4682 Email  -  jrohrbacher@uidaho.edu Course Objectives: Participants will gain knowledge and skills to: Explain how to use discovery strategies to get to know students in terms of interests, skills, tasks, and ideal conditions for success.   Explain how to provide information and instruction to students with high expectations for quality task performance using systematic instructional strategies.  Describe what outside agencies and resources the students will need post-high school and the interagency linkages leading to successful student outcomes.  Session Titles and Descriptions: Session One: Creating a Vision for Life After School We will discuss how to raise the expectations of what is possible for students with significant disabilities to live, work, and participate in their communities. The concept of Customized Employment will be introduced as a way to envision a working life for all students and the audience will get the opportunity to try out a few discovery strategies that they can use to get to know their own students in terms of interests, skills, tasks, and ideal conditions for success. Session Two: Supporting Students to Become Competent, Confident, and Independent This session will stress the importance of providing information and instruction to students and having high expectations for quality task performance.  When we don’t invest in training, we perpetuate the stereotype that people with disabilities can’t perform complicated tasks or that they need a support person with them at all times. Systematic Instruction strategies developed by Dr. Marc Gold will be shared with the audience. Session Three: Connecting Students and Families with Outside Agencies The final session will share information on outside agencies and resources that can support students while they are in high school and after they graduate. It will also share examples of interagency linkages leading to successful student outcomes and tools to capture and share student information. Required Materials There are no outside readings or materials required for this course. Handouts are all provided in the Canvas course. Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete course content. Quizzes:  All quizzes must be completed. Students must earn an 80% or better on quizzes to pass the course. Quizzes can be retaken until passed.  Survey:  Participants are required to complete a satisfaction survey at the end of the course. Final assignment (100 points) :  Complete the “ Discovery Process - A Case Study” assignment:   Apply the information covered in the three-webinar series to a specific child or youth by practicing the discovery process. For family members or educators, you may choose your child, a student in your class, someone on your caseload or someone you have access to. Grading This is a Pass/Fail course. Late work will not be accepted. Participants must earn an 80% or better on the final quiz to pass the course. Quizzes can be retaken until passed. Participants must earn an 80% or better on the final written assignment to pass the course. Participants must complete the online course satisfaction survey. 
- [Course EDCIX505.ISCA: Idaho State Association Coaches Clinic](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1383800): The Idaho State Coaches Clinic is a professional development activity which provides in-service Idaho certified teachers, coaches, and administrators the opportunity for continuous improvement.  The participants attend sessions delivered by successful coaches, athletic administrators, athletic support personnel, sports officials, and educators from Idaho and the nation.  Exposure to best practices such as training activities and strategies are available, along with opportunities for leadership development.
- [Course XFPS 505.IATA: PD: IATA Summer Inservice](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1398148): Idaho Agricultural Teachers Association (IATA) Summer Inservice 1 credit for attending 2 credits for attending and completing post-Inservice survey
- [Course XFPS 505.IAC: Idaho Agriculture in the Classroom “On the Road” Workshop](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1398291): The Idaho Ag in the Classroom “On the Road” Workshop is a two-day, hands-on professional development experience for K–12 educators. Participants will tour local farms and agribusinesses, hear directly from industry professionals, and gain a deeper understanding of Idaho agriculture. The workshop is designed to provide teachers with practical tools and resources they can bring back to their classrooms to enhance agricultural literacy. Course Requirements: Participants must also register for the workshop at www.idahoaitc.org. An additional workshop fee of $100 is required. Attend and actively participate in all activities of the two-day workshop. Prepare a typed lesson plan titled, “How I am going to implement AITC in my classroom,” including the appropriate grade level and connection to a core subject area (social studies, language arts, health and nutrition, or STEM). Lesson plans must incorporate at least one Idaho Ag in the Classroom resource. This may include a resource provided during the workshop, a resource from the Industry Resources page, a lesson from the Curriculum Matrix, or participation in the AITC Classroom Grant Program. Idaho AITC reserves the right to use submitted assignments for future workshops.
- [Course EDSPX505.BEACON: BEACON Basics](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1434674): Number of Credits: 1 Enrollment note - This course is made for individuals who have applied to and been accepted to BEACON. Participation in the course also requires attendance at the assigned two-day kickoff training.    The Behavior Education Application Cohort Network ( BEACON ) Basics is an introductory professional development course designed to increase the capacity of local education agencies (LEAs) in supporting students with challenging behaviors. This course provides foundational training in evidence-based behavioral practices through structured Behavior Skills Training, including instruction, modeling, rehearsal, and feedback. Participants will develop essential skills for conducting Functional Behavior Assessments (FBA) and designing effective Behavior Intervention Plans (BIP) to promote meaningful and function-based behavior change. As a sub-project of Idaho SESTA, funded by the Idaho Department of Education, Special Education Department, BEACON Basics is a cohort system where educators refine their behavioral expertise and collaborate to improve student support across Idaho schools. Instructor Information Jenny Vickhammer - jennyvickhammer@boisestate.edu Rachel Grenzebach - rachelgrenzebach@boisestate.edu Kylie Atkinson - kylieatkinson@boisestate.edu Charlotte Tomevi - charlottetomevi@boisestate.edu Stacee Dineen - sdineen@uidaho.edu Course Objectives: By the end of this course, participants will gain knowledge and skills in: FBA & Data Collection Identifying and utilizing indirect and direct data collection methods. Analyzing behavioral data to determine patterns and inform intervention planning. Identifying patterns and determining the function of behavior Data collection as part of progress monitoring Preventing Challenging Behavior Recognizing and addressing setting events that impact student behavior. Identifying antecedent events and selecting proactive strategies to reduce behavior escalation. Teaching Replacement Behaviors Selecting appropriate, function-based replacement behaviors that meet student needs. Implementing evidence-based instructional practices to teach new skills effectively. Responding to Behavior Understanding the principles of reinforcement, punishment, and extinction in behavior change. Implementing response strategies that align with individualized behavior intervention plans. Developing and applying crisis planning procedures to support student and staff safety. Creating a Behavior Intervention Plan Writing measurable and meaningful behavioral IEP goals that align with student needs. Designing an implementation checklist to ensure fidelity in executing behavior plans. Required Materials There are no outside readings or materials required for this course. Resources and materials will be linked in each module that is located within the course site. Course Requirements Participation:  Participants must attend their assigned two-day kickoff training and complete all components of the eight course modules, including assignments and activities. Assignments and Quizzes:  Students must earn an 80% score on each monthly assignment to pass the course. Assignments and quizzes can be resubmitted until passed. Survey: Participants are required to complete a course satisfaction survey. Final assignment : - Compile and submit a Comprehensive Behavior Support Plan that integrates all components developed throughout the course. This assignment serves as a culmination of your work and demonstrates your ability to apply the principles of Functional Behavior Assessment (FBA) and Behavior Intervention Planning (BIP) in a school setting. Your final assignment will be submitted through your institution’s online canvas course available through the keeplearning student portal . Grading This is a pass/fail course. No incompletes will be given. Late work will not be accepted. To earn a passing grade students must: Earn an 80% or better on each assignment and quiz to pass the course. Assignments and quizzes can be retaken until passed. Earn an 80% (80/100) or better on the final assignment to pass the course. Complete the online course satisfaction survey.
- [Course FCS-MSCC-2025: Middle School Cooking Camp](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1531616): Cooking Camp for Middle Schoolers Register for one, two, or all three camps These 3-day camps, sponsored by the University of Idaho Margaret Ritchie School of Family and Consumer Sciences, focus on teaching cooking skills and healthy eating to middle school aged adolescents. All food and equipment are provided . Each day recipes and cooking techniques will be taught. Campers will get hands-on experience cooking for themselves and enjoying foods prepared! The workshops will be taught in person in the Niccolls Building on the University of Idaho campus in Moscow, Idaho. Each camp has a minimum particpant requirement of 5 people, and a max of 10 people. CAMP COST: $175 CAMP #1 — Study, Move, Rest Learn to fuel with a busy schedule while prioritizing enjoying food. August 5th, 6th, 7th 1-4pm Niccolls Building  Room 101 on the U of I campus in Moscow, Idaho. CAMP #2 — Cooking Across Cultures Learn about other cultures by cooking and tasting global cuisines. August 12th, 13th, 14th 1-4pm Niccolls Building Room 101 on the U of I campus in Moscow, Idaho. CAMP #3 — Yes, Chef! Middle school kitchen mastery one meal at a time. August 19th, 20th, 21th 1-4pm Niccolls Building Room 101 on the U of I campus in Moscow, Idaho. Questions Contact Katie Miner at kminer@uidaho.edu
- [Course EDCIX503.PLCINST: Professional Learning Communities at Work Institute](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1728713): The Professional Learning Communities at Work® process is increasingly recognized as the most powerful strategy for sustained, substantive school improvement. This institute gives the learner and their school teams the knowledge and tools to implement this powerful process in your school or district.
- [Course THE5220C: The Plays of Anton Chekhov](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1729682): Seminar-style course focused on the work of Anton Chekhov In the span of a few short years, Chekhov gifted to the world a body of work that included such timeless classics as The Seagull, Uncle Vanya, Three Sisters and The Cherry Orchard. But more than that, he gave us a new way of seeing the world that had never existed before on any stage, a rich poeticism able to elevate the ordinariness of life, a new form of bathetic comedy, and a dazzlingly unique dramaturgy that has arguably influenced contemporary writers more than any other playwright, including Shakespeare. Chekhov published over 400 short stories, but he was first and foremost a doctor, deeply socially committed to prison reform and improving health care in Russia, and this humane view of the world runs right through the way his stories are organized and executed. The course is ideal for any student interested in theatre in general, or playwriting and dramatic theory in particular.
- [Course EDCIX505.TMT.K-12: EDCIX505.TMT.K-12 Teaching Mathematical Thinking: Grades K-12](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1881342): Teaching Mathematical Thinking (TMT) is the University of Idaho's State Department of Education-approved version of MTI. This course provides an opportunity to study fundamental mathematical theory underlying the content area of number and operation and student reasoning of number and operation topics within a framework of a student-centered, problem-based classroom. Topics will include number systems, ways of representing numbers, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra. Pedagogical topics will focus on attending to student thinking and reasoning through the use of discourse and questioning, professional noticing, and the effective use of manipulatives or other mathematical tools. One of the critical features of the TMT course is the opportunity for teachers to discuss mathematical content and pedagogy with others from different school districts and grade levels during the course. We can achieve some of this through available technologies and want to ensure we provide the most satisfactory learning experience possible. Must be an Idaho educator or be in the process of attaining Idaho certification. Contact us at irmc@uidaho.edu if you have questions.
- [Course EDCIX505.TMT.2.0: EDCIX505.TMT.2.0 Teaching Mathematical Thinking 2.0](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1881682): This course provides an opportunity to study fundamental mathematical theory underlying the content area of number and operation and student reasoning of number and operation topics within a framework of a student-centered, problem-based classroom. Topics will include number systems, ways of representing numbers, meanings of operations and how they relate to one another, and computation within the number system as a foundation for algebra. Pedagogical topics will focus on attending to student thinking and reasoning through discourse and questioning, professional noticing, and the effective use of manipulatives or other mathematical tools. Course Sessions Vertical Progression : Understand the progression of the central understandings of K-12 mathematics. Student Mathematical Practices : Learn about standards for students’ engagement in mathematical practices in part by engaging as a learner in mathematics investigations. Effective Mathematics Teaching Practices : Become familiar with the Idaho Mathematics Instructional Framework for student-centered teaching practices. Content Standards : Develop an understanding of number concepts, operations, and algebraic reasoning with a specific focus on whole numbers, fractions, and decimals. Models & Strategies : Understand and make connections between various strategies and mathematical models, thereby increasing the capacity to assess and advance student reasoning.
