- Teacher: Kristine Bella
- Teacher: Miranda Carney-Morris
カテゴリ: FTI 2025
Lewis & Clark Moodle
検索結果: 286
Form and space explored through a variety of media and techniques such as wood, plaster, found object, and assemblage. Short exercises to explore materials and techniques, opening up a broader discussion about the possibilities and complexities of the three-dimensional form.
Readings, critiques, and more involved assignments leading to in-depth discussions and approaches to understanding and exploring sculpture.
Readings, critiques, and more involved assignments leading to in-depth discussions and approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
カテゴリ: Art
Form and space are explored through a variety of media and techniques such as wood, plaster, found object, and assemblage. Short exercises to explore materials and techniques are used to open up a broader discussion about the possibilities and complexities of the three-dimensional form.
Readings, critiques, and more involved assignments lead to in-depth discussions and approaches to understanding and exploring sculpture.
Readings, critiques, and more involved assignments lead to in-depth discussions and approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
カテゴリ: Art
Form and space explored through a variety of media and techniques such as wood, plaster, found, object, and assemblage. Short exercises to explore materials and techniques open up a broader discussion about the possibilities and complexities of the three-dimensional form. Readings, critiques, and more involved assignments leading to in-depth discussions and approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
カテゴリ: Art
Form and space explored through a variety of media and techniques such as wood, plaster, found, object, and assemblage. Short exercises to explore materials, techniques and critical thinking, opening up broader discussion about the possibilities and complexities of the three-dimensional form., Readings, critiques, and more involved assignments leading to in-depth discussions and expanded approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
カテゴリ: Art
Advanced study of form and space through more self-directed assignments. Developing technical skills learned in ART 113 with an introduction
to sewing, advanced techniques, and conceptual practices. Creating sculpture
that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates to form.
to sewing, advanced techniques, and conceptual practices. Creating sculpture
that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates to form.
- Teacher: Jess Perlitz
カテゴリ: Art
Advanced study of form and space through more self-directed assignments. Developing technical skills learned in ART 113, with an introduction
to more materials. Creating sculpture that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates not only to materials & form, but also function.
to more materials. Creating sculpture that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates not only to materials & form, but also function.
- Teacher: Jess Perlitz
カテゴリ: Art
Focus on critical questions of
contemporary painting by exploring a variety of
approaches to pictorial space from 20th-century
modernism through postmodernism and contemporary
practice. Students will strengthen technique and
material knowledge of working in oil paints,
identify individual working processes, expand
critical language through discussion and readings,
and develop a significant and informed body of
work.
contemporary painting by exploring a variety of
approaches to pictorial space from 20th-century
modernism through postmodernism and contemporary
practice. Students will strengthen technique and
material knowledge of working in oil paints,
identify individual working processes, expand
critical language through discussion and readings,
and develop a significant and informed body of
work.
- Teacher: Cara Tomlinson
カテゴリ: Art
Study of examples of Northeast Asian art by, visiting the sites for which the works were, originally made (including temples, tombs,, palaces, and gardens) and the spaces in which they, are currently studied and displayed (among these,, archaeological excavations, museums, art, galleries, and UNESCO World Heritage sites)., Exploration of how geography, political regimes,, religion, and technology, among other forces, work, with art to construct concepts of what it means to, be "Korean" and "Japanese," both historically and, today.
- Teacher: Dawn Odell
カテゴリ: Art
History of print in Europe from the Renaissance, through the 19th century. Lecture combined with a, hands-on workshop to experiment with printmaking, practices. All sessions will be held at a Portland, printmaking studio with an introduction to the, history and impact of different print media and, additional time in which students will make their, own prints, with the guidance of a master, printmaker. One of the sessions will also be held, at the Portland Art Museum, where students will, study examples of prints by various artists, with, the guidance of the print curator.
- Teacher: Matthew Johnston
カテゴリ: Art
The intertwined history of realism and mass media, as integral components of an emerging modernity in, the United States and Europe during the 19th, century. Focus on technical innovations and the, examination of primary writings by artists,, critics, authors, and other cultural figures to, assess their aspirations for and anxieties about, the innovations' social and cultural implications., Realism as a movement in academic art; debates, about the artistic value of mass media and the, impact on artistic practice; early mass media and, the pursuit of political change; the relationship, between art and science; the shaping of national,, racial, class, and gender identities; the, emergence of the modern commercial market and, industrial production.
- Teacher: Matthew Johnston
カテゴリ: Art
The intertwined history of realism and mass media
as integral components of an emerging modernity in
the United States and Europe during the 19th
century. Focus on technical innovations and the
examination of primary writings by artists,
critics, authors, and other cultural figures to
assess their aspirations for and anxieties about
the innovations' social and cultural implications.
Realism as a movement in academic art; debates
about the artistic value of mass media and the
impact on artistic practice; early mass media and
the pursuit of political change; the relationship
between art and science; the shaping of national,
racial, class, and gender identities; the
emergence of the modern commercial market and
industrial production.
as integral components of an emerging modernity in
the United States and Europe during the 19th
century. Focus on technical innovations and the
examination of primary writings by artists,
critics, authors, and other cultural figures to
assess their aspirations for and anxieties about
the innovations' social and cultural implications.
Realism as a movement in academic art; debates
about the artistic value of mass media and the
impact on artistic practice; early mass media and
the pursuit of political change; the relationship
between art and science; the shaping of national,
racial, class, and gender identities; the
emergence of the modern commercial market and
industrial production.
- Teacher: Matthew Johnston
カテゴリ: Art
History of modern architecture from the late 18th
century to the present, focusing on the way
historical developments in architecture reflect
and influence social values and on architecture as
a unique artistic medium. Specific issues include:
entirely new types of buildings and structures for
a modern industrial and commercial society, new
building materials, the decline of craftsmanship,
the constraints and opportunities of urban
planning, and the impact of new
design/reproduction technologies. Provides a set
of architectural concepts and terms for describing
structure and space and a critical overview of the
aesthetic, technical, and social issues
confronting architects over the past two and a
half centuries. Finally, investigates how
architects themselves conceptualized the
challenges facing them as architecture responded
to and shaped an evolving modern world, through
close readings of their writings in relation to
the buildings and structures they designed.
century to the present, focusing on the way
historical developments in architecture reflect
and influence social values and on architecture as
a unique artistic medium. Specific issues include:
entirely new types of buildings and structures for
a modern industrial and commercial society, new
building materials, the decline of craftsmanship,
the constraints and opportunities of urban
planning, and the impact of new
design/reproduction technologies. Provides a set
of architectural concepts and terms for describing
structure and space and a critical overview of the
aesthetic, technical, and social issues
confronting architects over the past two and a
half centuries. Finally, investigates how
architects themselves conceptualized the
challenges facing them as architecture responded
to and shaped an evolving modern world, through
close readings of their writings in relation to
the buildings and structures they designed.
- Teacher: Matthew Johnston
カテゴリ: Art
Examination of art produced in China from the 17th, century to 1949, with a focus on work created in, four cities: Suzhou, Guangzhou, Beijing, and, Shanghai. Considerations of relationships between, the built environment and artist production;, definitions of modernity; artistic conventions and, religious beliefs of the Manchu court; impacts of, trade with Europe and America on visual culture;, responses to new reproductive technologies,, including lithography and photography; woodblock, print and film as mediums of political protest.
- Teacher: Dawn Odell
カテゴリ: Art
Examination of art produced in China from the 17th
century to 1949, with a focus on work created in
four cities: Suzhou, Guangzhou, Beijing, and
Shanghai. Considerations of relationships between
the built environment and artist production;
definitions of modernity; artistic conventions and
religious beliefs of the Manchu court; impacts of
trade with Europe and America on visual culture;
responses to new reproductive technologies,
including lithography and photography; woodblock
print and film as mediums of political protest.
century to 1949, with a focus on work created in
four cities: Suzhou, Guangzhou, Beijing, and
Shanghai. Considerations of relationships between
the built environment and artist production;
definitions of modernity; artistic conventions and
religious beliefs of the Manchu court; impacts of
trade with Europe and America on visual culture;
responses to new reproductive technologies,
including lithography and photography; woodblock
print and film as mediums of political protest.
- Teacher: Dawn Odell
カテゴリ: Art
Exploration of the creative process incorporating, studio work, readings, and discussions. Through, the language of visual art, students explore ideas, about being creative and learn how to integrate, the discipline and practice of art in ways that, extend their understanding and enhance their, capacity to solve problems. Participants employ a, variety of techniques, mediums, technologies, and, artistic forms--drawing, painting, sculpture, and, writing--to exercise their creative self and find, their voice. Students are encouraged to reflect on, insights from art history, aesthetics, and, criticism to critically evaluate their art, experience. Incorporates diverse teaching, approaches including studio work and lectures.
- Teacher: Eric Jensen
In this shared community space students are encouraged to support one another, post questions, learn about upcoming events, and access important information about the program.
- Teacher: Mary Andrus
- Teacher: Kristine Bella
- Teacher: Jillynn Garcia
- Teacher: Gaelan Harmon-Walker
- Teacher: Margaret Hartsook
- Teacher: Erin Headley
- Teacher: Portia Jones
- Teacher: Maria Leija Briones
- Teacher: Erin Partridge
- Teacher: Counseling Psychology
- Teacher: Quinn Rivenburgh
- Teacher: Justin Rock
- Teacher: Missy Satterberg
- Teacher: Beth Ann Short
Through the lens of art
therapy this course will examine; polyvagal theory, brain development and the
impact of trauma on the developing brain, the stages of treatment when working
with clients who have experienced trauma, methods to protect and manage self-care
to address vicarious traumatization in clinical practice, various methods to
treat trauma with different client populations and showing sensitivity to
cultural, environmental and developmental needs. Teaching methods include but
are not limited to readings, lecture, video, discussions, and experiential art
making directives.
Through the lens of art therapy this course will
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
- Teacher: Mary Andrus
Through the lens of art therapy this course will
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
- Teacher: Mary Andrus
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
This course is intended to increase the student's understanding of the issues and dynamics in counseling across social and cultural lines. Students will explore the nature of society and culture and how these impact the counseling process. Students will broaden their scope of diversity awareness and knowledge including systems of power and privilege. Attention will be given to developing an understanding of the intersectionality of gender, class, race, and ethnicity in working with diverse populations in a counseling context.
- Teacher: Marie Mellberg
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
カテゴリ: Graduate Fall 2021
This course is intended to increase the student's
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
- Teacher: Portia Jones
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context. Admission to Art Therapy, Program required.
- Teacher: Portia Jones
- Teacher: Marie Mellberg
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
カテゴリ: Graduate Fall 2021
This course is intended to increase the student's
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
- Teacher: Portia Jones
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context. Admission to Art Therapy, Program required.
- Teacher: Portia Jones
- Teacher: Marie Mellberg
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and cultures, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Francesca Debiaso
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and cultures, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Gregory Kaplan
Catalog description:
Dolls and puppets have a long lineage in human life and culture. Dolls and puppets take many forms from simple paper dolls to ornate, kinetic and sculptural creations. In therapy, dolls and puppets can serve as self-representation, a form of narrative storytelling, a means to explore identity, and a stimulus for exploring interpersonal dynamics. This two day course will introduce a variety of doll and puppet techniques for use with a wide range of client populations and settings—not just youth, but across the lifespan. Topics covered include 1. survey of historical doll and puppet creation around the world, 2. representation and symbolism of human forms in art therapy, 3. Techniques for 2-D and 3-D dolls and puppets, 4. Applications of Dolls and puppets in art therapy 5. Use of found and reclaimed materials, and 6. Emotional, ethical and cultural considerations.
Course Description:
This experiential course will incorporate active making and experiential exercises in the use of dolls and puppets in art therapy. Students will explore a wide range of materials and engage in discussion about the application of these materials to use in art therapy for clients across the life and health span. Dolls and puppets have the capacity to serve many roles in the therapeutic context during the process of creation, use of storytelling and play, and reflection on the completed forms. Students will create a resource for their future practices through a ‘doll journal’ and they will also consider the application to a population or setting of interest.
