International Field Studies for Teachers: Nepal
MSSE 593

 

Credits: 1-3

Semester Offered: Fall 2025

Course Dates: September 14-28, 2025

Instructor: John Graves

 

Course Description

This international field course is designed for teachers of science.  This course is designed as an introduction to Nepal and the Himalayas. The trip is a combination of daily hiking, visiting historical and cultural sites, learning about the local geology, ecology, biology, and visiting schools.

 

Expected learner outcomes

At the end of the course students will be able to:

  • Evaluate the rich and interconnected culture and environment of Nepal and the Himalayas as well as define the human and scientific interactions needed to sustain them.
  • Compare and contrast the local Nepali communities and ecosystems visited with more personal, familiar communities and ecosystems.
  • Compare and contrast the Nepal educational system and schools visited and compare and contrast with their own classrooms.
  • Identify specific ecosystem-related/science topics in Nepal and the Himalayas.
  • Create engaging standards-based learning lessons for students in their classrooms.

 

Daily Schedule of Events

TBD

 

Assessments

Online reading and assignments (all credit options):15%

Daily Participation (all credit options): 60%

Final Reflection Project (all credit options):25%

 

Performance Requirements (varies by total credits)

1 Credit Option

At the end of the course, for 1 credit, students will submit a 1-2 page reflection of the field experience addressing at least three (2) of the following.  The assignment should be presented as a presentation (Powerpoint, Word Document, etc.), including photos:

  • Evaluate the rich and interconnected culture and environment of Nepal and the Himalayas as well as define the human and scientific interactions needed to sustain them.
  • Compare and contrast the local Nepali communities and ecosystems visited with more personal, familiar communities and ecosystems.
  • Compare and contrast the educational system of Nepal and their own classrooms.
  • Identify specific ecosystem-related topics that can be used to create engaging standards-based STEM learning experiences for students in their own classrooms.

 

2 Credit Option

At the end of the course, for 2 credits, students will submit a reflection of the field experience addressing at least three (3) of the following. This assignment should be submitted as a presentation, including photos of the trip.  Additionally, students are expected to reflect on the utility of what they learned during the trip and how they plan to utilize this knowledge effectively in their classroom.

  • Evaluate the rich and interconnected culture and environment of Nepal and the Himalayas as well as define the human and scientific interactions needed to sustain them.
  • Compare and contrast the local Nepali communities and ecosystems visited with more personal, familiar communities and ecosystems.
  • Compare and contrast the educational system of Nepal and their own classrooms.
  • Identify specific ecosystem-related topics that can be used to create engaging standards-based STEM learning experiences for students in their own classrooms.
  • Design two (2) 5 E lesson plans for use in the classroom specific to content learned in the course.

 

3 Credit Option

At the end of the course, for 3 credits, students will submit a reflection of the field experience addressing at least three (3) of the following. This assignment should be submitted as a presentation, including photos of the trip.  Additionally, students are expected to reflect on the utility of what they learned during the trip and how they plan to utilize this knowledge effectively in their classroom.

  • Evaluate the rich and interconnected culture and environment of Nepal and the Himalayas as well as define the human and scientific interactions needed to sustain them.
  • Compare and contrast the local Nepali communities and ecosystems visited with more personal, familiar communities and ecosystems.
  • Compare and contrast the educational system of Nepal and their own classrooms.
  • Identify specific ecosystem-related topics that can be used to create engaging standards-based STEM learning experiences for students in their own classrooms.
  • Design four (4) 5 E lesson plans for use in the classroom specific to content learned in the course.
  • Create and submit a portfolio of photos of the field experience.

 

Performance Assessment

Submitted assignments will be assessed based on content and formatting standards.

The writing component rubric and guidelines for each writing assignment should be viewed as the minimum standard for that assignment.

The content and writing scores will be based on the standards and feedback will indicate if the standard was met and/or exceeded, met or not met.

Standards that are met and exceeded = 100%

Standards met = 95%

1 standard not met = 85%

2 standards not met = 80%

3 standards or more not met = 75%

4 standards or more not met = 50%

All assignments can be redone for a maximum score of 90%. The goal is to achieve and/or surpass the standard.

Content Standards are described/implied for each assignment through the assignment content, podcasts, examples, webinar content, etc.

 

Writing Standards

Writing is clear, coherent, and unambiguous. It includes all required elements and communicates effectively to the intended audience. The writing is free of grammatical, spelling and other errors.

 

Course Grading

  • A    (94-100%)
  • A-   (90-93%)
  • B+  (87-89%)
  • B   (84-86%)
  • B-   (80-83%)
  • C+  (77-79%)
  • C   (74-76%)
  • C-   (70-73%)
  • D+  (67-69%)
  • D   (60-66%)
  • F   (0-59%)     

  
Maintaining Intellectual Integrity (Plagiarism)

Paraphrasing or quoting another’s work without citing the source is a form of academic misconduct. Even inadvertent or unintentional misuse or appropriation of another's work (such as relying heavily on source material that is not expressly acknowledged) is considered plagiarism. All sources of information that are not your original thoughts need to be cited.  This includes, but is not limited to, journal articles, textbooks and online resources. Adapted from the MSU Syllabus language page.

 

Student Conduct

All students are required to review, and abide by, Montana State University's Code of Student Conduct, Policies, Regulations, & Reports  available here:

http://catalog.montana.edu/code-conduct-policies-regulations-reports/

In addition, all students are expected to adhere to Montana State University's student Conduct Guidelines, available here: 

https://www.montana.edu/policy/student_conduct/#s330.10

In addition to the above broad policies, the following rules regarding academic misconduct are in effect for this course: First offense will result in a zero grade for that particular assignment and communication with the MSSE Program Director and the Dean of Students. Subsequent violations will result in course failure and referral to the Dean of Students for possible further action.  

 

Note: the use of AI platforms such as, but not limited to, ChatGPT  to generate text is considered plagiarism and a violation of MSU's code of student conduct.

 

IMPORTANT: Your passport must be good for at least 6 months beyond our departure date, or you may be refused entry into Iceland. Given current delays in passport processing, this should be addressed at least 6 months prior to our departure.