- [Course THE020C: Live Streaming For Absolute Beginners](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=1972428): Learn to Podcast & Stream LIVE! Have you ever dreamed of starting your own livestream or podcast? Livestreaming for Absolute Beginners is the perfect starting point for anyone curious about video storytelling and digital media. Designed with true beginners in mind, this fun, supportive course introduces the essentials of livestreaming through hands-on exercises in planning, recording, editing, and exploring opportunities for audience growth and monetization. Taught by Luke Holt, a full-time actor and Twitch partner, this course will guide you through deciding what you want to stream, how to set up your stream, how to engage and grow your audience, and how to share your content with confidence. Whether you're hoping to launch your own channel, contribute to a digital media project, or simply explore a new form of creative communication, this “gateway course” is your invitation to take that first step. No prior experience or technical know-how is required: just bring your ideas and a willingness to experiment. All are welcome to discover the power of sharing their story online. Who Should Take This Course Beginners interested in livestreaming or podcasting Creators who want a clear, step-by-step start Anyone looking to share their voice or build confidence on camera What You’ll Gain Fundamentals of livestream planning, basic recording, and simple editing Guidance on choosing a stream concept and setting up your workflow Introductory strategies for audience engagement and growth Overview of beginner-friendly monetization opportunities Confidence to launch and iterate on your own channel or show Format & Requirements Beginner-friendly, hands-on activities with practical takeaways No prior experience required Bring your ideas and a willingness to experiment
- [Course THE010C: Screenwriting For Absolute Beginners](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2030683): Storytelling for the Screen! Have you ever dreamed of writing a movie or TV show? Or just wanted to explore storytelling for the screen? Screenwriting for Absolute Beginners is the perfect starting point for anyone curious about writing for film, television, or digital media. Designed with true beginners in mind, this fun, low-pressure course introduces the essentials of screenwriting through hands-on exercises in character development, dialogue, and structure. Whether you're hoping to write your first short film, develop a first-rate storyline, or simply tap into a new creative outlet, this "gateway course" is your invitation to take that first step. No prior writing experience is required; just bring your imagination and a willingness to put pen to paper. All are welcome to discover the storyteller within! Who Should Take This Course: Anyone interested in writing for film, television, or digital platforms Beginners with no prior writing or screenwriting experience Creative individuals looking for a new outlet for storytelling What You'll Gain: A strong introduction to the fundamentals of screenwriting Hands-on practice with character development, dialogue, and structure Confidence to begin creating original screenwriting projects A supportive first step into the world of storytelling for the screen
- [Course AN SCI 101: Animal Facilities Management](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200204): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: To compare types of bedding and choose the best bedding material to positively impact animal performance. To design and discuss the amount of pen space needed to provide adequate room for animals to grow. How to demonstrate the impact animal flight zones have in safe movement and handling of animals. To recognize how temperature and airflow in a barn or pen can impact animal growth and performance. To apply what they have learned through a 4-H project. Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 102: Animal Health 1](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200208): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: The difference between healthy and sick animals The causes of sickness The proper injection technique & appropriate locations How to read, interpret, and identify all parts of a medication label To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course.   Learn Everywhere with 4-H
- [Course AN SCI 103: Animal Advocacy & Marketing](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200210): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: How to create a positive public image when talking about agriculture Where the food they eat comes from The wide range of animal agriculture careers and how they are connected to everyday industry How to write a thank-you letter and why it is important to thank others How to speak to others to market a product To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 104: Animal Welfare](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200212): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Relate to how keeping animals calm positively impacts animal behavior Demonstrate how to safely move animals using flight zone and the point of balance Conduct a safety inspection on a trailer and demonstrate safe loading and unloading of livestock To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 105: Animal Nutrition 1](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200214): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: How to provide enough feed and track weight to help the animal reach market weight Identify the five necessary feed nutrients and animal needs to grow properly Recognize the feed ingredients found in a feed ration and understand how to read a feed label To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 106: Animal Selection & Evaluation 1](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200216): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Popular livestock breeds for beef, swine, sheep, and goat Impact of frame size on market ready weights for individual animals Importance of structural correctness of an animal Skeletal structures in beef, sheep, goat, and swine To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 107: Animal Quality Assurance 1](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200218): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: The role of Quality Assurance in food production To identify the products they use daily that contain animal by-products That animals raised by 4-H and FFA will become food products for consumers To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 108: Animal Planning & Record Keeping](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200220): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: About the resources needed to raise a livestock project Why animal identification is needed for record keeping How to develop a budget to track income and expenses About ownership requirements and necessary paperwork How to develop a budget for feed expenses To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 109: Animal Management: Showring](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200222): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: The equipment needed to show an animal Understanding methods to gentle an animal for safe handling The preparation needed to show an animal The skills needed to successfully exhibit an animal To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 110: Animal Health 2](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200224): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: To establish a sound veterinarian-client-patient relationship How to better understand medication labels and calculate proper dosages for different animals Common precautions to help prevent disease and keep records To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course.   Learn Everywhere with 4-H
- [Course AN SCI 201: Animal Health 3](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200226): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: How to develop a vaccination/herd health plan to build herd immunity How to keep records for disease prevention in a herd/flock The definition of biosecurity and how to create a biosecurity plan To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 202: Animal Selection & Evaluation 2](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200228): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Demonstrate the basics of livestock evaluation and judging by identifying animal body parts, terms, and judging criteria Compare livestock industry goals and standards for beef, sheep, goat, and swine Implement basic livestock evaluation criteria when selecting a project animal Critique a class of livestock in a livestock judging setting Judge a class of livestock and organize notes to give oral reasons Examine Expected Progeny Differences (EPDs) and relate their importance to livestock selection To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 203: Animal Ethics](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200230): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Think through consequences before making choices Accountability, self-discipline, and time management How to set realistic, personal goals Build strong teamwork and collaboration habits Translate ethical habits from livestock care to job performance To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 204: Animal Health 4](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200232): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Learn why management practices of castration, dehorning and docking are necessary Identify common livestock external parasites and options to control them Identify common livestock internal parasites and options to control them To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 205: Animal Reproduction 1](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200234): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Understand the basic concepts of reproduction and puberty in livestock Identify major male and female reproductive structures and functions in beef, sheep, swine, and goats Explain the benefits of crossbreeding for each species Understand basic genetic concepts and heritability of traits To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 301: Animal Quality Assurance 2](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200236): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Know the difference between wholesale and retail meat cuts The difference between quality and yield grades of beef and lamb and how USDA pork grades influence pork quality Carcass terminology to help describe meat quality Measure ribeye/loin eye area and fat thickness on cattle, lambs and hogs To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 302: Animal Nutrition 2](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200238): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Classify feed ingredients into nutrient groups and understand nutritional requirements based on growth stage Learn the differences, parts, and functions of ruminant and monogastric digestive systems Identify vocabulary and nutritional needs of monogastric animals during different growth stages Recognize and assign body condition scores for the four species To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course AN SCI 303: Animal Reproduction 2](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200240): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Understand how breeding management decisions impact when animals are born Identify the physical signs and tools used to help with heat detection Learn why artificial insemination is used in livestock production and identify the tools used Learn the primary hormones responsible for reproduction in the female and male To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course CIV ENG 101: Know Your Government - Legislative](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200242): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  This course is for first year delegates to the Know Your Government project which includes attending the KYG Conference in February. You will need to select these five sections (Introduction to State & Tribal Government, Local Government, Legislative Branch, Constitution of the United States of America, Bill of Rights) and complete supporting activities. You will be given extra supporting activities to complete which will cover topics for one government credit if your school accepts it. Course Learning Objectives: Learn how the Idaho State government works Learn what the Legislative branch is, who their representatives are, and how the law-making process works Discover how they can be involved in their community and state government Explore the U.S. Constitution Learn what is in the Bill of Rights and its importance To apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course CIV ENG 102: Know Your Government - Judicial](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2200244): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  This course is for second year delegates to the Know Your Government project which includes attending the KYG Conference in February. You will need to select these five sections (Executive Branch, Judicial Branch, Who influences our government, News media & social media, Foundations of Tribal leadership) and complete supporting activities. You will be given extra supporting activities to complete which will cover topics for one government credit if your school accepts it. Course Learning Objectives: Learn about the Judicial branch and their roles Explore the judicial process and trials Learn about the Executive branch and their role Name the members of the Idaho Executive & Judicial branches Explore the Foundations of Tribal Leadership Explore how various groups influence our government Discuss the role of media Apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course 0007: EDCIX505.IRMC Math Leadership Cohort](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2267172): The Mathematics Teacher Leadership Cohort will meet four times during the academic year, starting with our kick-off summit at the University of Idaho in Coeur d’Alene. We will survey the best dates and times for our three subsequent meetings when we are together for our first summit. As part of our leadership cohort, we ask that you: Work closely with one of the Regional Math Specialists (Courtney Greene or Kathy Prummer) to improve instructional strategies and apply them in your own classroom Be a positive “point person” in your own building, grade level, and district to continue encouraging best math instructional practices (as supported by the RMS) Be willing to be a leader in Professional Learning Community work, bringing the best assessment and instructional practices in mathematics to your teams Be willing to meet outside of school hours as a cohort leadership team (or sub-teams) for professional development that you can take back to teachers at your grade levels, schools, and districts (this might mean virtual meetings and/or live meetings, depending on leader needs) Be willing to communicate with leaders in your district about best practices in mathematics (engaging the RMS when needed) Lead professional development (supported as needed by your RMS) in a Region I mini-conference In exchange for your commitment, you will receive: Focused and consistent support in your classroom from your Regional Math Specialist Ongoing professional development in effective mathematics instructional practices Support from a group of other professionals with whom you can consistently collaborate and exchange ideas Opportunity to purchase 1-3 professional development credits from the University of Idaho, depending on teacher commitment (credits paid by participant @ $60/credit)  
- [Course THE4400C: Playwriting for Absolute Beginners](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2796136): Craft your story for the stage! This beginner's course introduces the fundamentals of dramatic writing through the accessible format of the ten-minute play. Using Gary Garrison's A More Perfect Ten and the playful "Fast Food for the Stage" analogy, students will learn the essential ingredients of storytelling for the stage: dialogue, conflict, character, structure, and theme. By the end of the course, each student will complete and present a polished draft of a ten-minute play, with skills transferable to one-acts and full-length scripts. Who Should Take This Course Anyone interested in writing for stage Beginners with no prior writing or playwriting experience Creative individuals looking for a new outlet for storytelling What You'll Gain An understand of the basic concepts and vocabulary of playwriting. The ability to apply principles of dramatic structure (Aristotle's Poetics and Freytag's Pyramid). Experience generating, drafting, and revising an original ten-minute play. Confidence as creative writers and collaborative theatre artists. Exposure in informal staged reading and peer feedback processes. Required Materials TEXTBOOK: Gary Garrison, A More Perfect Ten: Writing and Producing the Ten-Minute Play Additional scripts (short plays and excerpts) provided by the instructor
- [Course THE5270C: Pedagogy of the Heart: Radical Empathy as Actor Training](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2814543): Radical Empathy as Actor Training While a traditional pedagogy class focuses on methods and practices of teaching, this class is an invitation to better understand and explore all the aspects of your heart and spirit in the context of creating. This course centers on creating an experience of belonging through open discussions and exercises that deepen empathy, both as human beings and artists, at all levels. We will refine your understanding of Constantine Stanislavski's System while engaging in a practical exploration of Radical Empathy as a foundation for actor training. Throughout the course, you will apply and adapt the System directly to the works of Anton Chekhov. We will also focus on the theoretical analysis and practical application of the second half of An Actor’s Work, called Drafts and Fragments (Building a Character). Who Should Take This Course Anyone wanting to explore the internal landscape of your heart and feelings, to have greater wisdom of how you can express yourself, wholeheartedly. Actors, directors, teachers, creative and curious people with a desire to deepen their understanding of how actors craft. Anyone looking to explore Stanislavski, Anton Chekhov and realistic acting. What You’ll Gain Stronger and more truthful performances, grounded in radical empathy (the ability to feel with while maintaining your connection to yourself). Practical application of Stanislavski’s system to Anton Chekhov’s work. More confidence and self-knowledge embracing complex characters and emotional work necessary for this truthful expression. A compassionate and supportive community of creative people, who lead with kindness and respect.