Dolls and puppets have a long lineage in human life and culture. Dolls and puppets take many forms from simple paper dolls to ornate, kinetic and sculptural creations. In therapy, dolls and puppets can serve as self-representation, a form of narrative storytelling, a means to explore identity, and a stimulus for exploring interpersonal dynamics. This two day course will introduce a variety of doll and puppet techniques for use with a wide range of client populations and settings—not just youth, but across the lifespan. Topics covered include 1. survey of historical doll and puppet creation around the world, 2. representation and symbolism of human forms in art therapy, 3. Techniques for 2-D and 3-D dolls and puppets, 4. Applications of Dolls and puppets in art therapy 5. Use of found and reclaimed materials, and 6. Emotional, ethical and cultural considerations.
Course Description:
This experiential course will incorporate active making and experiential exercises in the use of dolls and puppets in art therapy. Students will explore a wide range of materials and engage in discussion about the application of these materials to use in art therapy for clients across the life and health span. Dolls and puppets have the capacity to serve many roles in the therapeutic context during the process of creation, use of storytelling and play, and reflection on the completed forms. Students will create a resource for their future practices through a ‘doll journal’ and they will also consider the application to a population or setting of interest.
- Teacher: Erin Partridge
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Greta Binford
- Teacher: Margaret Metz
カテゴリ: Fall 2020
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Greta Binford
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Fall 2022
An introduction to core principles that underlie
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie all of biology, illustrated through evidence-driven examples centered on integrative, organismal biology and organisms' interactions with the biotic and physical environment. We will explore the evolution of life, flow of information within and among individuals, the influence of structure on function at scales from individuals to ecosystems, the transformations of energy and matter in space and time, and the dynamic systems that characterize Earth and its inhabitants. Topics will vary according to faculty expertise. See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Margaret Metz
カテゴリ: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie all of biology, illustrated through evidence-driven examples centered on integrative, organismal biology and organisms' interactions with the biotic and physical environment. We will explore the evolution of life, flow of information within and among individuals, the influence of structure on function at scales from individuals to ecosystems, the transformations of energy and matter in space and time, and the dynamic systems that characterize Earth and its inhabitants. Topics will vary according to faculty expertise. See department website for specific section details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
カテゴリ: Biology
An introduction to core principles that underlie
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
- Teacher: Greta Binford
- Teacher: Margaret Metz
カテゴリ: Biology
Welcome to our January 2025 Clinical Supervision for Professional
Counselors 4-day, 30 hour training! All the materials for our four-day
training will be available for your review, so please feel free to read
ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and
"off-line" Moodle assignments, each of which we'll review and clarify
along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, January 23, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Welcome to our January 2025 Clinical Supervision for Professional
Counselors 4-day, 30 hour training! All the materials for our four-day
training will be available for your review, so please feel free to read
ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and
"off-line" Moodle assignments, each of which we'll review and clarify
along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, January 23, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Welcome to our August 2025 Clinical Supervision for Professional Counselors 4-day, 30 hour training! All the materials for our four-day training will be available for your review, so please feel free to read ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and "off-line" Moodle assignments, each of which we'll review and clarify along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, July 10, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Welcome to our August 2025 Clinical Supervision for Professional Counselors 4-day, 30 hour training! All the materials for our four-day training will be available for your review, so please feel free to read ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and "off-line" Moodle assignments, each of which we'll review and clarify along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, July 10, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Welcome to our May 2024 Clinical Supervision for Professional
Counselors 30 hour training! All the materials for our four-day
training will be available for your review, so please feel free to read
ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and
"off-line" Moodle assignments, each of which we'll review and clarify
along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, May 16, 2024 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Multidisciplinary approaches to studying a diverse, world of ideas, methods, and perspectives. Theme, and content vary by section, but all seminars, display historical and disciplinary breadth and, focus upon topics in the liberal arts tradition., Past spring section themes have included the Art, of War, Am I My Brother's Keeper?, and, Understanding How We Understand the Mayans.
COURSE OVERVIEW, THIS SECTION:
What is the self? How do we come to know the self? What is consciousness and where does it reside? These questions have fascinated philosophers and scientists for centuries. In the age of virtual reality and artificial intelligence, they have become more relevant than ever. Legal scholars, neuroscientists, and ethicists are embroiled in inquiry about the rights and responsibilities of artificial intelligence and downloaded consciousness (also known as “whole brain emulations”). But how do experts determine the answers to these questions, and what assumptions are best left behind? This course will draw on scientific journals, the popular press, and internet sources to examine identity in the virtual age. In the course of our quest, we will expand our ability to locate, think about, and make arguments with data.
While the heart of this E&D section is in Psychological Science, we will use a broad and interdisciplinary approach. We will use numbers and data visualization to explore virtual identities and bring these resources in conversation with long standing philosophical case studies such as Plato’s Allegory of the Cave. We will also draw on scholarship grounded in the social sciences regarding inequalities in our digital lives, particularly as they impact racial and sexual minorities. Alongside these content questions, we will evaluate the role quantitative reasoning can play in shaping the future of human-tech interaction.
COURSE OVERVIEW, THIS SECTION:
What is the self? How do we come to know the self? What is consciousness and where does it reside? These questions have fascinated philosophers and scientists for centuries. In the age of virtual reality and artificial intelligence, they have become more relevant than ever. Legal scholars, neuroscientists, and ethicists are embroiled in inquiry about the rights and responsibilities of artificial intelligence and downloaded consciousness (also known as “whole brain emulations”). But how do experts determine the answers to these questions, and what assumptions are best left behind? This course will draw on scientific journals, the popular press, and internet sources to examine identity in the virtual age. In the course of our quest, we will expand our ability to locate, think about, and make arguments with data.
While the heart of this E&D section is in Psychological Science, we will use a broad and interdisciplinary approach. We will use numbers and data visualization to explore virtual identities and bring these resources in conversation with long standing philosophical case studies such as Plato’s Allegory of the Cave. We will also draw on scholarship grounded in the social sciences regarding inequalities in our digital lives, particularly as they impact racial and sexual minorities. Alongside these content questions, we will evaluate the role quantitative reasoning can play in shaping the future of human-tech interaction.
- Teacher: Diana Leonard
カテゴリ: Spring 2020
“They can print statistics and count the populations in hundreds of thousands, but to each man a city consists of no more than a few streets, a few houses, a few people.” -Graham Greene, Our Man in Havana, 1958
This course asks the central question: how might we understand the complicated relationship between our understanding of the “ideal” city, our experiences in cities, and the numbers and images we use to describe the City? We will explore the ways in which statistics, maps, and images may corroborate or belie what we understand to be true of lived experience within urban spaces. Our course considers the city a living and dynamic organism, both a human construct and ever-present agent subtly shaping social performance. The curriculum will highlight diverse academic disciplines, ranging from art history to sociology, philosophy to urban planning. Participating students should be interested in working creatively with fellow classmates and making occasional off-campus site visits. Prior experience with statistics and mapping is not required or expected.
This course asks the central question: how might we understand the complicated relationship between our understanding of the “ideal” city, our experiences in cities, and the numbers and images we use to describe the City? We will explore the ways in which statistics, maps, and images may corroborate or belie what we understand to be true of lived experience within urban spaces. Our course considers the city a living and dynamic organism, both a human construct and ever-present agent subtly shaping social performance. The curriculum will highlight diverse academic disciplines, ranging from art history to sociology, philosophy to urban planning. Participating students should be interested in working creatively with fellow classmates and making occasional off-campus site visits. Prior experience with statistics and mapping is not required or expected.
- Teacher: Read McFaddin
カテゴリ: Core Curriculum
“They can print statistics and count the populations in hundreds of thousands, but to each man a city consists of no more than a few streets, a few houses, a few people.” -Graham Greene, Our Man in Havana, 1958
This course asks the central question: how might we understand the complicated relationship between our understanding of the “ideal” city, our experiences in cities, and the numbers and images we use to describe the City? We will explore the ways in which statistics, maps, and images may corroborate or belie what we understand to be true of lived experience within urban spaces. Our course considers the city a living and dynamic organism, both a human construct and ever-present agent subtly shaping social performance. The curriculum will highlight diverse academic disciplines, ranging from art history to sociology, philosophy to urban planning. Participating students should be interested in working creatively with fellow classmates and making occasional off-campus site visits. Prior experience with statistics and mapping is not required or expected.
This course asks the central question: how might we understand the complicated relationship between our understanding of the “ideal” city, our experiences in cities, and the numbers and images we use to describe the City? We will explore the ways in which statistics, maps, and images may corroborate or belie what we understand to be true of lived experience within urban spaces. Our course considers the city a living and dynamic organism, both a human construct and ever-present agent subtly shaping social performance. The curriculum will highlight diverse academic disciplines, ranging from art history to sociology, philosophy to urban planning. Participating students should be interested in working creatively with fellow classmates and making occasional off-campus site visits. Prior experience with statistics and mapping is not required or expected.
- Teacher: Read McFaddin
カテゴリ: Core Curriculum
Overview of feminist theoretical perspectives,, methods, and therapies, which, though broad and, diverse, nonetheless-share a common focus on, addressing the impact of gender socialization and, cultural expectations on individuals and society., Emphasis is placed on diversity, ethics, and, advocacy. Covers feminist counseling of women,, men, and families. Students assist in the, development of content for this course, which is, taught within a feminist pedagogical framework.
- Teacher: Amy Rees
カテゴリ: Graduate Fall 2021
This course provides an opportunity for students, to do in-depth exploration of specialized topics, or practices related to ecopsychology and to gain, experience in various roles such as counselor,, therapist, educator, activist, consultant, or, researcher. Course focus and format varies given, year and instructor. This course integrates critical geography into the practice of family therapy/counseling focusing on the impact of space and place; offering "family cartography" as a therapeutic tool. Participants explore 1) privacy, personal space, social interactions, 2) safety in community and social life, 3) relationships between social class and mobility, 4) dynamics of boundaries and resistance, and (5) relevance of these for case conceptualization and treatment planning.
- Teacher: Carmen Knudson-Martin
カテゴリ: Graduate Spring 2021
Sexualities are not simply something we possess;, they are constructed, performed, restricted and, controlled, all within the historical and cultural, setting in which we live. This course will examine, the intersections among sexuality, culture,, gender, and the body. Our goal will be to explore, a variety of sexualities emphasizing the, multifaceted nature of power, privilege, and, oppression inherent in human sexuality. There will, be a specific focus on the role counseling/therapy, plays in cultivating sexual discourses and the, impact those discourses have on our lives. For, example, students will learn to critically, investigate how and why some sexual behaviors, become pathologized and later normalized by mental, health practitioners. Finally, an important part, of this course includes the consideration of our, own histories and vulnerabilities as they, influence our capacity to support others' sexual, health.
- Teacher: Matthew Geraths
Microeconomic strengths and weaknesses of, market-directed economic activity. Industrial, policy, discrimination in labor markets, impact, and role of trade unions, welfare economics.
- Teacher: Clifford Bekar
カテゴリ: Economics
Ecotherapy is the field of inquiry concerned with
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
- Teacher: Ali Archer
Ecotherapy is the field of inquiry concerned with
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
- Teacher: Ali Archer
カテゴリ: Fall 2024
Ecotherapy is the field of inquiry concerned with, the human-nature relationship and includes a, substantial body of evidence demonstrating the, physical and psychological benefits of interacting, with nature. A basic tenet of the field is that, our inner worlds and the outer world are, intimately connected. The need for nature still, resides in our bodies, minds, and spirit. From an, ecotherapy perspective, a central challenge of our, time is the integration of our connection with, nature with our scientific culture and our, technological selves. As such, ecotherapy has a, role to play in addressing such issues as the, decreased presence of nature in our lives; the, exponential growth of technology in daily living;, and the impact of global climate change. This, course guides students toward self-reflection, regarding their environmental identity and their, "sense of place". It also explores the motivations, for integrating ecological perspectives into, academic and professional work.
- Teacher: Ali Archer
Ecotherapy is the field of inquiry concerned with, the human-nature relationship and includes a, substantial body of evidence demonstrating the, physical and psychological benefits of interacting, with nature. A basic tenet of the field is that, our inner worlds and the outer world are, intimately connected. The need for nature still, resides in our bodies, minds, and spirit. From an, ecotherapy perspective, a central challenge of our, time is the integration of our connection with, nature with our scientific culture and our, technological selves. As such, ecotherapy has a, role to play in addressing such issues as the, decreased presence of nature in our lives; the, exponential growth of technology in daily living;, and the impact of global climate change. This, course guides students toward self-reflection, regarding their environmental identity and their, "sense of place". It also explores the motivations, for integrating ecological perspectives into, academic and professional work.
- Teacher: Christopher Russo
This course in Ecotherapy focuses on broadening, and deepening the practice of counseling and, therapy by extending the psychotherapeutic context, to include the natural world in which we live. We, will further our survey of research that supports, the theoretical foundations of ecotherapy found in, environmental and conservation psychology,, ecopsychology, evolutionary psychology, and, biophilia. Specific practices and methods that, incorporate nature into the therapeutic process, will be explored and students will have the, opportunity to practice these techniques. We will, further explore the restorative effects of direct, contact with nature, the psychological impact of, "a sense of place", the concepts of a Nature, Language and Human Rewilding, and contemporary, influences that affect the human-nature, relationship. Ethical issues unique to the, practice of ecotherapy and incorporating, ecotherapy with special populations will be, discussed. Admission to Ecotherapies Certificate, required.
- Teacher: Pilar Hernandez-Wolfe
Discussion, critique, and application of current, research on adolescent development, understood, from psychosocial, culturally responsive, and, justice-oriented perspectives. Explores theories, of cognitive, relational, sexual, moral, and, spiritual development with an emphasis on the, middle- and high-school student's construction of, identity as it is shaped by culture, ethnicity,, gender, linguistic heritage, race, sexual, orientation, and socioeconomic status. Examines, strategies for promoting resilience and engaging, students in learning experiences that are, responsive to development levels and cultural, contexts. Also investigates insights from, neuropsychology and the impact on adolescent, well-being as a result of risk-taking behaviors,, societal (mis)interpretations of youth, and the, ubiquity of digital media.
- Teacher: Lina Darwich
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
カテゴリ: Educational Leadership
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
カテゴリ: Educational Leadership
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Ben Kates
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Ben Kates
The lenses of equity and social justice are, applied to contemporary school issues that impact, student learning and school success., Administrators examine their own cultural heritage, and perspectives to understand how personal, experiences influence administrative behaviors and, leadership. The course is designed for, administrators in their beginning years of, administrative experience.
- Teacher: Dawn Montgomery
In the past, school-wide zero-tolerance policies, have focused mainly on reacting to specific, student misbehavior by implementing, punishment-based strategies. Research during the, past 20 years has shown that school-wide behavior, systems that are positively focused on desired, behaviors can result in a substantive lifestyle, impact for all members of a school community. This, course will examine the systems-based approach for, implementing culturally proficient, multi-tiered,, school-wide behavior supports, and the critical, role that school leaders have in building positive, learning environments for each student.
- Teacher: Vicki Nishioka
This foundational course is designed to introduce, the theories, practices, core responsibilities,, and issues associated with leadership and social, justice in educational organizations. Aspiring, principals and other educational practitioners, move toward acquiring and affirming requisites and, capacities to engage in social justice praxis, (critical reflection and action) towards improving, conditions and culture in schools in authentic and, collaborative ways. Candidates learn about, instructional, organizational, community, ethical,, and sociopolitical functions of leadership. Using, research and reflection, candidates analyze and, clarify internal and external conceptions of and, attitudes toward leadership at the intersection of, social injustice including but not limited to:, systemic racism, whiteness as privilege and power,, gender and class biases, ableism, and deficit, minded decision-making to guide them in leadership, work.
- Teacher: Loretta Benjamin-Samuels
- Teacher: Lisa McCall
カテゴリ: Graduate Spring 2021
This foundational course is designed to introduce
the theories, practices, core responsibilities,
and issues associated with leadership and social
justice in educational organizations. Aspiring
principals and other educational practitioners
move toward acquiring and affirming requisites and
capacities to engage in social justice praxis
(critical reflection and action) towards improving
conditions and culture in schools in authentic and
collaborative ways. Candidates learn about
instructional, organizational, community, ethical,
and sociopolitical functions of leadership. Using
research and reflection, candidates analyze and
clarify internal and external conceptions of and
attitudes toward leadership at the intersection of
social injustice including but not limited to:
systemic racism, whiteness as privilege and power,
gender and class biases, ableism, and deficit
minded decision-making to guide them in leadership
work.
- Teacher: Yolanda Coleman
- Teacher: Lisa McCall
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
カテゴリ: Educational Leadership
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
カテゴリ: Educational Leadership
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Megan Barrett
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Megan Barrett
カテゴリ: Educational Leadership
The lenses of equity and social justice are, applied to contemporary school issues that impact, student learning and school success., Administrators examine their own cultural heritage, and perspectives to understand how personal, experiences influence administrative behaviors and, leadership. The course is designed for, administrators in their beginning years of, administrative experience.
- Teacher: Dawn Montgomery
There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.
- Teacher: Dawn Montgomery
- Teacher: Matsya Siosal
There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.
- Teacher: Dawn Montgomery
There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.
- Teacher: Dawn Montgomery
カテゴリ: Educational Leadership
In the past, school-wide zero-tolerance policies, have focused mainly on reacting to specific, student misbehavior by implementing, punishment-based strategies. Research during the, past 20 years has shown that school-wide behavior, systems that are positively focused on desired, behaviors can result in a substantive lifestyle, impact for all members of a school community., This course will examine the systems-based, approach for implementing culturally proficient,, multi-tiered, school-wide behavior supports, and, the critical role that school leaders have in, building positive learning environments for each, student.
- Teacher: Joel Hoff
カテゴリ: Educational Leadership
In the past, school-wide zero-tolerance policies
have focused mainly on reacting to specific
student misbehavior by implementing
punishment-based strategies. Research during the
past 20 years has shown that school-wide behavior
systems that are positively focused on desired
behaviors can result in a substantive lifestyle
impact for all members of a school community.
Additionally, these school wide initiatives must
be supported by district-wide systems of
multi-tiered interventions and equitable policies
that focus on reducing exclusionary discipline,
increasing attendance, and sustaining positive,
inclusive, and hate-free school and district
cultures. This course will examine the
systems-based approach for implementing culturally
proficient, multi-tiered, school-wide behavior
supports, and the critical role that school
leaders have in building positive learning
environments for each student.
have focused mainly on reacting to specific
student misbehavior by implementing
punishment-based strategies. Research during the
past 20 years has shown that school-wide behavior
systems that are positively focused on desired
behaviors can result in a substantive lifestyle
impact for all members of a school community.
Additionally, these school wide initiatives must
be supported by district-wide systems of
multi-tiered interventions and equitable policies
that focus on reducing exclusionary discipline,
increasing attendance, and sustaining positive,
inclusive, and hate-free school and district
cultures. This course will examine the
systems-based approach for implementing culturally
proficient, multi-tiered, school-wide behavior
supports, and the critical role that school
leaders have in building positive learning
environments for each student.
- Teacher: Joel Hoff
カテゴリ: Educational Leadership
Causes and consequences of "natural disasters"
(earthquakes, volcanic eruptions, landslides,
tornadoes, hurricanes, fires, tsunamis), with a
focus on the interplay between the human and
physical landscapes that make these events so
deadly and imbued with diverse meanings.
Perspectives drawn from the humanities, social
sciences, and natural sciences to examine both
historical events whose consequences have played
out and recent dramas whose aftermaths are still
unfolding. Contrast of impacts and perceptions of
these events with select examples of anthropogenic
disasters (Chernobyl, Bhopal, Deepwater Horizon);
anticipation of future natural disasters and
consideration of the science of living with risk.
Projects emphasize local and regional issues.
(earthquakes, volcanic eruptions, landslides,
tornadoes, hurricanes, fires, tsunamis), with a
focus on the interplay between the human and
physical landscapes that make these events so
deadly and imbued with diverse meanings.
Perspectives drawn from the humanities, social
sciences, and natural sciences to examine both
historical events whose consequences have played
out and recent dramas whose aftermaths are still
unfolding. Contrast of impacts and perceptions of
these events with select examples of anthropogenic
disasters (Chernobyl, Bhopal, Deepwater Horizon);
anticipation of future natural disasters and
consideration of the science of living with risk.
Projects emphasize local and regional issues.
- Teacher: Elizabeth Safran
カテゴリ: Environmental Studies
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of, anthropogenic disasters (Chernobyl, Bhopal, Deep, Water Horizon); anticipation of future natural, disasters and consideration of the science of, living with risk.
- Teacher: Elizabeth Safran
カテゴリ: ENVS Archives
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of, anthropogenic disasters (Chernobyl, Bhopal, Deep, Water Horizon); anticipation of future natural, disasters and consideration of the science of, living with risk.
- Teacher: Elizabeth Safran
カテゴリ: ENVS Archives
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of, anthropogenic disasters (Chernobyl, Bhopal, Deep, Water Horizon); anticipation of future natural, disasters and consideration of the science of, living with risk.
- Teacher: Elizabeth Safran
カテゴリ: ENVS Archives
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of anthropogenic, disasters (Chernobyl, Bhopal, Deepwater Horizon);, anticipation of future natural disasters and, consideration of the science of living with risk., Projects emphasize local and regional issues.
- Teacher: Elizabeth Safran
カテゴリ: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
カテゴリ: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
- Teacher: James Proctor
- Teacher: Elizabeth Safran
カテゴリ: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
- Teacher: James Proctor
カテゴリ: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
カテゴリ: ENVS Archives
Situates our understanding of forests in space and
time, focusing primarily on the ecology, history,
management, and controversy surrounding Pacific
Northwest coniferous forests and comparing these
nearby forests with others across the globe.
Field-intensive, with one overnight and two
daylong forest excursions, and fieldwork in
forests adjacent to Lewis & Clark. Students will
gain skills in tree and forest measurement, a more
variegated understanding of our region's forested
landscape, an opportunity to engage firsthand with
people who approach these forests in differing
ways, and a group-sourced context via multiple
small-team projects on forests in other parts of
the world. Lectures; reading discussions; guest
panels; fieldwork and field trips; team projects.
time, focusing primarily on the ecology, history,
management, and controversy surrounding Pacific
Northwest coniferous forests and comparing these
nearby forests with others across the globe.
Field-intensive, with one overnight and two
daylong forest excursions, and fieldwork in
forests adjacent to Lewis & Clark. Students will
gain skills in tree and forest measurement, a more
variegated understanding of our region's forested
landscape, an opportunity to engage firsthand with
people who approach these forests in differing
ways, and a group-sourced context via multiple
small-team projects on forests in other parts of
the world. Lectures; reading discussions; guest
panels; fieldwork and field trips; team projects.
- Teacher: James Proctor
カテゴリ: Environmental Studies
Digital field scholarship is a new cross-disciplinary Lewis & Clark initiative spanning the arts and sciences (see bit.ly/lc-dfs). Participating students in ENVS 490 will cultivate skills in field geospatial data collection, analysis, and communication using a variety of cutting-edge tools, and deepen their understanding of how space and place apply to their area of study by pursuing field-based DFS projects.
- Teacher: James Proctor
カテゴリ: ENVS Archives
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Danica Jensen Weiner
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Alejandra Favela
- Teacher: Danica Jensen Weiner
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Sarika Mosley
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Alejandra Favela
- Teacher: Danica Jensen Weiner
- Teacher: Sarika Mosley
This course is an exploration of the strategies, methodology, philosophy, and classroom organizational structure that have been found to benefit content and literacy outcomes for ELL (English language learner) students. Language experience, cooperative learning, and constructivist strategies are practices that will be examined and modeled during this course. Students will revisit first and second language acquisition, as well as sheltered instruction models, used to adapt curriculum for ELL students at all grade levels. The practices learned in this course ensure development of language proficiency by accessing content and cognitive language. Participants learn the use of authentic assessments that allow students to demonstrate learning in ways not dependent on high levels of English. Exploration of ELP (English Language Proficiency) standards and strategies will deepen student understanding of the relationship between oral language and content learning. Participants will experience a wide range of methodologies and reflect on how they impact student and teacher learning.
- Teacher: Erin Ocon
- Teacher: Amber Tatge
- Teacher: Yasin Tunc
Introduction to major geological processes that, impact human activity. Emphasis on regional, issues. Plate tectonics, loci of seismic and, volcanic activity, distribution of mountain, ranges, and sediment sources. Floods, landslides,, mudflows, tsunamis. Assessment of anthropogenic, shifts in landscape functioning. Chronic vs., catastrophic environmentally significant events., Lecture and laboratory. Weekly laboratory includes, two required daylong field trips, held on, weekends.