- [Course EDSPX505.POP: The Power of Play in Early Learning](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2815317): Number of Credits:  1 Participants will gain a deeper understanding of the importance of play in the classroom and be able to articulate the research-based value of play in children’s growth and learning. Additionally, they will understand what a high-quality classroom environment looks like and feel confident designing learning spaces that encourage meaningful play and learning. Finally, they will develop actionable strategies to overcome barriers, strengthen their confidence in play-based teaching, and implement new, research-informed practices that enrich classroom learning through play.  Important Fall 2026 Dates: Enrollment opens  August 21, 2026  and closes November 2, 2026. Canvas course begins September 8th . Course content is due  December 1, 2026. Grades will be posted by  December 22, 2026. Instructor Information Janice Carson Phone -  (208)-885-6104 Email  -  janicec@uidaho.edu Jessi Rohrbacher Phone -  (208) 364-4682 Email  -  jrohrbacher@uidaho.edu Course Objectives: Participants will gain knowledge and skills to: Explain the vital role of play in early learning and understand why it is the foundation of all development.  Explain how to design and organize classroom environments that inspire exploration, creativity, and purposeful play.  Connect play theory to real-world practice to enrich classroom learning through play.  Session Titles and Descriptions: Session One: The Purpose of Play – “Play is the Child’s Work” The participants will explore the vital role of play in early learning and understand why it is the foundation of all development. To that end, they will gain a deeper understanding of the importance of play in the classroom and be able to articulate the research-based value of play in children’s growth and learning. Session Two: Creating High-Quality Learning Environments The participants will learn how to design and organize classroom environments that inspire exploration, creativity, and purposeful play. Moreover, they will understand what a high-quality classroom environment looks like and feel confident designing learning spaces that encourage meaningful play and learning. Session Three: Play is Learning – Overcoming Challenges and Barriers The participants will connect play theory to real-world practice and address common challenges educators face when implementing play-based learning. They will develop actionable strategies to overcome barriers, strengthen their confidence in play-based teaching, and implement new, research-informed practices that enrich classroom learning through play. Required Materials There are no outside readings or materials required for this course. Handouts are all provided in the Canvas course. Course Requirements Participation:  Participants are required to log into the course and proceed stepwise through the material to complete all course content. Complete all quizzes:  Quizzes can be retaken until passed.  Survey:  Participants are required to complete a satisfaction survey. Final assignment:  Complete the “ Play Classroom” assignment : Apply the information covered in the three-webinar series to connect play theory to real-world practice to enrich classroom learning through play. Grading This is a Pass/Fail course. Late work will not be accepted. Participants must earn an 80% or better on the final quiz to pass the course. Quizzes can be retaken until passed. Participants must earn an 80% or better on the final written assignment to pass the course. Participants must complete the online course satisfaction survey. 
- [Course THE5260C: Advanced Playwriting Workshop](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2820785): Workshop  YOUR  play! This is a workshop for playwrights who already have a complete draft of a full-length stage play and are ready to refine and prepare the script for potential submission to theatres, competitions or festivals. Beginners should consider taking the THE4400C - Playwriting for Absolute Beginners before enrolling in this course. Across an intensive 8-week period, participants will focus on strengthening scene construction, progression of action, and overall structural integrity. The workshop emphasizes revision strategies and dramaturgical support. Peers and the instructor provide ongoing feedback on successive drafts, and individual story meetings are scheduled as needed. The course may be repeated. Who Should Take This Course Alums of the MFA Theatre program at the University of Idaho or with permission (see Pre-reqs below) anyone who is ready to work on an existing full-length play they've written. What You’ll Gain Targeted, industry-savvy feedback from a produced and published playwright. Ongoing, rigorous peer response from a cohort of advanced writers, giving you multiple perspectives on structure, character, dialogue, and theatricality across multiple drafts. A polished, submission-ready full-length play developed over the term, with time built in for deep revision rather than just generating new pages. Concrete submission strategies and resources—where to send your script, how to present yourself professionally, and how to build a sustainable playwriting practice beyond the course. ABOUT THE INSTRUCTOR: Robert Caisley is an award-winning playwright whose work has been produced across the United States, Canada and the United Kingdom, and translated into Italian, French, Estonian, Spanish and Czech. He is the recipient of a 2015–16 Performing Arts Fellowship from the Idaho Commission on the Arts and the National Endowment for the Arts, as well as the University of Idaho’s 2015 Excellence in Research and Creativity Award. A three-time alum playwright of the National New Play Network, he has also been a featured playwright at the Seven Devils Playwrights Conference. Caisley’s play Lucky Me received an NNPN Rolling World Premiere in the 2014–15 season with productions at New Jersey Repertory Theatre, Curious Theatre (Denver), Riverside Theatre (Iowa City), 6th Street Playhouse (Santa Rosa), Oregon Contemporary Theatre, The Modern Theatre (Spokane), Theatre Tallahassee and CAT Theatre (Richmond). The play later toured with Vana Baskini Teater in Estonia during the 2018–19 season and subsequently enjoyed an extended run at Divadlo Ungelt in Prague. His play Happy, first presented at the 2011 NNPN Annual Showcase of New Plays at InterACT Theatre in Philadelphia, was a 2012 finalist for both the Eugene O’Neill Theater Center’s National Playwrights Conference and the Woodward/Newman Award. It received an NNPN Rolling World Premiere in the 2012–13 season with productions at New Theatre (Miami), Montana Repertory Theatre, 6th Street Playhouse, New Jersey Repertory and Redtwist Theatre (Chicago). Happy was named one of Chicago Magazine’s “Nine Best Comedies” of the season, nominated for a Bay Area Critics Circle Award for Best Original Script, and received the 2014 SOTA Award for Best Play. Its Spanish-language premiere was staged in 2018 at Teatro Milán in Mexico City, where it earned a 2018 theatre Billboard Award nomination, and the play later ran for more than 100 performances. It is currently running at El Piccolino Teatro in Buenos Aires. Additional plays include The Open Hand (Clarence Brown Theatre, Phoenix Theatre), A Masterpiece of Comic…Timing (B Street Theatre) and Front. His most recent play, Snow Fever: A Karaoke Christmas, has been produced at B Street Theatre, Oregon Contemporary Theatre and Phoenix Theatre. Caisley directs the MFA Playwriting Program at the University of Idaho.
- [Course ISI - VTD 1510: Virtual World Building 1](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=2949217): Virtual World Building 1   is art of the VTD series at the University of Idaho, this course introduces digital design fundamentals through virtual worldbuilding, blending creative exploration with technical skill-building in animation, character design, cinematography, and sound. Students craft immersive narratives connecting space, story, light, color, and motion while building portfolio pieces and developing a personal design voice using industry-standard tools.
- [Course FE 411C: FE Exam Review for Mechanical Engineers](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=3068725): Prepare for the Fundamentals of Engineering (FE) EXAM with flexible, asynchronous courses from the College of Engineering on the Keep Learning platform. Build core competencies at your own pace, strengthen problem-solving skills, and get the support you need to confidently take the next step toward professional engineering licensure. Who Should Take This Course Anyone with an engineering background who is interested in preparing for the Fundamentals of Engineering (FE) Exam. This course focuses on mechanical engineering and general engineering concepts. What You'll Gain Comprehensive review of key FE exam topics across major engineering disciplines Clear explanations of core concepts, formulas, and problem-solving methods Guided practice with exam-style questions and solutions Strategies for time management and tackling difficult question types Flexible, self-paced modules to fit around busy schedules Access to curated study resources, reference sheets, and formula guides Tips for reducing test anxiety and building exam confidence Opportunities to assess progress through quizzes or practice exams A structured study plan to stay organized and on track Sample FE Exam Review Videos   Sample module introduction video from the FE Exam review course. Sample differential equation problem-solving video from the FE Exam review course. Sample mechanics of materials problem-solving video from the FE Exam review course.
- [Course FE 412C: FE Exam Review for Civil Engineers](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=3068750): Prepare for the Fundamentals of Engineering (FE) EXAM with flexible, asynchronous courses from the College of Engineering on the Keep Learning platform. Build core competencies at your own pace, strengthen problem-solving skills, and get the support you need to confidently take the next step toward professional engineering licensure. Who Should Take This Course Anyone with an engineering background who is interested in preparing for the Fundamentals of Engineering (FE) Exam. This course focuses on civil engineering and general engineering concepts. What You'll Gain Comprehensive review of key FE exam topics across major engineering disciplines Clear explanations of core concepts, formulas, and problem-solving methods Guided practice with exam-style questions and solutions Strategies for time management and tackling difficult question types Flexible, self-paced modules to fit around busy schedules Access to curated study resources, reference sheets, and formula guides Tips for reducing test anxiety and building exam confidence Opportunities to assess progress through quizzes or practice exams A structured study plan to stay organized and on track Sample FE Exam Review Videos Sample module introduction video from the FE Exam review course. Sample differential equation problem-solving video from the FE Exam review course. Sample mechanics of materials problem-solving video from the FE Exam review course.
- [Course THE030C: Vectorworks For Absolute Beginners](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=3193159): Design Smarter. Design Faster. Build with Confidence! Vectorworks for Absolute Beginners  offers a comprehensive introduction to Vectorworks drafting and its many tools and workflows. Designed for learners with a wide range of backgrounds—from those familiar with drafting practices to those new to theatre and design—this online course builds a solid foundation in industry-standard drafting. Offered through an open online platform, the course allows anyone to learn anytime, anywhere, with time to explore concepts, practice skills, and deepen your understanding under the guidance of experienced instructor and theatre technical designer. Taught by Lovanni Gomez, a full-time technical theatre supervisor, and draftsperson, this course will guide you through initial discovery phase, to beginning 3D modeling techniques you can use to engage and tell a story. Whether you're hoping to work in stage, screen, or other productions, this “gateway course” is your first step. No prior experience or technical know-how is required. All are welcome to discover the power of the Vectorworks platform. Who Should Take This Course Beginners interested in drafting and 3D modeling Creators who want a clear, step-by-step start Anyone looking to expand their technical design experience What You’ll Gain A working foundation in Vectorworks drafting and core workflows Confidence creating and navigating 2D drawings and 3D models Practical skills for visual storytelling in theatre and production design Experience with industry-standard tools used in professional settings A clear pathway to more advanced technical design and modeling work Format & Requirements See COMPUTER REQUIREMENTS The first two weeks are a Vectorworks software setup period only, and you will be guided through acquiring the Vectorworks software application.   Beginner-friendly, hands-on activities with practical takeaways No prior experience required A mouse and double monitor is encouraged, but not absolutely necessary.
- [Course THE5250C: Scum & Villainy](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=3638996): The Anatomy of a Villian! This is an acting and text analysis class focused on the unsavory, the selfish, the scum and villainy of dramatic literature. We will look at the bullies, the beasts, the disturbed and damaged as well as the criminal masterminds and the personifications of evil. We will be focusing on those characters who embody the most atavistic fears, the greatest senses of loss, hurt, anger, and pain. What are the specific challenges to playing the villain? Are there tools you might need to embody one of these damaged or transgressive souls that you might not need for other kinds of characters? What is just like building any other character? Who Should Take This Course Actors seeking to deepen their range by exploring morally complex, antagonistic, or psychologically extreme characters in classical and contemporary dramatic literature. Students interested in text analysis and character psychology who want to investigate how trauma, power, fear, and desire operate within dramatic structure and performance. Performers ready to engage challenging material who are curious about embodying difficult emotional states and exploring the specific technical and ethical demands of playing villains and transgressive roles. What You’ll Gain Expand or refresh your ability to read and analyze a dramatic text for building complex, morally dodgy characters and making bold, textually-informed choices Integrate essential technical acting skills and working vocabularies to embodying a character Transform dramaturgical understanding of whatever ails or angers your character into dramatic action Create repeatable performances through the use of action analysis, particularizing and deepening emotional points of view to the circumstances, personal etude improvisations, scenic etude improvisations based on given circumstances and detailed stage composition
- [Course CIV ENG 103: Know Your Government - Legislative & Judicial](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=3839362): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  This course is for delegates to the Know Your Government project which includes attending the KYG Conference in February but are not following the order suggested by CIV ENG 101/102. You will need to select five of the ten sections (Introduction to State & Tribal Government, Local Government, Legislative Branch, Executive Branch, Judicial Branch, Constitution of the United States of America, Bill of Rights, Who influences our government, News media & social media, Foundations of Tribal leadership) and complete supporting activities. You will be given extra supporting activities to complete which will cover topics for one government credit if your school accepts it. Course Learning Objectives depending on what you select will include: Learn how the Idaho State government works Learn what the Legislative branch is, who their representatives are, and how the law-making process works Discover how they can be involved in their community and state government Explore the U.S. Constitution Learn what is in the Bill of Rights and its importance Learn about the Judicial branch and its roles Explore the judicial process and trials Learn about the Executive branch and its role Name the members of the Idaho Executive & Judicial branches Explore the Foundations of Tribal Leadership Explore how various groups influence our government Discuss the role of media Apply what they've learned through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course X4H 505.FFA.PD: PD: Idaho FFA State Convention](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=4025724): Idaho FFA State Convention 1 credit for attending 2 credits for attending and completing post conference survey
- [Course XHSF 501.SG.001: Savvy Gardener Series: Botany](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=4027190): Ever wonder why plants grow the way they do—or how understanding plant science can make you a better gardener? This engaging introductory botany course pulls back the curtain on how plants work, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential botany concepts every gardener should know. You’ll explore how plants are classified and named, learn the basics of plant anatomy and internal processes, and discover how plants respond to their environment. You’ll also take a closer look at plant hormones—including auxins—and how they influence growth, development, and form. These insights help connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring six short videos with quick self-checks to help you track your progress and reinforce learning along the way. An optional bonus video and a short reading are included for those who want to dive deeper. You’ll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about three hours to complete and is ideal for home gardeners who want to strengthen their understanding of plants, boost their confidence, and build skills as part of the broader  Savvy Gardener  learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course BusSci100: Business for Scientists](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=4356644): Business for Scientists BisSci 100 develops practical business knowledge for students pursuing science-based careers through an applied, asynchronous online learning experience. The course explores the relationship between business and scientific innovation by examining financial reporting, financial management, Profit & Loss (P&L) drivers, Return on Investment (ROI) analysis, product launch strategy, and competitive market analysis. Through instructional videos, industry expert insights, current articles, and reflection-based assignments, students connect core business concepts to real-world scientific startups, research initiatives, and product development decisions. Upon successful completion of all module deliverables, students earn a professional development certificate. Who Should Take This Course Science Students Exploring Career Pathways: Students in science-based majors who want to understand how business decisions shape scientific careers, startups, research initiatives, and product development. Students Interested in Scientific Innovation: Individuals who want to learn how financial reporting, P&L management, ROI analysis, and strategy influence the development and launch of new scientific products or services. Future Scientific Entrepreneurs: Students considering careers in startups, biotechnology, research commercialization, product development, consulting, or other science-based ventures where business knowledge is essential. Students Seeking Applied Business Knowledge: Learners looking for practical exposure to financial management, marketing, competitive analysis, unmet needs analysis, and strategy formulation. Collaborative and Self-Motivated Learners: Students comfortable working independently through an asynchronous Canvas-based eLearning course while completing module-based reflection assignments. What You’ll Gain By the end of the course, students will: Develop a stronger understanding of the relationship between business principles and science-based careers. Explain the importance of financial reporting and financial management for scientific startups, research initiatives, and science-based organizations. Understand how Profit & Loss management works, including how sales, marketing, administration, and research & development impact financial performance. Apply Return on Investment (ROI) analysis to innovation and new product development decision-making. Evaluate the strategic and financial implications of launching new scientific products or services. Analyze external business environments, competition, unmet market needs, and strategic opportunities. Reflect on key takeaways from each module and connect business concepts to scientific careers, innovation, and real-world decision-making. Earn a professional development certificate upon successful completion of all course deliverables. Required Materials Instructor-provided readings, videos, and reflection-based assignments delivered through Canvas. Questions? Email Casey Wilhelm at wilhelm@uidaho.edu
- [Course ISI - FN 4510: Eating Disorders](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=4723726): Eating Disorders  provides an examination of anorexia nervosa, bulimia nervosa, compulsive eating, obesity, and weight preoccupation, discussion of cultural and nutritional factors, family issues, and psychological consequences, as well as preventative and therapeutic interventions.
- [Course ALCP 015C: ALCP Integrated Speaking Skills](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=4735081): ALCP Integrated Speaking Skills This course develops academic and real-world speaking skills through interactive online activities, guided practice, and performance-based assessments. Students at different proficiency levels complete the same communicative tasks with different language complexity expectations. Who Should Take This Course English Language Learners: Specifically those looking to improve their academic and real-world speaking proficiency across different levels of complexity. Students Seeking Fluency: Individuals who want to develop better pacing, clarity, and confidence in real-time online speaking environments. Academic-Bound Students: Those needing to master structured oral presentations, small-group academic discussions, and formal interaction strategies (like paraphrasing and summarizing). Collaborative Learners: Students who enjoy interactive environments, as the course requires active participation in group problem-solving and peer feedback. Student must be located within the United States. Student do not need to be enrolled at the University of Idaho. Everyone is welcome! What You’ll Gain By the end of this 8-week course, students will: Develop increased fluency and confidence in real-time online speaking contexts. Demonstrate effective participation in academic and real-world communicative tasks. Apply appropriate language structures and vocabulary to express ideas clearly at their proficiency level. Use interaction strategies to initiate, sustain, and conclude discussions. Organize and deliver structured oral presentations with increasing complexity and independence. Adapt speaking performance to audience, purpose, and task expectations. Demonstrate measurable growth from diagnostic to final performance assessment. Required Materials Instructor-provided materials including readings, videos, and speaking prompts. View Course Syllabus Questions? Email Beth Wiens (bwiens@uidaho.edu)
- [Course EDSPX505.SIECS: Strengthening Itinerant Early Childhood Services: Effective Strategies for Supporting Young Children](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5157486): Number of Credits: 1 The PD explores practical strategies for delivering high-quality itinerant services to young children with disabilities in community preschool, childcare, and Head Start settings. Participants will learn how to embed specially designed instruction within daily routines, collaborate effectively with classroom staff and families, and make the most of limited instructional time across multiple sites. Across the three sessions, the series moves from foundational concepts to implementation strategies and advanced practices, including coaching early childhood educators, efficient progress monitoring, and supporting children with more intensive needs while maintaining inclusive placements.  This series emphasizes evidence-based approaches that strengthen collaboration, improve consistency between visits, and ensure that itinerant services meaningfully support children’s participation and learning in natural and inclusive environments.  Important Fall 2026 Dates : Enrollment opens  August 21, 2026  and closes November 2, 2026. Canvas course begins September 8th . Course content is due  December 1, 2026. Grades will be posted by  December 22, 2026. Instructor Information Janice Carson - janicec@uidaho.edu Jessi Rohrbacher - jrohrbacher@uidaho.edu Course Objectives:  Participants will gain knowledge and skills to:  Explain the role of itinerant teachers and how to provide services in a natural, inclusive environment.  Explain practical strategies for scheduling, travel time, and large caseloads.  Identify how to ensure itinerant visits count.  Explain how to support students with intensive needs through progress monitoring and data collection.    Required Materials:  There are no outside readings or materials required for this course. Handouts for each webinar session are located on the course site at the Idaho Training Clearinghouse LMS.  Course Requirements:  Participation: Participants are required to log into/attend the full period (2 hours) of all three webinars in this series or watch the entirety of each recording in their respective canvas modules.  Quizzes: Students must earn an 80% score on each quiz to pass the course. Quizzes can be retaken until passed.  Survey: Participants are required to complete a course satisfaction survey.  Final assignment: Complete a written assignment and submit it through the Idaho Training Clearinghouse LMS.  *Final Assignment (100 points) - Complete the “Itinerant Teacher” assignment.   Grading  This is a Pass/Fail course. No incompletes will be given. Late work will not be accepted.  Participants must earn 80% or better on each quiz to pass the course. Quizzes can be retaken until passed.   Credit participants must earn 80% (80/100) or better on the final written assignment to pass the course.  Participants must complete the online course satisfaction survey. 
- [Course EDSPX505.BEACONL: Beacon Leadership](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5171460): Enrollment note -  This course is made for individuals who have applied to and been accepted to BEACON Leadership only.  Number of Credits: 1 The Behavior Education Application Cohort Network (BEACON) aims to increase local education agency (LEA) capacity by providing behavioral training, support, and resources for educators statewide. This will be achieved by establishing tiered cohorts of educational peers based on behavior expertise and training those cohorts on evidence-based practices for working with students with challenging behavior in the school setting. BEACON Leadership is the advanced tier for individuals to develop behavior change skills by delivering training in their school setting.  Increase LEA capacity to train and support staff in working with students with challenging behaviors.  Apply a train-the-trainer model grounded in Behavior Skills Training that includes instruction, modeling, rehearsal, and feedback.  Develop skills related to training and consulting with staff to produce adult behavior change to prevent, teach, and respond to challenging behavior.  Prepare participants to use take and teach products to train staff in evidence-based strategies for behavior intervention, positive behavior intervention supports, and monitoring intervention fidelity.  As a sub-project of Idaho SESTA, funded by the Idaho Department of Education, Special Education Department, BEACON is a cohort system where educators refine their behavioral expertise and collaborate to improve student support across Idaho schools.  Instructor Information Jenny Vickhammer - jennyvickhammer@boisestate.edu Rachel Grenzebach - rachelgrenzebach@boisestate.edu Course Objectives:  By the end of this course, participants will gain knowledge and skills in:  Behavior Skills Training: How adults learn  Learn best practices for instructing, modeling, rehearsing, and providing feedback to develop a new skill in adults.  Develop participants’ skills to train and coach LEA staff on how to effectively teach and support students in using the replacement skills outlined in Behavior Intervention Plan (BIP).  Design an LEA training plan template to support Behavior Skills Training for individual or group LEA staff trainings.  Create an Implementation Checklist to support ongoing training and fidelity measures within the participant’s LEA. Prevention: Non-contingent access  Learn best practices for instructing, modeling, rehearsing, and providing feedback to develop this antecedent strategy.  Train LEA staff in how to implement this prevention strategy to decrease the likelihood of behavior across SpEd, Tier 1, Tier 2, and Tier 3 interventions.  Design an LEA training template to support Behavior Skills Training for individual or group staff trainings.  Create an Implementation Checklist to support ongoing training and fidelity measures within the participant’s LEA.  Teaching: Effective prompting strategies  Learn best practices for instructing, modeling, rehearsing, and providing feedback to develop this instructional strategy.  Train LEA staff in how to implement this intervention strategy to increase students’ expected behaviors or replacement skills across, SpEd, Tier 1, Tier 2, and Tier 3 interventions.  Design an LEA training template to support Behavior Skills Training for individual or group staff trainings. • Create an Implementation Checklist to support ongoing training and fidelity measures within the participant’s LEA.  Responding: Selecting, using, and adjusting reinforcement schedules  Learn best practices for instructing, modeling, rehearsing, and providing feedback to develop this response strategy.  Train LEA staff in how to implement this consequence strategy to increase students’ skill acquisition across SpEd, Tier 1, Tier 2, and Tier 3 interventions.  Design an LEA training template to support Behavior Skills Training for individual or group staff trainings.  Create an Implementation Checklist to support ongoing training and fidelity measures within the participant’s LEA.  Required Materials:  There are no outside readings or materials required for this course. Resources and materials will be linked in each module that is located within the course site.  Course Requirements:  Participation: Participants must attend their assigned quarterly webinars, online office hours and online cohort meetings. Participants will complete a Behavior Skills Training Planning Template for each quarter, conduct a training using provided scripted PowerPoints, document instruction and training fidelity gathered through the use of an Implementation Checklist.  Course Activities: Participants must submit the quarterly train-the trainer components. Participants must earn a passing score on all quarterly assignments. Assignments can be resubmitted after receiving feedback from their cohort lead up until 2 weeks before the end of the semester. Participants must actively participate in 80% or more of all activities and quarterly online meetings. Participants must complete all online course surveys.   Survey: Participants are required to complete a course satisfaction survey.  Final assignment: Each quarterly topic will require the completion of the Behavior Skills Training Planning Template, and pre and post training documentation using the Implementation Checklist. Each quarter’s final assignments will be submitted through your institution’s online canvas course available through the keeplearning student portal (Keeplearning.uidaho.edu)  Grading:  This is a Pass/Fail course. No incompletes will be given. Late work will not be accepted.  Participants must participate in online webinars, online office hours and cohort meetings.  Participants must earn a passing score on all quarterly assignments. Assignments must be submitted prior to the monthly cohort meeting, or they will be marked “missing” until submitted. Assignments can be resubmitted after receiving feedback from their cohort lead up until 2 weeks before the end of the semester.  Participants must actively participate in 80% or more of all activities and monthly virtual cohort meetings.  Participants must complete all online course surveys. 