- Teacher: Elizabeth Safran
カテゴリ: Earth System Science
Kim Cameron-Domínguez
Fall 2021 - Gender Studies
231 Genders and Sexualities in a Global Perspective
Course Description: This is a feminist anthropological approach to the study of gender and sexuality. We will read some text that take a cross-disciplinary approach within the social sciences; however, this is not a general survey course. Our approach to reading emphasizes comprehension, analysis and critique, in that order. The course pace is slow - moderate.
The course has three aims/trajectories. First, it provides a historiography of studying social difference within anthropology. Anthropologists acknowledge the changing nature of culture, society, and nation. Some material will be dated. Some is not. We are looking at how theory, debates and analyses around gender and sexuality have developed/is changing over time in the discipline and within different socio-cultural settings. The second aim picks up from there. In addition to textbooks, we will read ethnographic research article and ethnographic texts that provide historical and contemporaneous descriptions of gender identity and sexual expressions in different socio-cultural settings. Third, material from popular sources will give us respite from the academic voice.
Fall 2021 - Gender Studies
231 Genders and Sexualities in a Global Perspective
Course Description: This is a feminist anthropological approach to the study of gender and sexuality. We will read some text that take a cross-disciplinary approach within the social sciences; however, this is not a general survey course. Our approach to reading emphasizes comprehension, analysis and critique, in that order. The course pace is slow - moderate.
The course has three aims/trajectories. First, it provides a historiography of studying social difference within anthropology. Anthropologists acknowledge the changing nature of culture, society, and nation. Some material will be dated. Some is not. We are looking at how theory, debates and analyses around gender and sexuality have developed/is changing over time in the discipline and within different socio-cultural settings. The second aim picks up from there. In addition to textbooks, we will read ethnographic research article and ethnographic texts that provide historical and contemporaneous descriptions of gender identity and sexual expressions in different socio-cultural settings. Third, material from popular sources will give us respite from the academic voice.
- Teacher: Kim Cameron-Dominguez
カテゴリ: Gender Studies
Introduction to major geological processes that, impact human activity. Emphasis on regional, issues. Plate tectonics, loci of seismic and, volcanic activity, distribution of mountain, ranges, and sediment sources. Floods, landslides,, mudflows, tsunamis. Assessment of anthropogenic, shifts in landscape functioning. Consequences of, standard logging practices, dams, channel, modification. Chronic versus catastrophic, environmentally significant events. Lecture and, laboratory. Weekly laboratory includes two, required daylong field trips, held on weekends.
- Teacher: Elizabeth Safran
カテゴリ: ENVS Archives
Introduction to the earth's climate from a
physical, earth-systems perspective. Prehistoric
and historic fluctuations in the earth's climate,
the current climate system, and projections for
future climate and climate impacts. Topics will
include the radiative balance of the earth's
atmosphere, the greenhouse effect, albedo,
aerosols, clouds, climate feedbacks, ocean
circulation, climate variability including El Nino
and the Pacific decadal oscillation, the carbon
cycle, paleoclimate proxy records, ocean
acidification, and climate models. We will examine
some responses to climate change, including
geoengineering, adaptation, and mitigation. Weekly
laboratory exercises with climate data
observations and models (computer-based), and
physical mechanisms (lab- and field-based).
Lecture and lab.
physical, earth-systems perspective. Prehistoric
and historic fluctuations in the earth's climate,
the current climate system, and projections for
future climate and climate impacts. Topics will
include the radiative balance of the earth's
atmosphere, the greenhouse effect, albedo,
aerosols, clouds, climate feedbacks, ocean
circulation, climate variability including El Nino
and the Pacific decadal oscillation, the carbon
cycle, paleoclimate proxy records, ocean
acidification, and climate models. We will examine
some responses to climate change, including
geoengineering, adaptation, and mitigation. Weekly
laboratory exercises with climate data
observations and models (computer-based), and
physical mechanisms (lab- and field-based).
Lecture and lab.
- Teacher: Jessica Kleiss
カテゴリ: ENVS Archives
A reference desk and discussion space for Grad School faculty.
- Teacher: Miranda Carney-Morris
- Teacher: Maia Penchansky
- Teacher: Llew Richards
- Teacher: Patrick Ryall
- Teacher: Elizabeth Young
カテゴリ: Archives
This is a space for for grad-school-wide discussion and online activities
- Teacher: Carol Doyle
- Teacher: Maia Penchansky
A space for non-exempt staff discussion and projects
- Moderator: Emily Morin
- Moderator: Joanie O'Brien
- Moderator: Annette Skaugset
- Moderator: Marjorie Synakiewicz
A reference desk and discussion space for Grad School staff.
- Coordinator: Miranda Carney-Morris
- Coordinator: Maia Penchansky
- Coordinator: Marily Quesnel
- Coordinator: Llew Richards
- Coordinator: Brad Wilkin
- Coordinator: Elizabeth Young
カテゴリ: Archives
Latin America was born out of the complex, cataclysmic and oftentimes bloody encounter between Iberians (people from Spain and Portugal), Africans and the Indigenous people of the Americas. This course will explore the multiple meanings and impacts of European conquest as well as tracing the development of these colonial societies until their national independence in the early nineteenth century. I chose the readings to give a sense of the vast diversity of geographies and colonial experiences, but my aim is not to cover the particularities of every region or nascent country in the colonies. Rather, we will focus on several themes, including race relations between the Spanish, Indigenous and Africans, sexuality and gender on the frontier and in the city, and strategies of conquest and resistance.
- Teacher: Elliott Young
カテゴリ: History
Latin America was born out of the complex, cataclysmic and oftentimes bloody encounter between Iberians (people from Spain and Portugal), Africans and the Indigenous people of the Americas. This course will explore the multiple meanings and impacts of European conquest as well as tracing the development of these colonial societies until their national independence in the early nineteenth century. I chose the readings to give a sense of the vast diversity of geographies and colonial experiences, but my aim is not to cover the particularities of every region or nascent country in the colonies. Rather, we will focus on several themes, including race relations between the Spanish, Indigenous and Africans, sexuality and gender on the frontier and in the city, and strategies of conquest and resistance.
- Teacher: Elliott Young
カテゴリ: History
In the 21st century, Latin America has seesawed between right-wing and left-wing governments. From Hugo Chávez’s 21st century socialism in Venezuela to Evo Morales' nationalization of oil and gas in Bolivia, from the resurrection of Nicaragua’s Daniel Ortega to Narcos in Mexico, from protests in Cuba to the Oaxaca rebellion in Mexico, from the ouster of leftist President Mario Castillo in Peru to the neo-fascist Bolsonarista attack on Lula’s government in Brazil, the continent appears more on the edge of social crisis than ever before. Recently, the left has been ascendant in Latin America with populists and socialists elected in Chile, Mexico, Honduras, Peru and Brazil. In the twentieth century, development models including populist industrialization, socialist nationalism, and neo-liberal modernization have all failed quite dramatically. In the past three decades, the super-rich have grown richer, while the super-poor have grown poorer and become a bigger percentage of the population. Meanwhile, rich and middle-class women seek plastic surgery and appetite suppressants to become frighteningly thin to conform to first world standards of beauty while their poor counterparts grow fatter on unhealthy food. Millions of Latin Americans have been forced from their homes to cities, to neighboring countries, to Europe and to the US. Throughout the semester we will seek a historical understanding of how Latin America has arrived at the edge of the abyss.
The history of modern Latin America, from independence at the beginning of the nineteenth century until the present, is one that continues to have a profound political, social and economic impact on the United States. This course will provide a context for the dizzying array of episodic news reports about the vast America that lies south of the Rio Grande. It is a survey in that we will focus on broad themes, but we will also be exploring, as much as possible, the particular experiences of individual countries and social classes. Themes that we will be investigating include nation-building, industrialization, modernization, development, indigenous rights, racism, revolution, “neo-colonial” or “dependent” relations with advanced industrialized countries, military rule, social movements and narco-trafficking.
We will begin and end the course with a discussion of more recent trends in Latin America, including the rise of neoliberalism and the concurrent re-emergence of social rebellion and populism from below.
The history of modern Latin America, from independence at the beginning of the nineteenth century until the present, is one that continues to have a profound political, social and economic impact on the United States. This course will provide a context for the dizzying array of episodic news reports about the vast America that lies south of the Rio Grande. It is a survey in that we will focus on broad themes, but we will also be exploring, as much as possible, the particular experiences of individual countries and social classes. Themes that we will be investigating include nation-building, industrialization, modernization, development, indigenous rights, racism, revolution, “neo-colonial” or “dependent” relations with advanced industrialized countries, military rule, social movements and narco-trafficking.
We will begin and end the course with a discussion of more recent trends in Latin America, including the rise of neoliberalism and the concurrent re-emergence of social rebellion and populism from below.
- Teacher: Elliott Young
カテゴリ: History
"Asian American" is a catchall term that refers to, a variety of people whose ethnic and cultural, origins span a third of the globe. In this class,, we will examine some of the distinct populations, that make up this group, including those who trace, their origins to China, Japan, Continental India,, Korea, Vietnam, Cambodia, Laos, Thailand, Hawaii,, and several other Pacific Islands. (Students may, focus their independent research project on, another group of their choice.) We will use, memoirs, literature, government documents,, history, film, and material culture to answer, these questions: Why did they immigrate to the, U.S.? What were their experiences after they, arrived? How were their experiences shaped by, global and internal politics, as well as their, cultural repertoires? What do their experiences, reveal about American history and contemporary, politics and views? Why have such diverse, populations been grouped under one label and, viewed as a single "race"?
- Teacher: Susan Glosser
カテゴリ: Spring 2021
"Asian American" is a catchall term that refers to, a variety of people whose ethnic and cultural, origins span a third of the globe. In this class,, we will examine some of the distinct populations, that make up this group, including those who trace, their origins to China, Japan, Continental India,, Korea, Vietnam, Cambodia, Laos, Thailand, Hawaii,, and several other Pacific Islands. (Students may, focus their independent research project on, another group of their choice.) We will use, memoirs, literature, government documents,, history, film, and material culture to answer, these questions: Why did they immigrate to the, U.S.? What were their experiences after they, arrived? How were their experiences shaped by, global and internal politics, as well as their, cultural repertoires? What do their experiences, reveal about American history and contemporary, politics and views? Why have such diverse, populations been grouped under one label and, viewed as a single "race"?
- Teacher: Susan Glosser
カテゴリ: History
The region that is today the US-Mexico border has been a site of cultural contact, national rivalry, and economic transformation for more than four centuries. We will examine the border as a geographical site of cultural contact, but we also investigate the broader routes of migration that extend far beyond the national boundary line. In doing so, we will cross academic disciplinary boundaries (history, literature, sociology, and anthropology) as well as engaging the work of cultural and artistic activists. This interdisciplinary approach to the history of the border allows us to appreciate its complexity and richness.
As well as studying the basic political/economic history of the border, we will explore the impact of the border on the construction of racial, national, gender and class identities. Thus, we will be seeking to understand what the border and the borderlands can teach us about ethnic and transnational relations more generally. We begin in the sixteenth century when this region was being settled by Spaniards moving north from New Spain to highlight the continuities between the colonial and national eras. However, we will spend most of our time examining the nineteenth and twentieth centuries when the US-Mexico border came into existence. Themes we will explore include race relations, capitalist development, ethnic rebellion, transculturation, migration, gender, cross-border organizing, and postmodern transborder communities.
As well as studying the basic political/economic history of the border, we will explore the impact of the border on the construction of racial, national, gender and class identities. Thus, we will be seeking to understand what the border and the borderlands can teach us about ethnic and transnational relations more generally. We begin in the sixteenth century when this region was being settled by Spaniards moving north from New Spain to highlight the continuities between the colonial and national eras. However, we will spend most of our time examining the nineteenth and twentieth centuries when the US-Mexico border came into existence. Themes we will explore include race relations, capitalist development, ethnic rebellion, transculturation, migration, gender, cross-border organizing, and postmodern transborder communities.
- Teacher: Elliott Young
カテゴリ: History
Introduction to major historical shifts in the, relationship(s) between humans and their, environment from prehistoric times to the present., Focuses particularly on Asia, Europe, and North, America and covers such topics as the invention of, agriculture, shifting conceptions and portrayals, of nature, the exchange of biota between, continents, responses to natural disasters, the, ecological impact of the industrial revolution,, and the 20th-century environmental movement., Exploration of the social, cultural, and political, dimensions of environmental change through the, work of environmental historians and a wide range, of primary sources, including literature, artwork,, philosophical texts, government documents,, newspaper articles, and scientific data.
- Teacher: Andrew Bernstein
カテゴリ: Fall 2015
Work with primary documents to research and write
a major paper that interprets history. Topical
content varies depending on instructor's teaching
field. Recent topics: the Americas; the United
States and Asia; European intellectual history
since 1945; women in American history; Indian
policy on the Pacific slope; World War II, the
participants' perspectives; the British Raj;
cultural nationalism in East Asia. May be taken
twice for credit. Enrollment preference given to
history majors and minors.
a major paper that interprets history. Topical
content varies depending on instructor's teaching
field. Recent topics: the Americas; the United
States and Asia; European intellectual history
since 1945; women in American history; Indian
policy on the Pacific slope; World War II, the
participants' perspectives; the British Raj;
cultural nationalism in East Asia. May be taken
twice for credit. Enrollment preference given to
history majors and minors.
- Teacher: Nancy Gallman
カテゴリ: History
Work with primary documents to research and write, a major paper that interprets history. Topical, content varies depending on instructor's teaching, field. Recent topics: the Americas; the United, States and Asia; European intellectual history, since 1945; women in American history; Indian, policy on the Pacific slope; World War II, the, participants' perspectives; the British Raj;, cultural nationalism in East Asia. May be taken, twice for credit. Enrollment preference given to, history majors and minors.
- Teacher: Reiko Hillyer
カテゴリ: History
Work with primary documents to research and write
a major paper that interprets history. Topical
content varies depending on instructor's teaching
field. Recent topics: the Americas; the United
States and Asia; European intellectual history
since 1945; women in American history; Indian
policy on the Pacific slope; World War II, the
participants' perspectives; the British Raj;
cultural nationalism in East Asia. May be taken
twice for credit. Enrollment preference given to
history majors and minors.
a major paper that interprets history. Topical
content varies depending on instructor's teaching
field. Recent topics: the Americas; the United
States and Asia; European intellectual history
since 1945; women in American history; Indian
policy on the Pacific slope; World War II, the
participants' perspectives; the British Raj;
cultural nationalism in East Asia. May be taken
twice for credit. Enrollment preference given to
history majors and minors.
- Teacher: Maureen Healy
カテゴリ: History
NOTE: This course is available as an In-Person, Section for in-person students or an Online, Section designed for LLM Distance Students. Each, section has its own course description and each, section has a different professor. See the note, below about eligibility for the Online Section for, JDs, MSLs, and residential LLMs., , Environmental Justice - Professor Lisa Benjamin, , Course Number: LAW-342 In-Person Section, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: The Environmental Justice movement, demands fair treatment in the context of, environmental protection for all people,, regardless of race, ethnicity, gender, religious, affiliation, economic status, national origin and, education level. It looks at environmental issues, through the lens of discrimination and assesses, how that discrimination shapes both vulnerability, and resilience. This course examines the, Environmental Justice movement and the, disproportionate impacts borne by vulnerable, constituents in the domestic and international, context of government regulation, corporate, activity, climate and energy concerns, and, environmental degradation. Readings include, selected cases, law review articles, case studies,, executive orders, legislation, and UN, declarations., , In addition to the course texts and supplemental, readings, we will also view select documentaries, and hear from guest speakers from community-based, organizations working to address racial and, socioeconomic disparities., , Prerequisite: none, , Evaluation Method: Paper; class participation;, in-class presentations, , Capstone: with Professor permission in advance, , WIE: yes, , , , Environmental Justice - Professor Catherine, O'Neill, , Course Number: LAW-342 Online LLM & Online MSL, Section, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: This section will be offered online., This class will explore the causes of and, solutions to environmental racism and injustice., It will consider disparities faced by communities, of color, indigenous peoples, and low-income, groups in access to and control over the, environmental requisites for health and, well-being. The class will examine various legal, tools' potential to help bring about environmental, justice, highlighting the appropriateness of, different tools for different contexts. Students, will be expected to view the class videos and, participate in online discussion in the time, frames allotted., , Prerequisite: none, , Evaluation Method: The class will be evaluated, based on class participation and writing, assignments., , Capstone: no, , WIE: no, , Notes for LC JDs, residential MSLs, and, residential LLMs:, , Lewis & Clark JDs, residential MSLs, and, residential LLMs are permitted to take some, courses online within the limits of LC's distance, learning policy. Those students should consult the, distance learning policy prior to signing up for, distance learning courses., , Students who are on campus are asked to take the, in-person version of the class when both an, in-person and online version of the same class are, offered in the same semester, but may petition the, Associate Dean of Students, Libby Davis, to take, the online version if they have a compelling, reason for doing so: eadavis@lclark.edu, , JD students at other law schools may be able to, take online courses if space permits and permitted, by their home school. Contact Associate Dean of, the Environmental Law Program, Janice Weis, at, jweis@lclark.edu
- Teacher: Lisa Benjamin
カテゴリ: Benjamin Archive - 2025
The Environmental Justice movement
demands fair treatment in the context of
environmental protection for all people,
regardless of race, ethnicity, gender, religious
affiliation, economic status, national origin and
education level. It looks at environmental issues
through the lens of discrimination and assesses
how that discrimination shapes both vulnerability
and resilience. This course examines the
Environmental Justice movement and the
disproportionate impacts borne by vulnerable
constituents in the domestic and international
context of government regulation, corporate
activity, climate and energy concerns, and
environmental degradation. Readings include
selected cases, law review articles, case studies,
executive orders, legislation, and UN
declarations.
In addition to the course texts and supplemental
readings, we will also view select documentaries
and hear from guest speakers from community-based
organizations working to address racial and
socioeconomic disparities.
demands fair treatment in the context of
environmental protection for all people,
regardless of race, ethnicity, gender, religious
affiliation, economic status, national origin and
education level. It looks at environmental issues
through the lens of discrimination and assesses
how that discrimination shapes both vulnerability
and resilience. This course examines the
Environmental Justice movement and the
disproportionate impacts borne by vulnerable
constituents in the domestic and international
context of government regulation, corporate
activity, climate and energy concerns, and
environmental degradation. Readings include
selected cases, law review articles, case studies,
executive orders, legislation, and UN
declarations.
In addition to the course texts and supplemental
readings, we will also view select documentaries
and hear from guest speakers from community-based
organizations working to address racial and
socioeconomic disparities.
- Teacher: Lisa Benjamin
カテゴリ: Law School
Fall & Spring Course Description
The Environmental Justice movement
demands fair treatment in the context of
environmental protection for all people,
regardless of race, ethnicity, gender, religious
affiliation, economic status, national origin and
education level. It looks at environmental issues
through the lens of discrimination and assesses
how that discrimination shapes both vulnerability
and resilience. This course examines the
Environmental Justice movement and the
disproportionate impacts borne by vulnerable
constituents in the domestic and international
context of government regulation, corporate
activity, climate and energy concerns, and
environmental degradation. Readings include
selected cases, law review articles, case studies,
executive orders, legislation, and UN
declarations.
In addition to the course texts and supplemental
readings, we will also view select documentaries
and hear from guest speakers from community-based
organizations working to address racial and
socioeconomic disparities. The class will be
graded principally on the basis of a final
research paper, along with class participation and
presentations.
Summer 2024 Course Descripton
This section will be offered online.
This class will explore the causes of and
solutions to environmental racism and injustice.
It will consider disparities faced by communities
of color, indigenous peoples, and low-income
groups in access to and control over the
environmental requisites for health and
well-being. The class will examine various legal
tools' potential to help bring about environmental
justice, highlighting the appropriateness of
different tools for different contexts. Students
will be expected to view the class videos and
participate in online discussion in the time
frames allotted.
The Environmental Justice movement
demands fair treatment in the context of
environmental protection for all people,
regardless of race, ethnicity, gender, religious
affiliation, economic status, national origin and
education level. It looks at environmental issues
through the lens of discrimination and assesses
how that discrimination shapes both vulnerability
and resilience. This course examines the
Environmental Justice movement and the
disproportionate impacts borne by vulnerable
constituents in the domestic and international
context of government regulation, corporate
activity, climate and energy concerns, and
environmental degradation. Readings include
selected cases, law review articles, case studies,
executive orders, legislation, and UN
declarations.
In addition to the course texts and supplemental
readings, we will also view select documentaries
and hear from guest speakers from community-based
organizations working to address racial and
socioeconomic disparities. The class will be
graded principally on the basis of a final
research paper, along with class participation and
presentations.
Summer 2024 Course Descripton
This section will be offered online.
This class will explore the causes of and
solutions to environmental racism and injustice.
It will consider disparities faced by communities
of color, indigenous peoples, and low-income
groups in access to and control over the
environmental requisites for health and
well-being. The class will examine various legal
tools' potential to help bring about environmental
justice, highlighting the appropriateness of
different tools for different contexts. Students
will be expected to view the class videos and
participate in online discussion in the time
frames allotted.
- Teacher: Lisa Benjamin
カテゴリ: Law School
The Columbia River - the legendary Great River of the West - is a signature natural resource of the, Pacific Northwest. It drains an international, watershed the size of France, encompasses unsurpassed scenic landscapes, and once supported the greatest concentration of chinook salmon in the world. Development of the river's resources has helped to power one of the United States' most vibrant regional economies. Increasingly, however, exploiting the Columbia Basin's vast economic potential has come into conflict with sustaining its environment and cultures. This course explores the numerous environmental, legal, and institutional problems surrounding use and management of the Columbia Basin's natural resources, including its valuable Pacific salmon runs. The course includes examination of a cross-section of natural resource issues central to the identity and economy of the Northwest: Indian treaty fishing rights, dam building and operations, statutes such as the Northwest Power Act and Endangered Species Act, and regulations governing diverse issues ranging from protecting the Columbia Gorge's magnificent scenery to conflicts and interconnections between hydropower dams and renewable energy facilities. Classes will include guest lectures from experts and practitioners directly involved in Columbia Basin resource issues.
- Teacher: Daniel Rohlf
カテゴリ: Law School
Industrial Animal Agriculture Law - Professor, Joyce Tischler, , Course Number: LAW-451, , Course Type: Highly Specialized, , Credits: 2, , Enrollment Limit: 20, , Description: This course examines the legal, framework underlying the use of animals for food., The course will familiarize students with the, conditions in which animals are raised,, transported, and slaughtered, as well as address, federal and state laws that currently affect, matters such as animal welfare, environmental, impacts, global food sustainability, cultural and, religious values, free speech, health concerns,, international trade, and economic considerations., The course will also discuss legal issues related, to the production, distribution, and consumption, of animal-derived foods, including legislation,, litigation, regulation, ballot initiatives, and, consumer campaigns. The course will incorporate, discussion of current social and legal, developments, and students will be asked to, participate in discussions and debates about these, issues., , Prerequisite: none, , Evaluation Method: Final exam and class, participation, , Capstone: no, , WIE: no
- Teacher: Joyce Tischler
カテゴリ: Law School
Climate Change: International Law - Professor Lisa, Benjamin, , Course Number: LAW-492, , Course Type: Foundational, , Credits: 2, , Enrollment Limit: Determined by the Registrar, , Description: This class takes an in-depth look at, our greatest global environmental challenge,, climate change, through a discussion of the, international treaty regime. It will begin with an, overview of climate science and a discussion of, the existing and expected impacts of climate, change. Next, the course will discuss the United, Nations Framework Convention on Climate Change, (UNFCCC), the Kyoto Protocol, the Paris Agreement,, and the associated Katowice rulebook. Time, permitting, the course will discuss related hot, topics such as climate and pipeline litigation and, the role of non-state actors., , Prerequisite: none, , Evaluation Method: Assignments; class, participation; and, depending on class numbers,, either climate negotiation simulation(s) or a, final paper., , Capstone: no, , WIE: no
- Teacher: Lisa Benjamin
カテゴリ: Benjamin Archive - 2025
This class takes an in-depth look at, our greatest global environmental challenge,, climate change, through a discussion of the, international treaty regime. It will begin with an, overview of climate science and a discussion of, the existing and expected impacts of climate, change. Next, the course will discuss the United, Nations Framework Convention on Climate Change, (UNFCCC), the Kyoto Protocol, the Paris Agreement,, and the associated Katowice rulebook. Time, permitting, the course will discuss related hot, topics such as climate and pipeline litigation and, the role of non-state actors.