- [Course THE5940C: Guided Readings in Theatre](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5193486): Contemporary Play Analysis and Dramatic Reading Workshop This course invites participants to explore contemporary plays and playwrights through a dynamic, discussion-driven approach that treats reading as an active, embodied experience. Rather than approaching texts as static works, students will engage with drama as a relational and improvisational practice, uncovering how meaning is shaped through interaction, perspective, and performance. No prior theatre training is required, but participants should be prepared for thoughtful reading and active engagement. Across the course, students will examine pairs of contemporary plays that are intentionally placed “in conversation” with one another. These pairings may connect through theme, structure, cultural context, or ideology, offering a layered approach to analysis. Each week begins with a brief lecture to establish context, followed by guided discussions that emphasize interpretation, dialogue, and exploration of multiple viewpoints. Drawing on drama education theory and literacy research, the course highlights how dramatic methods can deepen comprehension and expand traditional approaches to reading. Who Should Take This Course Students, educators, and lifelong learners interested in contemporary theatre, literature, or innovative approaches to reading and interpretation. Individuals curious about how performance-based strategies can enhance critical thinking and engagement with texts. What You’ll Gain A deeper ability to analyze contemporary plays through socio-political, aesthetic, and formal perspectives. Practical strategies for engaging with texts using drama-based approaches that emphasize interpretation, perspective, and agency.  Experience participating in dialogical and embodied reading practices that transform how meaning is constructed and understood.    Insight into how dramatic reading can challenge and expand traditional literacy practices and assumptions. An enhanced appreciation for intertextual connections and the performative possibilities of engaging “in role” with text.   ABOUT THE INSTRUCTOR: Robert Caisley is an award-winning playwright whose work has been produced across the United States, Canada and the United Kingdom, and translated into Italian, French, Estonian, Spanish and Czech. He is the recipient of a 2015–16 Performing Arts Fellowship from the Idaho Commission on the Arts and the National Endowment for the Arts, as well as the University of Idaho’s 2015 Excellence in Research and Creativity Award. A three-time alum playwright of the National New Play Network, he has also been a featured playwright at the Seven Devils Playwrights Conference. Caisley’s play Lucky Me received an NNPN Rolling World Premiere in the 2014–15 season with productions at New Jersey Repertory Theatre, Curious Theatre (Denver), Riverside Theatre (Iowa City), 6th Street Playhouse (Santa Rosa), Oregon Contemporary Theatre, The Modern Theatre (Spokane), Theatre Tallahassee and CAT Theatre (Richmond). The play later toured with Vana Baskini Teater in Estonia during the 2018–19 season and subsequently enjoyed an extended run at Divadlo Ungelt in Prague. His play Happy, first presented at the 2011 NNPN Annual Showcase of New Plays at InterACT Theatre in Philadelphia, was a 2012 finalist for both the Eugene O’Neill Theater Center’s National Playwrights Conference and the Woodward/Newman Award. It received an NNPN Rolling World Premiere in the 2012–13 season with productions at New Theatre (Miami), Montana Repertory Theatre, 6th Street Playhouse, New Jersey Repertory and Redtwist Theatre (Chicago). Happy was named one of Chicago Magazine’s “Nine Best Comedies” of the season, nominated for a Bay Area Critics Circle Award for Best Original Script, and received the 2014 SOTA Award for Best Play. Its Spanish-language premiere was staged in 2018 at Teatro Milán in Mexico City, where it earned a 2018 theatre Billboard Award nomination, and the play later ran for more than 100 performances. It is currently running at El Piccolino Teatro in Buenos Aires. Additional plays include The Open Hand (Clarence Brown Theatre, Phoenix Theatre), A Masterpiece of Comic…Timing (B Street Theatre) and Front. His most recent play, Snow Fever: A Karaoke Christmas, has been produced at B Street Theatre, Oregon Contemporary Theatre and Phoenix Theatre. Caisley directs the MFA Playwriting Program at the University of Idaho.
- [Course THE5230C: Intimacy Choreography Studio](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5193494): Choreographing Moments Of Intimacy For The Stage Intimacy Choreography Studio builds on foundational consent-based practices, focusing on the use of clear, de-sexualized language in staging intimacy. Through collaborative workshops students will develop practical skills fostered in a supportive, trust-centered environment for exploration, creativity, and confident self-expression. Who Should Take This Course Students interested in exploring intimacy choreography and consent-based practices for the stage. Theatre practitioners looking to develop skills in staging intimacy using clear, de-sexualized language. Individuals interested in collaborative, workshop-based approaches to performance and creative exploration. What You’ll Gain An understanding of foundational consent-based practices in staging intimacy. Experience using clear, de-sexualized language in theatrical contexts Practical skills developed through collaborative workshop environments. Exposure to a supportive, trust-centered approach to exploration, creativity, and self-expression.
- [Course EDSPX505.SPED101: Special Education 101 for Administrators](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5296062): Number of Credits:  2 NOTE - This course is free for Idaho Administrators with a discount code. Reach out to the instructor, Vanessa Staudacher (vstaudacher@uidaho.edu) for information on applying the discount code.  Course Location/Format:  This is an online course, part synchronous and part asynchronous (online) course presented by the Idaho Training Clearinghouse at the Center on Disabilities and Human Development at the University of Idaho. Registration for this and other course offerings is available on the ITC For Credit page.  Important Summer 2026 Dates: Enrollment opens  May 1, 2026  and closes  June 14, 2026. The canvas course begins  June 14, 2026. The course quiz and final assignment are due  June 19, 2026. Grades will be posted by July 10, 2026. Instructor Information Vanessa Staudacher Phone -  (208)-292-2528 Email  -  vstaudacher@uidaho.edu   Course Description:  Special Education 101 for Administrators is an online professional development course that runs for 4 weeks, designed to equip school administrators with the knowledge and skills needed to navigate the special education process effectively. Participants will enhance their leadership within IEP teams and gain strategies to promote meaningful access to general education content for students with disabilities. Additionally, participants will be able to use their deeper understanding of special education to ensure that the procedural, substantive, and implementation dimensions of FAPE are appropriately applied within their buildings. By the end of the course, administrators will be empowered to lead with confidence and foster inclusive educational opportunities.  SPED 101 for Administrators runs for four weeks, from June 14th, 2026 through July 19th, 2026. The course includes 4 modules, 4 assignments, and 4 virtual meetings. Live Zoom meetings will be held on the following dates from 10:00 AM to 12:00 AM MST:   Wednesday, June 17, 2026  Wednesday, June 24, 2026  NO CLASS - Wednesday, July 1, 2026  Wednesday, July 8, 2026  Wednesday, July 15, 2026  Session 1: SPED Overview (June 14-21)  Zoom meeting June 17th at 9:00 - 11:00am PT / 10:00am - 12:00pm MT  Topics Include:  Course Introduction  Overview of the Special Education Process  Role of Special Education Team Members  Role of School and District Administrator on the IEP Team  Assignments are due June 21, you will choose from one of two assignment options  Session 2: Supporting Students with Disabilities in General Education (June 22-28)  Zoom meeting June 24th at 9:00 - 11:00am PT/ 10:00am - 12:00pm MT Beginning with General Education  Collaboration Between General and Special Education  Evidence-Based Practices for Supporting Students with Disabilities  Assignments are due June 28, you will choose from one of two assignment options  We will not meet on July 1 - use this week to catch up on assignments  Session 3: Behavior (July 6-12)  Zoom meeting July 8th at 9:00 - 11:00am PT / 10:00am - 12:00pm MT Behavior Intervention and Supports  Cultural Influences on Student Behavior   Disciplinary Practices and Responses to Behavior  Assignments are due July 12, you will choose from one of two assignment options  Session 4: Supervision and Support (July 13-19)  Zoom meeting July 15th at 9:00 - 11:00am PT / 10:00am - 12:00pm MT Supervising and Evaluating Special Education Teachers  Supporting Your Special Education Team  Building Relationships with Students and Families  Navigating Conflict in Special Education  Assignments are due July 19, you will choose from one of two assignment options  All assignments must be submitted by the end of the day (11:59pm) on Sunday, July 19, 2026!  Learning Objectives:  After successful completion of this course, participants will be able to:  Describe the key components and legal foundations of the special education process, including referral, evaluation, eligibility, IEP development, and implementation.  Analyze the role of the school administrator in facilitating collaborative and compliant IEP meetings.  Apply strategies to support IEP teams in developing plans that ensure students with disabilities have meaningful access to grade-level general education curriculum.  Evaluate and implement legally compliant and educationally sound disciplinary practices for students with disabilities.  Required Materials:  No outside materials are required.   Course Requirements:  This is a Pass/Fail course that offers two (2) credits. To successfully complete the course, participants are expected to:  Log in to the University of Idaho Canvas course site at least once per week and attend virtual class sessions.  Complete all module components, including activities, readings, and assignments, by the scheduled due dates.  Engage thoughtfully in discussions and course activities to support meaningful learning.  Participants are encouraged to complete each module prior to the Wednesday class session to ensure they are prepared to engage in weekly discussions related to the content. Your level of preparation and active participation will significantly influence the value you gain from this course. Consistent engagement will deepen your understanding and support your growth as a leader in special education.  Students are expected to submit assignments by the individual due dates listed in the Course Schedule below. These due dates are designed to help you stay on track with the course. However, all assignments and activities must be completed and submitted no later than Sunday, July 19th, which is the final deadline for course completion. Assignments submitted after this date will not be accepted.   Grading:  This is a Pass/Fail course. No incompletes will be given. Late work will not be accepted.  Participants must earn an 80% or better on each quiz to pass the course. Quizzes can be retaken until passed.   Credit participants must earn an 80% (80/100) or better on the final written assignment to pass the course.  Participants must complete the online course satisfaction survey.
- [Course X4H 501.YQE: 4-H Youth Quality Experience](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5410162): What happens in 4-H programs, how they are planned, led, and the interactions between adults and youth, makes a huge difference on how 4-H impacts youth! 4-H programs need to ensure key youth development principles. Through the 4-H Quality Experience course you will review how Sparks, Belonging, and Relationships are vital to the overall 4-H experience.  This course provides history on youth development and the opportunity to use what you learn through scenarios in the context of one of the four types of 4-H programs: Club, Camps, Conferences, and Afterschool/special interest.