- Teacher: Lisa Benjamin
カテゴリ: Law School
This class will discuss U.S. law and
policy. It will begin with an overview of climate
science and a discussion of the existing and
expected impacts of climate change. Next, the
course will discuss federal laws, regulations, and
policies that regulate greenhouse gases and
otherwise address climate change impacts. The
course will then discuss state and local
approaches to address climate change. The class
will also discuss climate change litigation in
federal and state courts. Time permitting, the
course will compare U.S. approaches to climate
change law and policy in other countries.
policy. It will begin with an overview of climate
science and a discussion of the existing and
expected impacts of climate change. Next, the
course will discuss federal laws, regulations, and
policies that regulate greenhouse gases and
otherwise address climate change impacts. The
course will then discuss state and local
approaches to address climate change. The class
will also discuss climate change litigation in
federal and state courts. Time permitting, the
course will compare U.S. approaches to climate
change law and policy in other countries.
- Teacher: Melissa Powers
カテゴリ: Law School
This class will discuss U.S. law and
policy. It will begin with an overview of climate
science and a discussion of the existing and
expected impacts of climate change. Next, the
course will discuss federal laws, regulations, and
policies that regulate greenhouse gases and
otherwise address climate change impacts. The
course will then discuss state and local
approaches to address climate change. The class
will also discuss climate change litigation in
federal and state courts. Time permitting, the
course will compare U.S. approaches to climate
change law and policy in other countries.
policy. It will begin with an overview of climate
science and a discussion of the existing and
expected impacts of climate change. Next, the
course will discuss federal laws, regulations, and
policies that regulate greenhouse gases and
otherwise address climate change impacts. The
course will then discuss state and local
approaches to address climate change. The class
will also discuss climate change litigation in
federal and state courts. Time permitting, the
course will compare U.S. approaches to climate
change law and policy in other countries.
- Teacher: Melissa Powers
カテゴリ: Law School
NOTE: You cannot enroll in this course if you have, taken Climate Change (LAW-490), , NOTE: This course is available as a Hybrid Section, for in-person students or an Online Section, designed for LLM Distance Students. Each section, has its own course description. See the note below, about eligibility for the Online Section for JDs,, MSLs, and residential LLMs., , Climate Change: U.S. Law & Policy - Professor, Melissa Powers, , Course Number: LAW-493 In-Person Hybrid Section, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: This class will discuss U.S. law and, policy. It will begin with an overview of climate, science and a discussion of the existing and, expected impacts of climate change. Next, the, course will discuss federal laws, regulations, and, policies that regulate greenhouse gases and, otherwise address climate change impacts. The, course will then discuss state and local, approaches to address climate change. The class, will also discuss climate change litigation in, federal and state courts. Time permitting, the, course will compare U.S. approaches to climate, change law and policy in other countries., , Prerequisite: none, , Evaluation Method: Regular quizzes, class, participation, and a final exam, which may include, an oral component., , Capstone: no, WIE: no, , , Climate Change: U.S. Law & Policy - Professor, Melissa Powers, , Course Number: LAW-493 Online LLM Section, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: This section will be offered online., This class will discuss U.S. law and policy. It, will begin with an overview of climate science and, a discussion of the existing and expected impacts, of climate change. Next, the course will discuss, federal laws, regulations, and policies that, regulate greenhouse gases and otherwise address, climate change impacts. The course will then, discuss state and local approaches to address, climate change. The class will also discuss, climate change litigation in federal and state, courts. Time permitting, the course will compare, U.S. approaches to climate change law and policy, in other countries., , Students will be expected to view the class videos, in the time-frames allotted., , Prerequisite: none, , Evaluation Method: Regular quizzes, class, participation (through online discussion and,, potentially, synchronous video chats), and a final, exam. The final exam will be unscheduled, meaning, students can choose when to take it during the, exam period., , Capstone: no, , WIE: no, , , Notes for LC JDs, MSLs, and residential LLMs:, , Lewis & Clark JDs, MSLs, and residential LLMs are, permitted to take some courses online within the, limits of LC's distance learning policy. Those, students should consult the distance learning, policy prior to signing up for distance learning, courses., , Students who are on campus are asked to take the, in-person version of the class when both an, in-person and online version of the same class are, offered in the same semester, but may petition the, Associate Dean of Students, Libby Davis, to take, the online version if they have a compelling, reason for doing so: eadavis@lclark.edu, , JD students at other law schools may be able to, take online courses if space permits and permitted, by their home school. Contact Associate Dean of, the Environmental Law Program, Janice Weis, at, jweis@lclark.edu
- Teacher: Ronna Craig
- Teacher: Melissa Powers
カテゴリ: Law School
This course tracks the victim's role through all stages of criminal procedure, from
investigation through sentence and post-sentence matters. It examines state constitutions and federal statutory victims' rights. The course analyzes definitions of "victim" to see who is included and excluded; examines gender and racial bias in criminal justice and how these impact response to crime; and engages with underlying cultural dynamics and their relationship with the legal system to assess how law serves as a force that preserves or destroys relationships of power.
This course offers the opportunity to understand both the practice and the theory of law emerging in this area.
investigation through sentence and post-sentence matters. It examines state constitutions and federal statutory victims' rights. The course analyzes definitions of "victim" to see who is included and excluded; examines gender and racial bias in criminal justice and how these impact response to crime; and engages with underlying cultural dynamics and their relationship with the legal system to assess how law serves as a force that preserves or destroys relationships of power.
This course offers the opportunity to understand both the practice and the theory of law emerging in this area.
- Teacher: Meg Garvin
カテゴリ: Law School
This course tracks the victim's role
through all stages of criminal procedure, from
investigation through sentence and post-sentence
matters. It examines state constitutions and
federal statutory victims' rights. The course
analyzes definitions of "victim" to see who is
included and excluded; examines gender and racial
bias in criminal justice and how these impact
response to crime; and engages with underlying
cultural dynamics and their relationship with the
legal system to assess how law serves as a force
that preserves or destroys relationships of power.
This course offers the opportunity to understand
both the practice and the theory of law emerging
in this area.
through all stages of criminal procedure, from
investigation through sentence and post-sentence
matters. It examines state constitutions and
federal statutory victims' rights. The course
analyzes definitions of "victim" to see who is
included and excluded; examines gender and racial
bias in criminal justice and how these impact
response to crime; and engages with underlying
cultural dynamics and their relationship with the
legal system to assess how law serves as a force
that preserves or destroys relationships of power.
This course offers the opportunity to understand
both the practice and the theory of law emerging
in this area.
- Teacher: Meg Garvin
カテゴリ: Law School
This course offers an integrated application of, developmental theory relevant to working with, children and adolescents in family therapy., Emphasis is on developmentally and contextually, appropriate intervention that addresses child and, adolescent behavior, attachment, and other, presenting issues such as child abuse, with, attention to the impact of larger systems of, power and privilege.
- Teacher: Wonyoung Cho
- Teacher: Nicole Quarles
カテゴリ: Graduate Spring 2021
This course offers an integrated application of developmental theory relevant to working with children and adolescents in family therapy. Emphasis is on developmentally and contextually appropriate intervention that addresses child and adolescent behavior, attachment, and other presenting issues such as child abuse, with attention to the impact of larger systems of power and privilege.
- Teacher: Lana Kim
This course offers an integrated application of, developmental theory relevant to working with, children and adolescents in family therapy., Emphasis is on developmentally and contextually, appropriate intervention that addresses child and, adolescent behavior, attachment, and other, presenting issues such as child abuse, with, attention to the impact of larger systems of, power and privilege.
- Teacher: Lana Kim
This course offers an integrated application of, developmental theory relevant to working with, children and adolescents in family therapy., Emphasis is on developmentally and contextually, appropriate intervention that addresses child and, adolescent behavior, attachment, and other, presenting issues such as child abuse, with, attention to the impact of larger systems of, power and privilege.
- Teacher: Wonyoung Cho
This course offers an integrated application of, developmental theory relevant to working with, children and adolescents in family therapy., Emphasis is on developmentally and contextually, appropriate intervention that addresses child and, adolescent behavior, attachment, and other, presenting issues such as child abuse, with, attention to the impact of larger systems of, power and privilege.
- Teacher: Wonyoung Cho
- Teacher: Nicole Quarles
カテゴリ: Graduate Spring 2021
This course offers an integrated application of developmental theory relevant to working with children and adolescents in family therapy. Emphasis is on developmentally and contextually appropriate intervention that addresses child and adolescent behavior, attachment, and other presenting issues such as child abuse, with attention to the impact of larger systems of power and privilege.
- Teacher: Lana Kim
This course offers an integrated application of, developmental theory relevant to working with, children and adolescents in family therapy., Emphasis is on developmentally and contextually, appropriate intervention that addresses child and, adolescent behavior, attachment, and other, presenting issues such as child abuse, with, attention to the impact of larger systems of, power and privilege.
- Teacher: Lana Kim
This course offers an integrated application of, developmental theory relevant to working with, children and adolescents in family therapy., Emphasis is on developmentally and contextually, appropriate intervention that addresses child and, adolescent behavior, attachment, and other, presenting issues such as child abuse, with, attention to the impact of larger systems of, power and privilege.
- Teacher: Wonyoung Cho
This course offers an integrated application of
developmental theory relevant to working with
children and adolescents in family therapy.
Emphasis is on developmentally and contextually
appropriate intervention that addresses child and
adolescent behavior, attachment, and other
presenting issues such as child abuse, with
attention to the impact of larger systems of
power and privilege.
developmental theory relevant to working with
children and adolescents in family therapy.
Emphasis is on developmentally and contextually
appropriate intervention that addresses child and
adolescent behavior, attachment, and other
presenting issues such as child abuse, with
attention to the impact of larger systems of
power and privilege.
- Teacher: Wonyoung Cho
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Pilar Hernandez-Wolfe
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Pilar Hernandez-Wolfe
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Pilar Hernandez-Wolfe
カテゴリ: Graduate Spring 2021
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Pilar Hernandez-Wolfe
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Pilar Hernandez-Wolfe
Family interaction processes and development
within cultural contexts. Topics include: family
development, diverse family forms, patterns and
dynamics of family interaction, and the impact of
social context and culture on family life.
within cultural contexts. Topics include: family
development, diverse family forms, patterns and
dynamics of family interaction, and the impact of
social context and culture on family life.
- Teacher: Diane McLendon
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Justin Rock
カテゴリ: Graduate Spring 2021
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Justin Rock
Family interaction processes and development, within cultural contexts. Topics include: family, development, diverse family forms, patterns and, dynamics of family interaction, and the impact of, social context and culture on family life.
- Teacher: Justin Rock
Family interaction processes and development
within cultural contexts. Topics include: family
development, diverse family forms, patterns and
dynamics of family interaction, and the impact of
social context and culture on family life.
within cultural contexts. Topics include: family
development, diverse family forms, patterns and
dynamics of family interaction, and the impact of
social context and culture on family life.
- Teacher: Justin Rock
An overview course designed to enhance global, awareness from a systems perspective. By viewing, the world as a single place with interconnected, social, political, environmental, economic, and, biological dynamics, students are encouraged to, recognize the impact of the global in all local, contexts, including counseling and education.
- Teacher: Tod Sloan
カテゴリ: Graduate Fall 2015
Applications of systems/relational approaches to treatment of clinical issues. Course offerings, address a variety of topics. Each course includes, an emphasis on clinical case conceptualization,, treatment planning, and intervention. This course integrates critical geography into the practice of family therapy/counseling focusing on the impact of space and place; offering "family cartography" as a therapeutic tool. Participants
explore 1) privacy, personal space, social interactions, 2) safety in community and social life,
3) relationships between social class and mobility, 4) dynamics of boundaries and resistance, and (5) relevance of these for case conceptualization and treatment planning.
explore 1) privacy, personal space, social interactions, 2) safety in community and social life,
3) relationships between social class and mobility, 4) dynamics of boundaries and resistance, and (5) relevance of these for case conceptualization and treatment planning.
- Teacher: Carmen Knudson-Martin
カテゴリ: Graduate Spring 2021
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines., Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context. Particular attention is paid, to students' understanding of themselves as, cultural beings and their identities as helping, professionals. This work is foundational for an, introduction to methods and skills for working, with clients who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental abilities.
- Teacher: Jeffrey Christensen
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Charles Dickerman
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Charles Dickerman
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Wendy Esther
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Wendy Esther
カテゴリ: Graduate Spring 2021
General survey course providing a broad overview
of the field of addiction counseling and the
impact of addiction on child, adolescent, and
adult populations. The course will summarize key
points drawn from the following areas: the
American experience with addiction and recovery,
theoretical explanations for understanding
addiction and dual diagnosis, basic pharmacology
and neuroscience, and assessment and treatment
issues specific to dual diagnosis and addiction
counseling.
of the field of addiction counseling and the
impact of addiction on child, adolescent, and
adult populations. The course will summarize key
points drawn from the following areas: the
American experience with addiction and recovery,
theoretical explanations for understanding
addiction and dual diagnosis, basic pharmacology
and neuroscience, and assessment and treatment
issues specific to dual diagnosis and addiction
counseling.
- Teacher: Raelynn Freden
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Charles Dickerman
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Charles Dickerman
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Mark Douglass
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Wendy Esther
General survey course providing a broad overview, of the field of addiction counseling and the, impact of addiction on child, adolescent, and, adult populations. The course will summarize key, points drawn from the following areas: the, American experience with addiction and recovery,, theoretical explanations for understanding, addiction and dual diagnosis, basic pharmacology, and neuroscience, and assessment and treatment, issues specific to dual diagnosis and addiction, counseling.
- Teacher: Raelynn Freden
General survey course providing a broad overview
of the field of addiction counseling and the
impact of addiction on child, adolescent, and
adult populations. The course will summarize key
points drawn from the following areas: the
American experience with addiction and recovery,
theoretical explanations for understanding
addiction and dual diagnosis, basic pharmacology
and neuroscience, and assessment and treatment
issues specific to dual diagnosis and addiction
counseling.
of the field of addiction counseling and the
impact of addiction on child, adolescent, and
adult populations. The course will summarize key
points drawn from the following areas: the
American experience with addiction and recovery,
theoretical explanations for understanding
addiction and dual diagnosis, basic pharmacology
and neuroscience, and assessment and treatment
issues specific to dual diagnosis and addiction
counseling.
- Teacher: Jeffrey Christensen
- Teacher: Charles Dickerman
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and culture, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Dalia Baadarani
Career development theories; current career
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
- Teacher: Kate Madden
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and culture, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Hosia Keene
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and culture, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Gregory Kaplan
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and culture, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Kate Madden
Career development theories; current career
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
- Teacher: Kate Madden
Career development theories; current career
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
- Teacher: Kate Madden
- Teacher: John Schreurs
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and culture, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Kate Madden
Career development theories; current career
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
trends, concerns, and programs/interventions for
diverse client populations; career counseling
strategies, tools, and resources (including
Web-based resources); facilitation of client
awareness, choice, and action with respect to
career-related issues; integration of career
counseling with mental health and addictions
treatment. Emphasis is on developing a broad view
of career as lifestyle, the mutual impact of
career and culture, and the practical application
of theory and information in a professional
counseling context.
- Teacher: Kate Madden
- Teacher: John Schreurs
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and culture, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Candice Thompson
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and culture, and the practical application, of theory and information in a professional, counseling context.
- Teacher: John Schreurs
Principles of psychological assessment as employed
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
- Teacher: Krystal Marcinkiewicz
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
カテゴリ: Graduate Fall 2015
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Leigh Anne Scherer
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
カテゴリ: Graduate Spring 2021
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
カテゴリ: Graduate Spring 2021
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Tyler Case
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Krystal Marcinkiewicz
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
- Teacher: Krystal Marcinkiewicz
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Justin Henderson
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
- Teacher: Antonia Mueller
- Teacher: Gracen Tichelaar
Principles of psychological assessment as employed, in school, clinical, and applied settings., Addresses psychometric concepts such as validity,, reliability, norms, and score interpretation., Surveys intelligence, personality, career,, interest, aptitude, and achievement tests and, reviews alternative methods of assessing, competence and person-situation interactions., Contemporary issues such as the validity of, instruments for diverse populations and the impact, of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
Principles of psychological assessment as employed
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
in school, clinical, and applied settings.
Addresses psychometric concepts such as validity,
reliability, norms, and score interpretation.
Surveys intelligence, personality, career,
interest, aptitude, and achievement tests and
reviews alternative methods of assessing
competence and person-situation interactions.
Contemporary issues such as the validity of
instruments for diverse populations and the impact
of technology on assessment are discussed.
- Teacher: Jeffrey Christensen
- Teacher: Krystal Marcinkiewicz
- Teacher: Gracen Tichelaar
This course provides burgeoning counselors an opportunity to develop awareness of social, cultural, and political histories of disability, and to develop a nuanced understanding of the meanings and consequences of how disability is defined, constructed, and represented in society. Students will engage in reflection about their own, as well as broader societal implications of ableism and hegemonic narratives of disability that harm disabled individuals. This course utilizes an historical, intersectional lens to help students recognize and understand disabled people as a fundamental part of human diversity, and will explore how disability and counselor effectiveness when addressing disability and disability identity impacts the counseling process. Students will practice skills and strategies for effective and affirmative counseling with clients with disabilities.
- Teacher: Rafe McCullough
Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.
Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.
- Teacher: Alexia Deleon
Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.
- Teacher: Mark Douglass
カテゴリ: Graduate Spring 2021
Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.
- Teacher: Mark Douglass
Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.
- Teacher: Mark Douglass
Psychopharmacology of alcohol and drug abuse.
Major drugs and classes of abused substances.
Mechanisms of action in the brain, patterns of
physiological response in abuse, addiction, and
recovery. Impact on brain function, cognition,
emotions, behavior, and social effects.
Pharmacological adjuncts to detoxification and
treatment.
Major drugs and classes of abused substances.
Mechanisms of action in the brain, patterns of
physiological response in abuse, addiction, and
recovery. Impact on brain function, cognition,
emotions, behavior, and social effects.
Pharmacological adjuncts to detoxification and
treatment.
- Teacher: Justin Henderson
Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.
- Teacher: Kayla Carrar
Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.
- Teacher: Justin Henderson
Psychopharmacology of alcohol and drug abuse.
Major drugs and classes of abused substances.
Mechanisms of action in the brain, patterns of
physiological response in abuse, addiction, and
recovery. Impact on brain function, cognition,
emotions, behavior, and social effects.
Pharmacological adjuncts to detoxification and
treatment.
Major drugs and classes of abused substances.
Mechanisms of action in the brain, patterns of
physiological response in abuse, addiction, and
recovery. Impact on brain function, cognition,
emotions, behavior, and social effects.
Pharmacological adjuncts to detoxification and
treatment.
- Teacher: Mark Douglass
Psychopharmacology of alcohol and drug abuse.
Major drugs and classes of abused substances.
Mechanisms of action in the brain, patterns of
physiological response in abuse, addiction, and
recovery. Impact on brain function, cognition,
emotions, behavior, and social effects.
Pharmacological adjuncts to detoxification and
treatment.
Major drugs and classes of abused substances.
Mechanisms of action in the brain, patterns of
physiological response in abuse, addiction, and
recovery. Impact on brain function, cognition,
emotions, behavior, and social effects.
Pharmacological adjuncts to detoxification and
treatment.
- Teacher: Mark Douglass
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Alexia Deleon
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Alexia Deleon
カテゴリ: Fall 2018
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Alexia Deleon
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Alexia Deleon
Theories of the nature, course, causes, and
effects of addiction to alcohol and drugs of
abuse. Conditions, processes, and patterns of
recovery. Emphasis on physiological, social
learning, and interpersonal models and theories.
Natural history of onset, abuse, addiction, and
recovery; effects of intergenerational
transmission, genetic predilection, developmental
risk, and sociocultural factors; effects on
psychosocial development; impact of culture and
gender differences. Implications for treatment.
effects of addiction to alcohol and drugs of
abuse. Conditions, processes, and patterns of
recovery. Emphasis on physiological, social
learning, and interpersonal models and theories.
Natural history of onset, abuse, addiction, and
recovery; effects of intergenerational
transmission, genetic predilection, developmental
risk, and sociocultural factors; effects on
psychosocial development; impact of culture and
gender differences. Implications for treatment.
- Teacher: Alexia Deleon
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Alexia Deleon
Theories of the nature, course, causes and effects of addiction to alcohol and drugs of,abuse. Conditions, processes, and patterns of recovery. Emphasis on physiological, social, learning, and interpersonal models and theories. Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on psychosocial development; impact of culture and gender differences. Implications for treatment.
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Mark Douglass
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Alexia Deleon
カテゴリ: Graduate Fall 2021
Theories of the nature, course, causes, and
effects of addiction to alcohol and drugs of
abuse. Conditions, processes, and patterns of
recovery. Emphasis on physiological, social
learning, and interpersonal models and theories.
Natural history of onset, abuse, addiction, and
recovery; effects of intergenerational
transmission, genetic predilection, developmental
risk, and sociocultural factors; effects on
psychosocial development; impact of culture and
gender differences. Implications for treatment.
effects of addiction to alcohol and drugs of
abuse. Conditions, processes, and patterns of
recovery. Emphasis on physiological, social
learning, and interpersonal models and theories.
Natural history of onset, abuse, addiction, and
recovery; effects of intergenerational
transmission, genetic predilection, developmental
risk, and sociocultural factors; effects on
psychosocial development; impact of culture and
gender differences. Implications for treatment.
- Teacher: Alexia Deleon
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Marie Tran
Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.
- Teacher: Kayla Carrar
カテゴリ: Graduate Fall 2021
Demonstration for submitting work in Moodle.
- Teacher: Educational Technology Administrator
カテゴリ: Moodle Feature Demos
- Teacher: Logan Drain
- Teacher: Hannah Korn
- Teacher: Steve McCurry
- Teacher: Chel (michelle) Pennock
カテゴリ: Service Desk Training
Welcome to Pedal Pushers, the Lewis & Clark Bike Co-Op. Pedal Pushers is a student run, student organized group that encourages participation form anyone and everyone interested in bicycles. We encourage anyone interested to get involved in whatever capacity they see fit, thus adding another dimension to the fulfillment of everyone's best bike fantasy.
Exploration of ethical implications specific to
data collection, study design, data analysis, and
the dissemination and application of data.
Practical guidance about how to uncover ethical
weaknesses in existing protocols and how to
undertake constructive, effective, fair data
scientific research and application of automated
processes. Survey of technological advances in
strategies for collecting data, implementing
studies, analyzing data, and disseminating
findings both to broad public audiences and to
narrow groups who are disproportionately impacted.
Explores research on the consequences of choices
made by human and machine actors and assemblages
of human-in-the-loop sociotechnical systems.
Focuses on both legal and ethical frameworks.
data collection, study design, data analysis, and
the dissemination and application of data.
Practical guidance about how to uncover ethical
weaknesses in existing protocols and how to
undertake constructive, effective, fair data
scientific research and application of automated
processes. Survey of technological advances in
strategies for collecting data, implementing
studies, analyzing data, and disseminating
findings both to broad public audiences and to
narrow groups who are disproportionately impacted.
Explores research on the consequences of choices
made by human and machine actors and assemblages
of human-in-the-loop sociotechnical systems.
Focuses on both legal and ethical frameworks.
- Teacher: Colin Patrick
カテゴリ: Philosophy
Exploration of ethical implications specific to, data collection, study design, data analysis, and, the dissemination and application of data., Practical guidance about how to uncover ethical, weaknesses in existing protocols and how to, undertake constructive, effective, fair data, scientific research and application of automated, processes. Survey of technological advances in, strategies for collecting data, implementing, studies, analyzing data, and disseminating, findings both to broad public audiences and to, narrow groups who are disproportionately impacted., Explores research on the consequences of choices, made by human and machine actors and assemblages, of human-in-the-loop sociotechnical systems., Focuses on both legal and ethical frameworks.
- Teacher: Colin Patrick
カテゴリ: Philosophy
Precise mathematical formulations of the idealized
physical systems of classical mechanics and the
physical interpretation of mathematical solutions.
Linear oscillating systems, the two-body problem,
rotating and accelerated reference frames,
rotation of extended bodies, theory of scattering.
Newtonian methods, methods of Lagrange and
Hamilton, phase space analysis.
physical systems of classical mechanics and the
physical interpretation of mathematical solutions.
Linear oscillating systems, the two-body problem,
rotating and accelerated reference frames,
rotation of extended bodies, theory of scattering.
Newtonian methods, methods of Lagrange and
Hamilton, phase space analysis.