- [Course CIV ENG 201: CIV ENG 201 KYG Legislator Advanced Citizenship](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5545715): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  This course is for the third year of the Know Your Government project where you are a Legislator and part of the Steering Committee. You will attend meetings in the summer to prepare for the KYG Conference in February then you will have an integral part of the conference. You will learn how bills become laws and parliamentary procedures, then you will complete several legislator activities. Course Learning Objectives: be part of the KYG Steering Committee promote to then mentor youth in your district and at the conference prepare for Emcee assignment then serve in that role prepare for your assigned workshop perform your role at the mock events meet and gather ideas with legislators for your role research and write a bill to present to the Legislative sub-committee complete assigned lessons to help in your role set goals and determine steps to reach them demonstrate the ability to communicate through a variety of means (persuasive arguments, debate, print) develop positive and sustained relationships demonstrate leadership efficacy demonstrate responsibility, critical thinking, and problem-solving skills through informed decision-making how to apply what they have learned in various ways through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course CIV ENG 202: CIV ENG 202 KYG Judge Advanced Citizenship](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5569150): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  This course is for the third year of the Know Your Government project where you are a Judge and part of the Steering Committee. You will attend meetings in the summer to prepare for the KYG Conference in February then you will have an integral part of the conference. You will learn how laws impact the judicial system and how a jury trial operates, then you will complete several judicial activities. Course Learning Objectives: be part of the KYG Steering Committee promote to then mentor youth in your district and at the conference prepare for Emcee assignment then serve in that role prepare for your assigned workshop perform your role at the mock events meet and gather ideas about being a judge for your role review the Mock Trial preliminary information to prepare for the conference complete assigned lessons to help in your role set goals and determine steps to reach them demonstrate the ability to communicate through a variety of means (persuasive arguments, debate, print) develop positive and sustained relationships demonstrate leadership efficacy demonstrate responsibility, critical thinking, and problem-solving skills through informed decision-making how to apply what they have learned in various ways through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course CIV ENG 203: KYG Reporter Power of the Press](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5725474): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  This course is for the third year of the Know Your Government project where you are a Reporter and part of the Steering Committee. You will attend meetings in the summer to prepare for the KYG Conference in February then you will have an integral part of the conference. You will learn the importance of the press and how to interview, then you will complete several news reporter activities. Course Learning Objectives:  be part of the KYG Steering Committee promote to then mentor youth in your district and at the conference prepare for Emcee assignment then serve in that role prepare for your assigned workshop attend conference events to gather news for articles complete assigned lessons to help in your role set goals and determine steps to reach them demonstrate the ability to communicate through a variety of means (persuasive arguments, debate, print) develop positive and sustained relationships demonstrate leadership efficacy demonstrate responsibility, critical thinking, and problem-solving skills through informed decision-making how to apply what they have learned in various ways through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course. Learn Everywhere with 4-H
- [Course CS 111C: Introduction to Python](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5731447): Ready to stop watching tutorials and start writing code? IN-PERSON WORKSHOP Also available live via ZOOM Monday, June 8, 2026 — 9:00-Noon PT Hedlund Bldg. Rm 231 North Idaho College, Coeur d'Alene, ID --> Transform your laptop into a professional coding workstation and master the core logic behind the world’s most popular programming language. We skip the fluff and dive straight into the tools the pros use—bridging the gap between theory and actual development. What You’ll Learn: Dev Stack: Build your environment from scratch using Anaconda for virtual environments and VS Code for development. Demystifying the Tech: Finally understand how the Python Interpreter , your terminal , and a text editor actually talk to each other. Building Blocks: Code your first scripts using variables, conditional logic, and loops. Data & Beyond: Explore essential data structures and see why Python’s massive library ecosystem makes it the "Swiss Army Knife" of technology. Course Logistics: FORMAT: Hybrid (Simultaneous Live In-Person & Online Zoom session). DURATION: 1/2 Day REQUIREMENTS: Bring your own laptop for the in-person session. ELIGIBILITY: Open to all learners age 18+. See Pre-requisites below. LOCATION: Hedlund Building Room 231 — North Idaho College Campus, 420 North College Drive, Coeur d'Alene, ID 83814 PARKING: Parking is free on campus during the summer. Parking on the dike outside the building (one way) is also free. ZOOM: ZOOM link will be accessed in CANVAS once registration is complete. BONUS ACCESS: Zoom recordings will be available to review if you missed something or want a review. --> Don't just learn about Python—start building with it. Space is limited; secure your spot and go from installation to execution in a single day.
- [Course CS 112C: Introduction to Python Data Science](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5731449): Ready to turn raw data into real insights? IN-PERSON WORKSHOP Also available live via ZOOM Monday, June 8, 2026 — 1:00-5:00pm PT Hedlund Bldg. Rm 231 North Idaho College, Coeur d'Alene, ID --> In this hands-on course, you'll harness the power of Python to explore, clean, and visualize real-world datasets. We get straight to the tools data professionals rely on every day—from wrangling spreadsheets to building live dashboards that update in real time. What You'll Learn: Pandas DataFrames: Load, filter, and transform data using the industry-standard Pandas library. Working with Files: Read data in from and write results out to common spreadsheet formats. Data Visualization: Create clear, compelling charts and graphs that communicate your findings. Real-Time Dashboards: Build live visualizations using Grafana to monitor data as it changes. Capstone Project: Investigate a real dataset, identify anomalies and points of interest, visualize results, and automate the process for reuse on future data. Course Logistics: FORMAT: Hybrid (Simultaneous Live In-Person & Online Zoom session). DURATION: 1/2 Day REQUIREMENTS: Bring your own laptop for the in-person session. ELIGIBILITY: Open to all learners age 18+. See Pre-requisites below. LOCATION: Hedlund Building Room 231 — North Idaho College Campus, 420 North College Drive, Coeur d'Alene, ID 83814 PARKING: Parking is free on campus during the summer. Parking on the dike outside the building (one way) is also free. ZOOM: ZOOM link will be accessed in CANVAS once registration is complete. BONUS ACCESS: Zoom recordings will be available to review if you missed something or want a review. --> Don't just observe data—understand it. Space is limited; secure your spot and go from raw spreadsheet to polished dashboard in a single course.
- [Course CS 113C: Basic Introduction to AI](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5731551): Ready to move beyond the hype and actually use AI? IN-PERSON WORKSHOP Also available live via ZOOM Tuesday, June 9, 2026 — 9:00-11:00am PT Hedlund Bldg. Rm 231 North Idaho College, Coeur d'Alene, ID --> In this practical introduction, you'll go hands-on with AI tools. We cut through the noise and focus on what actually matters—setting up your environment, communicating effectively with AI models, and understanding their real-world limitations so you can use them responsibly and confidently. What You'll Learn: Getting Set Up: Configure a working environment for querying a large language model—no prior experience required. Prompt Engineering: Master best practices for writing prompts that get useful, accurate results. Model Limitations: Understand what AI tools can and can't do, and why that matters in real-world applications. Safety & Guardrails: Learn how safety features work and why responsible AI use starts with informed users. Hands-On Practice: Interact directly with AI tools throughout the course—learning by doing, not just watching. Course Logistics: Don't just hear about AI—use it. Space is limited; secure your spot and walk away with the skills to work with AI tools right away. FORMAT: Hybrid (Simultaneous Live In-Person & Online Zoom session). DURATION: 2 hours REQUIREMENTS: Bring your own laptop for the in-person session. ELIGIBILITY: Open to all learners age 18+. See Pre-requisites below. LOCATION: Hedlund Building Room 231 — North Idaho College Campus, 420 North College Drive, Coeur d'Alene, ID 83814 PARKING: Parking is free on campus during the summer. Parking on the dike outside the building (one way) is also free. ZOOM: ZOOM link will be accessed in CANVAS once registration is complete. BONUS ACCESS: Zoom recordings will be available to review if you missed something or want a review. -->
- [Course CS 114C: AI Programming with Python](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5731553): Ready to build AI models instead of just using them? IN-PERSON WORKSHOP Also available live via ZOOM Tuesday, June 9, 2026 — 12:00-5:00pm PT Hedlund Bldg. Rm 231 North Idaho College, Coeur d'Alene, ID --> In this programming-focused course, you'll go under the hood of artificial intelligence and build machine learning and neural network models using Python. We focus on real implementation over abstract theory—by the end, you'll have trained working AI models you built yourself. What You'll Learn: ML Fundamentals: Understand the core architectures behind machine learning and neural network models. Python for AI: Write AI programs in Python, the language at the center of modern machine learning development. Decision Trees: Train your first machine learning model using the scikit-learn library. Neural Networks: Build and train a neural network using the Keras library. Two Hands-On Projects: Gain practical experience implementing both a classical ML model and a deep learning model on real data. Course Logistics: FORMAT: Hybrid (Simultaneous Live In-Person & Online Zoom session). DURATION: 1/2 Day REQUIREMENTS: Bring your own laptop for the in-person session. ELIGIBILITY: Open to all learners age 18+. See Pre-requisites below. LOCATION: Hedlund Building Room 231 — North Idaho College Campus, 420 North College Drive, Coeur d'Alene, ID 83814 PARKING: Parking is free on campus during the summer. Parking on the dike outside the building (one way) is also free. ZOOM: ZOOM link will be accessed in CANVAS once registration is complete. BONUS ACCESS: Zoom recordings will be available to review if you missed something or want a review. --> Don't just use AI tools—build them. Space is limited; secure your spot and go from zero to trained AI models in a single course.
- [Course CS 115C: Machine Vision](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5731555): Ready to teach a computer to see? IN-PERSON WORKSHOP Also available live via ZOOM Wednesday, June 10, 2026 — 9:00am-5:00pm PT Hedlund Bldg. Rm 231 North Idaho College, Coeur d'Alene, ID --> In this project-driven course, you'll build machine vision systems that can detect and classify objects in real time. From foundational image manipulation to deploying a custom-trained detector that works live with a webcam, you'll gain end-to-end experience with one of the most exciting and in-demand fields in AI. What You'll Learn: Image Processing: Apply fundamental image manipulation techniques using the OpenCV library in Python. Convolutional Neural Networks: Understand the architecture behind CNNs—the backbone of modern image classification AI. Training a CNN: Build and train your own image classification model using the Keras library. Custom Object Detection: Create your own image dataset, annotate it with free software, and train a YOLOv8 model using the Ultralytics library. Live Deployment: Run your trained object detector in real time using a webcam—seeing your own model work live. Course Logistics: FORMAT: Hybrid (Simultaneous Live In-Person & Online Zoom session). DURATION: Full Day (Lunch break 12-1pm PT) REQUIREMENTS: Bring your own laptop for the in-person session. ELIGIBILITY: Open to all learners age 18+. See Pre-requisites below. LOCATION: Hedlund Building Room 231 — North Idaho College Campus, 420 North College Drive, Coeur d'Alene, ID 83814 PARKING: Parking is free on campus during the summer. Parking on the dike outside the building (one way) is also free. ZOOM: ZOOM link will be accessed in CANVAS once registration is complete. BONUS ACCESS: Zoom recordings will be available to review if you missed something or want a review. --> Don't just learn about computer vision—build a system that sees. Space is limited; secure your spot and go from basic image processing to a live, custom-trained object detector.
- [Course CS 116C: Programmable Logic Controllers (PLCs)](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5731557): Ready to program the machines that run industry? In-Person Workshop No ZOOM access — Onsite participation required Thursday, June 11, 2026 — 9:00am-5:00pm PT Hedlund Bldg. Rm 231 North Idaho College, Coeur d'Alene, ID In this hands-on course, you'll get direct experience with Programmable Logic Controllers—the industrial workhorses behind automated manufacturing, robotics, and process control systems worldwide. We go beyond the textbook and put you in front of real PLC hardware, writing and running actual programs on physical equipment. What You'll Learn: PLC Fundamentals: Understand the core components of a PLC system and how they are applied across industrial environments. Ladder Logic Programming: Learn to write programs in Ladder Logic, the most widely used PLC control language in industry. Hands-On Lab 1: Connect to a PLC and establish communication with real onsite equipment. Hands-On Lab 2: Write a program that uses a PLC input to control a PLC output. Hands-On Lab 3: Add an emergency stop component to a running PLC program—a critical real-world safety skill. Course Logistics: FORMAT: Live In-Person (no online ZOOM option). DURATION: Full Day (Lunch break 12-1pm PT). REQUIREMENTS: Bring your own laptop for the in-person session. ELIGIBILITY: Open to all learners age 18+. See Pre-requisites below. LOCATION: Hedlund Building Room 231 — North Idaho College Campus, 420 North College Drive, Coeur d'Alene, ID 83814 PARKING: Parking is free on campus during the summer. Parking on the dike outside the building (one way) is also free. ZOOM: No zoom access, course requires on-site participation. Don't just study industrial automation—program it. Space is limited; secure your spot and go from PLC basics to writing and running real control programs on live equipment.
- [Course CS 117C: Robotics](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5731559): Ready to write code that moves a real robot? In-Person Workshop No ZOOM access — Onsite participation required Friday, June 12, 2026 — 9:00am-5:00pm PT Hedlund Bldg. Rm 231 North Idaho College, Coeur d'Alene, ID In this lab-based course, you'll go hands-on with industrial robotics—learning the fundamental concepts behind robotic systems and then putting them into practice by programming a real 6-axis robotic arm. The live programming sessions take place in our Center for Intelligent Industrial Robotics laboratory, where you'll control actual robot hardware through code you write yourself. What You'll Learn: Robotics Fundamentals: Understand core robotics concepts, system architectures, and how robotic controllers and drivers work together. Python Robotics Programming: Install and configure a Python driver for a professional 6-axis robotic arm (UR, Fanuc, or StandardBot). Live Robot Control: Write Python programs that move and direct a real industrial robot arm in the lab. Lab Environment: All hands-on programming and live control takes place in the Center for Intelligent Industrial Robotics —on real industrial equipment. Course Logistics: FORMAT: Live In-Person (no online ZOOM option). DURATION: Full Day (Lunch break 12-1pm PT). REQUIREMENTS: Bring your own laptop for the in-person session. ELIGIBILITY: Open to all learners age 18+. See Pre-requisites below. LOCATION: Hedlund Building Room 231 — North Idaho College Campus, 420 North College Drive, Coeur d'Alene, ID 83814 PARKING: Parking is free on campus during the summer. Parking on the dike outside the building (one way) is also free. ZOOM: No zoom access, course requires on-site participation. Don't just learn about robotics—program a robot. Space is limited; secure your spot and go from robotics concepts to live control of an industrial arm.
- [Course EDCIX505.273.DESR: Post Falls School District De-escalation Strategies & Restraint](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5870508): This training program is divided into two distinct components: a digital learning module focusing on the CPI Crisis Development Model℠ and an instructor-led, in-person session focusing on Safety Intervention (physical skills).
- [Course EDSPX505.LVBC: Little Voices, Big Communication: AAC in the Preschool Classroom](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=5890815): Number of Credits: 1  Little Voices, Big Communication is a one-day workshop style training that will focus on AAC for early childhood (ages 3+) with an emphasis on learning AAC through play and emergent literacy activities.  Credit requires attending one of the following face-to-face statewide training locations:   Boise- June 8, 2026  Idaho Falls- June 10, 2026  Coeur d’Alene – June 12, 2026  Instructor Information:  Jessi Rohrbacher  Instructor Phone: 208-364-4682  Instructor Email:  jrohrbacher@uidaho.edu    Learning Objectives:  Explain foundations of AAC in early childhood  Demonstrate effective AAC modeling strategies across preschool routines and play  Develop an implementation plan for integrating AAC into classroom routines  Required Materials:  Provided at the face-to-face training  Course Requirements:  Participation: Participants are required to attend the 1-day, AAC in the Preschool Classroom training in their selected location.   Quizzes Students must earn an 80% score on each quiz to pass the course. Quizzes can be retaken until passed.   Survey: Participants are required to complete a satisfaction survey at the end of the course.  Final assignment: (100 points) – Participants are required to complete and submit the Communication Activity Planning Assignment Form. Your final assignment will be submitted through the final assignment in Canvas.  Grading:  This is a Pass/Fail course. No incompletes will be given. Late work will not be accepted.  Participants must earn an 80% or better on the quiz to pass the course. Quiz can be retaken until passed.   Credit participants must earn an 80% (80/100) or better on the final written assignment to pass the course.  Participants must complete the online course satisfaction survey.
- [Course XHW 501.EDSW: Eastern District Sewing Workshop](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6232979): Family and Consumer Science (FCS) Educators, 4-H Educators, and 4-H Coordinators are partnering with local businesses to present classes on projects teaching sewing skills, techniques, machine maintenance, and textile acquisition. UI Extension educators and coordinators will be demonstrating projects to adults teaching 4-H youth, FCS students, and other youth. The workshop will consist of 6-10 sewing projects (methods include machine sewing, hand sewing, machine embroidery), and other useful presentations for teachers and leaders. The workshop will connect these adult mentors to community resources.
- [Course EDCIX505.EDUCSIGNING: IEA Summer Institute 2026 - Educational Signing: "Handy" Ways ASL Signs Enhance Learning](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6682742): Course Details/Requirements: Attend and participate in the full-day Educational Signing class. Complete an evaluation of the class. Learn the ASL (American Sign Language) manual alphabet and the numbers 1-30 and teach them to at least one other person. Choose five classroom management and five class culture signs that would be most useful in your educational setting and learn them (using a physical or online sign language dictionary, or fluent ASL signer). Write a 1-2-page reflection on your experiences completing the required tasks. Include what you found most enlightening about Educational Signing and what you foresee will be most challenging about implementing the strategies in your classroom Submit coursework to Leslie Briggs at lbriggs@ctlidaho.org .
- [Course EDCIX505.IEALEADCOHO: IEA Leaders for Just Schools Y1 Cohort](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6813922): Attend all classes on campus at IEA LJS Summit. Attend IEA Summer Institute Keynote Speech on Tuesday 8:30 am -10 am PT (9:30am-11 am MT) Complete HW and Field Experience to include A written paper following the conference, to include reflections on the keynote speech and connected learnings to the curriculum, and an overall summary of the days’ activities and lessons. Completion of a bias inventory and assessment of personal and professional exposure to people of different backgrounds. Background research and reporting of demographics of the participant’s school and/or district and how those demographics compare to those of the community at large. Submit coursework to Cassie McBean at cassiejm08@gmail.com . 
- [Course XHSF 501.SG.002: Savvy Gardener Series: Soils](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831042): Ever wonder what's really happening beneath your feet—or how understanding soil science can transform your garden's success? This engaging introductory soils course pulls back the curtain on what makes healthy soil, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential soil science concepts every gardener should know. You'll explore soil texture and structure, learn the basics of soil chemistry and nutrient availability, and discover how organic matter and soil organisms support plant health. You'll also take a closer look at soil testing and amendment strategies, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. An optional bonus video and a short reading are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 3.5 hours to complete and is ideal for home gardeners who want to strengthen their understanding of soil, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.003: Savvy Gardener Series: Pruning](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831044): Ever wonder why some pruning cuts help a plant thrive while others set it back—or how understanding pruning science can make you a more confident gardener? This engaging introductory pruning course pulls back the curtain on how and why plants respond to pruning, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential pruning concepts every gardener should know. You'll explore the biology behind plant response to cuts, learn the basics of proper tools and techniques, and discover how timing affects plant health and flowering. You'll also take a closer look at pruning strategies for different plant types, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. An optional bonus video and helpful handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 5 hours to complete and is ideal for home gardeners who want to strengthen their pruning skills, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.004: Savvy Gardener Series: Plant Pathology, Composting, Organic Production](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831046): Ever wonder why your plants get sick—or how understanding plant pathology can help you catch problems before they spread? This engaging introductory plant pathology course pulls back the curtain on how plant diseases develop, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential plant pathology concepts every gardener should know. You'll explore the major categories of plant disease-causing organisms, learn the basics of how diseases spread and take hold, and discover how environmental conditions influence disease development. You'll also take a closer look at diagnosis and management strategies, helping connect everyday gardening practices to the science behind them. This course also includes a module on composting and a module on organic production.  The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. An optional bonus video and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 4 hours to complete and is ideal for home gardeners who want to strengthen their understanding of plant disease, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.005: Savvy Gardener Series: Entomology](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831048): Ever wonder which bugs in your garden are friends and which are foes—or how understanding insect biology can help you manage pests more effectively? This engaging introductory entomology course pulls back the curtain on how insects live and interact with plants, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential entomology concepts every gardener should know. You'll explore basic insect anatomy and life cycles, learn to distinguish beneficial insects from common pests, and discover how insects interact with the plants in your garden. You'll also take a closer look at integrated pest management principles, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. Optional bonus videos and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 3.5 hours to complete and is ideal for home gardeners who want to strengthen their understanding of garden insects, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.006: Savvy Gardener Series: Turfgrass and Irrigation](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831050): Ever wonder what it takes to grow a healthy, resilient lawn—or how understanding turfgrass science can save you time and water? This engaging introductory turfgrass course pulls back the curtain on how lawns grow and thrive, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential turfgrass concepts every gardener should know. You'll explore common turfgrass species and their growth habits, learn the basics of mowing, watering, and fertilizing practices, and discover how to identify and address common lawn problems. You'll also take a closer look at seasonal lawn care strategies, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. Optional bonus videos and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 3.5 hours to complete and is ideal for home gardeners who want to strengthen their understanding of lawn care, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.007: Savvy Gardener Series: Plant Propagation and Season Extension](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831052): Ever wonder how gardeners turn one plant into many—or how understanding propagation science can help you expand your garden for less? This engaging introductory plant propagation course pulls back the curtain on how new plants are created, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential propagation concepts every gardener should know. You'll explore the difference between sexual and asexual propagation, learn the basics of seed starting and cutting techniques, and discover how factors like timing and environment affect propagation success. You'll also take a closer look at grafting and division methods, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. Optional bonus videos and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 3 hours to complete and is ideal for home gardeners who want to strengthen their propagation skills, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.008: Savvy Gardener Series: Woody Plants and Tree Fruits](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831054): Ever wonder what makes trees and shrubs so different to care for than the rest of your garden—or how understanding woody plant biology can help them thrive for decades? This engaging introductory woody plants course pulls back the curtain on how trees and shrubs grow, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential woody plant concepts every gardener should know. You'll explore how trees and shrubs are classified and identified, learn the basics of woody plant structure and growth patterns, and discover how to select the right species for your landscape. You'll also take a closer look at planting, care, and long-term maintenance strategies, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. Optional bonus videos and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 5 hours to complete and is ideal for home gardeners who want to strengthen their understanding of trees and shrubs, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.009: Savvy Gardener Series: Weeds](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831056): Ever wonder why some weeds seem impossible to get rid of—or how understanding weed biology can help you finally get ahead of them? This engaging introductory weeds course pulls back the curtain on how weeds grow and spread, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential weed science concepts every gardener should know. You'll explore how weeds are classified and identified, learn the basics of weed life cycles and reproduction, and discover how weeds compete with desirable plants for resources. You'll also take a closer look at effective, sustainable weed management strategies, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. Optional bonus videos and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 2 hours to complete and is ideal for home gardeners who want to strengthen their understanding of weed management, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.010: Savvy Gardener Series: Vegetable and Small Fruit Production](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831058): Ever wonder what separates a so-so vegetable harvest from a bountiful one—or how understanding vegetable science can help you grow more of what you love to eat? This engaging introductory vegetable gardening course pulls back the curtain on how vegetable crops grow, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential vegetable gardening concepts every gardener should know. You'll explore how vegetable crops are classified and grouped, learn the basics of site selection, soil preparation, and planting timing, and discover how to manage water, nutrients, and common pests and diseases throughout the season. You'll also take a closer look at crop-specific growing tips and harvest strategies, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. Optional bonus videos and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 8 hours to complete and is ideal for home gardeners who want to strengthen their understanding of vegetable growing, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course XHSF 501.SG.011: Savvy Gardener Series: Herbaceous Ornamental Plants](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6831060): Ever wonder how to keep your flower beds blooming all season long—or how understanding herbaceous ornamental science can elevate your landscape design? This engaging introductory herbaceous ornamentals course pulls back the curtain on how ornamental flowers and foliage plants grow, giving you the knowledge to garden smarter, not just harder. Part of the Savvy Gardener series , this course introduces essential herbaceous ornamental concepts every gardener should know. You'll explore how ornamentals are classified, including annuals, perennials, and bulbs, learn the basics of selecting plants for your site conditions, and discover how to plan for season-long color and interest. You'll also take a closer look at planting, care, and maintenance strategies, helping connect everyday gardening practices to the science behind them. The course is designed to be approachable and flexible, featuring short videos with quick self-checks to help you track your progress and reinforce learning along the way. Optional bonus videos and handouts are included for those who want to dive deeper. You'll wrap up the course with a final knowledge check assessment; earn a score of 70% or higher to receive a course completion certificate. This self-paced course takes about 2 hours to complete and is ideal for home gardeners who want to strengthen their understanding of ornamental gardening, boost their confidence, and build skills as part of the broader Savvy Gardener learning series. Please Note: While this information is similar to one of the modules in the Master Gardener course, completing this course  will not  result in becoming a Master Gardener. This course is for home gardeners to learn more about gardening best practices.  Keep in mind, throughout this course, this is a paid for University of Idaho program and you paid to be here!  You may NOT share these materials with others who are not part of this course.
- [Course THE4171C: Introduction to Aerial Arts](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=6962375): Take Flight! Introduction to Aerial Arts offers an introduction to aerial fabrics (aerial sling and aerial silks) and bar apparatuses (lyra and dance trapeze). Designed for learners with a wide range of backgrounds—from those who have experience in movement-based forms like dance or gymnastics to those who are completely new to this kind of artform—this in-person course provides foundational instruction for aerial arts practice. The course emphasizes movement competency as the basis for skill progression and features learner-centered instruction. The course offers students the opportunity to learn aerial practice within a structured curriculum from aerialists with over two decades of combined experience.  Taught by Shelby McCahon, a Gem State Flyer, aerialist, and Sarah Fogarty-Morrison, a Gem State Flyer, aerialist, and Associate Professor in Theatre Arts. Whether you're hoping to find a more fun way to work out, have dreams of joining the circus, or just want to try something new, this foundational course is a perfect first step. Who Should Take This Course Adults (18+) looking to try a new form of movement and exercise. No prior experience is required! Participants who have previous experience in aerial arts will continue to build on the skills they have developed and learn new skills. Artists who are interested in expanding to try different forms of movement practice. What You’ll Gain A foundational knowledge of industry-standard rigging practice for aerial arts sufficient to inspect a rigging setup (but not to serve as a rigger nor to rig your own apparatus at home). Skills in fabric- and bar-based apparatuses (aerial sling, silks, lyra, and trapeze). Strength and conditioning experience specific to aerial arts training. Format & Requirements The course meets in the Hartung Theatre on Tuesdays from 7:30am-9:20am from September 1st until November 3rd.  There will be (2) Tuesdays where class will not meet due to scheduled performances in the Hartung Theatre.    Beginner-friendly format, no experience in aerial arts or movement practice is required. Participants must be ready for physical movement each class period. Learners will need to wear aerial arts specific clothing to participate in the course. This includes leggings or joggers with no buttons, zippers, or sharp embellishments; and a short-sleeved full-length top with no buttons, zippers, or sharp embellishments. All jewelry that can be removed will need to be removed (including rings, bracelets, necklaces, earrings, etc.). Nails must be kept short or filed rounded if long. Socks are optional. Learners may wish to have grippy, Pilates-style socks but these are not required. About the Instructors Shelby McCahon is an aerialist from Alaska. She has trained and performed dozens of acts on silks, sling, lyra, and straps. Shelby has been teaching aerial for 9 years at universities and professional studios and is a co-founder of both the UI Aerial Arts Club and the Gem State Flyers performance troupe. She currently works at the University of Idaho as a research associate studying shorebird ecology. Shelby will teach aerial silks and sling as part of this course. Sarah Fogarty-Morrison (Campbell) is an Associate Professor of Theatre History, Theory, and Literature in the University of Idaho Theatre Arts Department. She has over a decade of experience in aerial arts and is primarily an aerial hoop artist. She has trained at several studios in Indiana and at the New England Center for Circus Arts in Brattleboro, VT, and has taught aerials in Mexico and here in Moscow, Idaho for the Aerial Arts Club and the Theatre Department’s Summer Kids Camp. Sarah will teach aerial hoop and trapeze for the course. Questions?  Please contact Sarah Fogarty-Morrison at sarahcampbell@uidaho.edu
- [Course EDCIX505.PLANETS: PLANETS Workshop Course](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=7006192): This course accompanies the PLANETS (Planetary Learning that Advances the Nexus of Engineering, Technology, and Science) workshop on August 11 in Boise, ID. The PLANETS curriculum presented at the workshop engages youth in STEM instruction grounded in authentic NASA science and engineering. This course facilitates the implementation of a lesson in the participants' educational setting during the following fall semester.
- [Course ALCP 016C: ALCP English for Engineering](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=7009118): ALCP English for Engineering This course develops academic and real-world speaking skills through interactive online activities, guided practice, and performance-based assessments. First-year, non-native English-speaking engineering students engage with engineering texts, lectures, diagrams, data visualizations, and problem-solving scenarios while developing academic reading, writing, listening, speaking, vocabulary, and critical-thinking skills in this 8-week, 2-hour per week, non-credit, asynchronous EAP course. Through weekly integrated tasks, students learn to communicate technical information clearly and effectively in academic and professional contexts. Who Should Take This Course First-year, non-native English-speaking engineering students : Open to all STEM students, although the curriculum is targeting engineering students. Students Seeking Fluency: Individuals who want to develop better pacing, clarity, and confidence in real-time online speaking environments. Academic-Bound Students: Those needing to master structured oral presentations, small-group academic discussions, and formal interaction strategies (like paraphrasing and summarizing). Collaborative Learners: Students who enjoy interactive environments, as the course requires active participation in group problem-solving and peer feedback. Student do not need to be enrolled at the University of Idaho. Everyone is welcome! What You’ll Gain By the end of this 8-week course, students will: Develop increased fluency and confidence in real-time online speaking contexts. Demonstrate effective participation in academic and real-world communicative tasks. Apply appropriate language structures and vocabulary to express ideas clearly at their proficiency level. Use interaction strategies to initiate, sustain, and conclude discussions. Organize and deliver structured oral presentations with increasing complexity and independence. Adapt speaking performance to audience, purpose, and task expectations. Demonstrate measurable growth from diagnostic to final performance assessment. Required Materials Instructor-provided materials including readings, videos, and speaking prompts. View Course Syllabus Questions? Email Beth Wiens (bwiens@uidaho.edu)
- [Course DC-CS1112: CS1112 Dual Credit workshop](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=7145743): Course Description: Annual professional development workshop for high school teachers teaching dual credit CS1112 Computational Thinking and Problem Solving (or related courses). Includes a general discussion of the course and teacher feedback and focused topics such as: Extendable student work Effective coding strategies Use of AI in the classroom   Learning Outcomes: At the end of the workshop, teachers should have had the opportunity to address any concerns or issues with the course, develop ways to improve the course, and learn how to effectively use AI tools in the course.   Prerequisites: None (This course is intended for high school teachers teaching UI’s dual credit course CS1112 Computational Thinking and Problem Solving.)
- [Course EDCIX505.FUTUREREAD: Implementing the Future Readiness Project at Coeur d'Alene High School Professional Learning for Advisory Implementation](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=7387577): This professional development course prepares Coeur d'Alene High School teachers to successfully implement the district's Future Readiness Project (FRP), a graduation requirement designed to ensure every student graduates with a meaningful postsecondary plan, documented growth in Future Readiness competencies, and a digital portfolio demonstrating readiness for life beyond high school. Participants will develop an understanding of the district's Future Readiness framework, Idaho's College and Career Readiness competencies, and the instructional practices that support student success through advisory. Throughout the academic year, teachers will participate in monthly Professional Learning Communities (PLCs), prepare for and facilitate Future Readiness advisory lessons, utilize Xello as the district's portfolio platform, and guide students in developing meaningful postsecondary goals while documenting evidence of competency growth. The course emphasizes collaborative professional learning, practical implementation, and continuous reflection to ensure consistent implementation of the Future Readiness Project across all advisory classrooms.
- [Course FCS 101: Cooking 101](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=7612444):   This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Prepare 2-3 dishes from EACH of the recipe sections: snacks, side dishes, quick breads, main dishes, desserts (10-15 dishes total) Explore about the USDA Dietary guidelines Demonstrate knowledge on Food and Kitchen Safety basics Experiment on what dishes are safe in a microwave and how measuring cups are used Demonstrate knowledge on Cooking "how to" basics (3-5 basics) Complete one community service project such as baking food for a charity bake sale Apply what they have learned in various ways through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course.
- [Course FCS 201: Cooking 201](https://keeplearning.uidaho.edu/search/publicCourseSearchDetails.do?method=load&courseId=7613479): This is one of the many Learn Everywhere with 4-H courses. These courses include lessons that have information to learn, activities to do and quizzes to check for understanding, a 4-H project you are already working on or a new one you start, rubrics to assess items from your 4-H project, examples/suggestions for learning activities to do to enhance your experience, a presentation/demonstration related to your project, an interview where you will be able to verbally express what you have learned, and a 4-H record book. These courses are designed for K-12 grade students to receive school credit. Please make sure your school will accept this for credit.  Course Learning Objectives: Prepare 2-3 dishes from EACH of the recipe sections: Fruit and Vegetable group, Grains group, Protein group, Dairy group, Desserts Demonstrate knowledge on Food and Kitchen Safety basics Experiment on different ways to cook items Demonstrate knowledge on Cooking "how to" basics (3-5 basics) Complete one community service project such as baking food for a charity bake sale Apply what they have learned in various ways through a 4-H project Course Hours Requirements: You need to complete  The Course Hours Log  to show that you have completed the required 60 hours. Please log all your activities that you do for this course. It will include doing the lessons, completing any check for understanding/assignments/quizzes, working on your project/exhibit, 4-H club meetings, any learning activities you do in relation to this course and your project, your time to prepare for your demonstration, your interview and completing your record book. You may find other activities not included in this list that contribute to your course.

## Certificates

Here is a list of the currently available certificates.

- [Certificate Test: Test Certificate](https://keeplearning.uidaho.edu/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=4412436): Test certificate
- [Certificate Test2: Test Certificate 1 Course](https://keeplearning.uidaho.edu/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=4970924)
- [Certificate test3: CAPE Test 3 Stream & Track - Old](https://keeplearning.uidaho.edu/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=4972334)
- [Certificate CE0001: Biology of Vector Borne Diseases](https://keeplearning.uidaho.edu/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=5279037)
- [Certificate HisPres: Historic Preservation](https://keeplearning.uidaho.edu/public/category/courseCategoryCertificateProfile.do?method=load&certificateId=6255240): Historic Preservation Certificate The Historic Preservation Certificate provides professionals and community advocates with a structured introduction to the history, theory, documentation, and practice of historic preservation. Participants will build a foundation in the preservation field while exploring the built environment of the United States, methods for researching and interpreting historic places, and the professional tools, policies, and standards used to protect and manage historic resources. To earn the Historic Preservation Certificate, participants must successfully complete all four required courses. Courses are offered across the fall and spring terms and award CEUs upon successful completion. Required courses include: LARC2550C: Introduction to Historic Preservation Offered Fall Term An overview of the history, theory, and practice of historic preservation in the United States, including preservation organizations, policies, programs, legal frameworks, career pathways, and emerging issues in the field. CAA3800C: United States History of the Built Environment Offered Fall Term An introduction to the history of the built environment in the United States from the pre-colonial period to the present, with a focus on American architecture, interiors, landscape architecture, urbanism, terminology, and social and cultural context. LARC3420C: Documenting and Interpreting the Built Environment Offered Spring Term An introduction to research methods and documentation techniques used to study, record, and interpret buildings, districts, and landscapes, including archival research, field methods, property histories, and public interpretation. CAA4800C: Applied Historic Preservation Practice Offered Spring Term An introduction to professional work in historic preservation practice, including preservation documentation, certified local governments, GIS, historic tax credits, local preservation commissions, planning, the National Register of Historic Places, nonprofits, the Secretary of the Interior’s Standards, and Section 106.


LAST_UPDATED: 2026-08-18