- Teacher: Bethe Scalettar
カテゴリ: Physics
Precise mathematical formulations of the idealized, physical systems of classical mechanics and the, physical interpretation of mathematical solutions., Linear oscillating systems, the two-body problem,, rotating and accelerated reference frames,, rotation of extended bodies, theory of scattering., Newtonian methods, methods of Lagrange and, Hamilton, phase space analysis.
- Teacher: Bethe Scalettar
カテゴリ: Physics
Precise mathematical formulations of the idealized, physical systems of classical mechanics and the, physical interpretation of mathematical solutions., Linear oscillating systems, the two-body problem,, rotating and accelerated reference frames,, rotation of extended bodies, theory of scattering., Newtonian methods, methods of Lagrange and, Hamilton, phase space analysis.
- Teacher: Bethe Scalettar
カテゴリ: Physics
Precise mathematical formulations of the idealized, physical systems of classical mechanics and the, physical interpretation of mathematical solutions., Linear oscillating systems, the two-body problem,, rotating and accelerated reference frames,, rotation of extended bodies, theory of scattering., Newtonian methods, methods of Lagrange and, Hamilton, phase space analysis.
- Teacher: Bethe Scalettar
カテゴリ: Physics
Introduction to the central questions in
comparative politics. Fundamental differences in
the organization of states, democratic political
institutions (presidentialism versus
parliamentarianism, for example), and domestic
social forces (for example, social capital, ethnic
versus nonethnic identities). The impact of
political organization on economic performance and
social peace.
comparative politics. Fundamental differences in
the organization of states, democratic political
institutions (presidentialism versus
parliamentarianism, for example), and domestic
social forces (for example, social capital, ethnic
versus nonethnic identities). The impact of
political organization on economic performance and
social peace.
- Teacher: Ben Gaskins
カテゴリ: Political Science
Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.
- Teacher: Ben Gaskins
カテゴリ: Political Science
Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.
- Teacher: Ben Gaskins
カテゴリ: Political Science
Introduction to the central questions in
comparative politics. Fundamental differences in
the organization of states, democratic political
institutions (presidentialism versus
parliamentarianism, for example), and domestic
social forces (for example, social capital, ethnic
versus nonethnic identities). The impact of
political organization on economic performance and
social peace.
comparative politics. Fundamental differences in
the organization of states, democratic political
institutions (presidentialism versus
parliamentarianism, for example), and domestic
social forces (for example, social capital, ethnic
versus nonethnic identities). The impact of
political organization on economic performance and
social peace.
- Teacher: Ben Gaskins
カテゴリ: Political Science
Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.
- Teacher: Ben Gaskins
カテゴリ: Political Science
Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.
- Teacher: Ben Gaskins
カテゴリ: Political Science
The structure and functioning of political parties, from the local to the national level;, organization, staffing, and policy development of, parties. Pluralist analysis, group theory, impact, of interest group activity on the American, political system.
- Teacher: Ben Gaskins
カテゴリ: Political Science
The structure and functioning of political parties, from the local to the national level;, organization, staffing, and policy development of, parties. Pluralist analysis, group theory, impact, of interest group activity on the American, political system.
- Teacher: Ben Gaskins
カテゴリ: Political Science
Applied field learning experience and exposure to
psychologically oriented occupations on L&C
overseas programs. Building human relations
skills; becoming acquainted with important human
service institutions and their social impact in an
environment of socialized health and human
services. Theoretical, cross-cultural, and
practical frameworks for interventions. May be
taken twice for credit if participating in two
programs. Summers only, or occasionally during
semester-long off-campus programs.
- Teacher: Jolina Ruckert
- Teacher: Thomas Schoeneman
カテゴリ: Tom Schoeneman
Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.
- Teacher: Jennifer Labounty
カテゴリ: Psychology
Applied field learning experience and exposure to
psychologically oriented occupations. Building
human relations skills; becoming acquainted with
important human service institutions and their
social impact. Theoretical and practical
frameworks for intervention.
psychologically oriented occupations. Building
human relations skills; becoming acquainted with
important human service institutions and their
social impact. Theoretical and practical
frameworks for intervention.
- Teacher: Jolina Ruckert
カテゴリ: Psychology
Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.
- Teacher: Jennifer Labounty
カテゴリ: Psychology
Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.
- Teacher: Jolina Ruckert
カテゴリ: Psychology
Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.
- Teacher: Jolina Ruckert
カテゴリ: Psychology
Organizing, managing, and evaluating both, classroom and school-wide K-12 reading programs., Students examine the textbook adoption process, participate in the development and use of a tool, for evaluating reading texts, assess components of reading and writing programs, and learn to integrate reading and writing processes, throughout the school grades to extend learners', experiences and enhance their own and students', capacities to solve literacy problems. This, capstone course of the Reading Intervention, program must be taken at the end of the sequence.
- Teacher: Nadia Boria
- Teacher: Erin Ocon
Impact of religion in modern America from the end
of the Civil War to the present day, emphasizing
the interaction between America's many religions
and emerging American modernity. The fate of
"traditional" religion in modern America;
"alternate" American religious traditions;
urbanization, industrialism, and religion;
science, technology, and secularism;
evangelicalism, modernism, and fundamentalism;
religious bigotry; pluralism; new religions and
neofundamentalism.
of the Civil War to the present day, emphasizing
the interaction between America's many religions
and emerging American modernity. The fate of
"traditional" religion in modern America;
"alternate" American religious traditions;
urbanization, industrialism, and religion;
science, technology, and secularism;
evangelicalism, modernism, and fundamentalism;
religious bigotry; pluralism; new religions and
neofundamentalism.
- Teacher: Susanna Morrill
カテゴリ: Religious Studies
Impact of religion in modern America from the end, of the Civil War to the present day, emphasizing, the interaction between America's many religions, and emerging American modernity. The fate of, "traditional" religion in modern America;, "alternate" American religious traditions;, urbanization, industrialism, and religion;, science, technology, and secularism;, evangelicalism, modernism, and fundamentalism;, religious bigotry; pluralism; new religions and, neofundamentalism.
- Teacher: Susanna Morrill
カテゴリ: Religious Studies
Exploration of the religious history of the, Pacific Northwest, with a focus on Oregon and, Washington. Examination of the religious, traditions of regional Native American tribes,, early Protestant missions, and the growth of, Catholicism and Mormonism in the region, as well, as recent immigrant religions (such as Vietnamese, Buddhism), nondenominational Christian groups, and, alternative forms of spirituality. Using, theoretical models from religious studies to, consider why the Northwest does not carry the, imprint of a dominant religious tradition or, traditions, as most other regions of the country, do. This course is cross-listed with RELS 441., Students taking the 300-level version of this, course will complete a guided research project,, identifying and mastering the range of scholarly, positions on a theme, critical issue, or essential, primary text, and will produce a technically sound, research paper. The course can only be taken once, and cannot be repeated at the other level.
- Teacher: Susanna Morrill
カテゴリ: Religious Studies
Exploration of the religious history of the, Pacific Northwest, with a focus on Oregon and, Washington. Examination of the religious, traditions of regional Native American tribes,, early Protestant missions, and the growth of, Catholicism and Mormonism in the region, as well, as recent immigrant religions (such as Vietnamese, Buddhism), nondenominational Christian groups, and, alternative forms of spirituality. Using, theoretical models from religious studies to, consider why the Northwest does not carry the, imprint of a dominant religious tradition or, traditions, as most other regions of the country, do. This course is cross-listed with RELS 441., Students taking the 300-level version of this, course will complete a guided research project,, identifying and mastering the range of scholarly, positions on a theme, critical issue, or essential, primary text, and will produce a technically sound, research paper. The course can only be taken once, and cannot be repeated at the other level.
- Teacher: Susanna Morrill
カテゴリ: Religious Studies
Introduction to theories of interpersonal
communication processes (e.g., social support,
uncertainty management, privacy management,
conflict, deception). Influence of new media on
these processes, impact of communication media on
identities, relationships, and communities.
communication processes (e.g., social support,
uncertainty management, privacy management,
conflict, deception). Influence of new media on
these processes, impact of communication media on
identities, relationships, and communities.
- Teacher: Benjamin Mann
Introduction to theories of interpersonal, communication processes (e.g., social support,, uncertainty management, privacy management,, conflict, deception). Influence of new media on, these processes, impact of communication media on, identities, relationships, and communities.
- Teacher: Daena Goldsmith
カテゴリ: Fall 2018
Introduction to theories of interpersonal, communication processes (e.g., social support,, uncertainty management, privacy management,, conflict, deception). Influence of new media on, these processes, impact of communication media on, identities, relationships, and communities.
- Teacher: Benjamin Mann
Introduction to theories of interpersonal
communication processes (e.g., social support,
uncertainty management, privacy management,
conflict, deception). Influence of new media on
these processes, impact of communication media on
identities, relationships, and communities.
communication processes (e.g., social support,
uncertainty management, privacy management,
conflict, deception). Influence of new media on
these processes, impact of communication media on
identities, relationships, and communities.
- Teacher: Benjamin Mann
This course is designed to explore the role of, argument and persuasion in the history, evolution,, and dissemination of science. Its purpose is to, give students a firm understanding of various, rhetorical strategies within scientific discourse, and how those strategies impact public policy. The, general trajectory of this course is, chronological, tracing major controversies in the, sciences from premodern times to the present. At, every stage, students will be asked to consider, how argument, persuasion, and symbolic action, influence both scientific and political practice.
- Teacher: Mitch Reyes
This course is designed to explore the role of, argument and persuasion in the history, evolution,, and dissemination of science. Its purpose is to, give students a firm understanding of various, rhetorical strategies within scientific discourse, and how those strategies impact public policy. The, general trajectory of this course is, chronological, tracing major controversies in the, sciences from premodern times to the present. At, every stage, students will be asked to consider, how argument, persuasion, and symbolic action, influence both scientific and political practice.
- Teacher: Mitch Reyes
How does science and technology influence contemporary culture? How does it shape and constrain public discourse? And who do we become when we use these “tools”? These are just a few of the questions this course will explore. We will examine the role of argument and persuasion in the history, evolution, and dissemination of science and technology with the purpose of gaining a stronger understanding of their capacities for influence, manipulation, connection, fabrication, and irreversible transformation. At every stage students will be asked to consider how techno-scientific phenomena influence everything from public discourse to structures of social formation to our bodies and environments. We will study great moments of invention, carefully examine those moments in-practice and in-context, and wrestle with how reality is remade in their wake. The general trajectory of this course is two-fold: the first half of the course is focused on the different critical/rhetorical approaches to the study of science and technology; in the second half we then pivot to focus primarily on developing your individual capstone papers.
- Teacher: Mitch Reyes
Exploration of the role of argument and persuasion, in the dissemination of science and technology;, major controversies related to science and, technology from premodern times to the present., Students will gain a firm understanding of various, rhetorical strategies within scientific and, technological discourses and how those strategies, impact public policy. They will be asked to, consider how argument, persuasion, and symbolic, action influence how science and technology evolve, and influence society.
- Teacher: Mitch Reyes
Welcome to LC! You will find all the tasks you need to complete over the summer and be able to track them here before you arrive on campus.
- Teacher: Robin Jarecki
- Teacher: Katie McFaddin
The purpose of this course is to provide students, with an overview of the historical development of, higher education in the United States. The course, will focus on the way in which philosophical, underpinnings and history have influenced and, impacted the structure, curriculum, and delivery, of postsecondary education. The course will help, students answer questions such as: How did we get, to this point? How did we decide on courses of, study? Why are we organized as we are?
- Teacher: Educational Technology Administrator
- Teacher: Lisa Hatfield
In-depth study of a special topic offered by the, Graduate School of Education and Counseling for the first time or on a, temporary basis. Prerequisites: None.
This course will cover topics including gender-based violence, sexual violence, and sexual misconduct. Students will examine gender-based violence (sexual harassment, sexual assault, intimate partner violence, and stalking) prevention and advocacy in the context of higher education. A brief review of the history of addressing gender-based violence in a college setting will be followed by an examination of best, and promising practices in prevention and advocacy. Students will explore the impacts of gender-based violence on the campus community and the role student affairs practitioners have in addressing it.
This course will cover topics including gender-based violence, sexual violence, and sexual misconduct. Students will examine gender-based violence (sexual harassment, sexual assault, intimate partner violence, and stalking) prevention and advocacy in the context of higher education. A brief review of the history of addressing gender-based violence in a college setting will be followed by an examination of best, and promising practices in prevention and advocacy. Students will explore the impacts of gender-based violence on the campus community and the role student affairs practitioners have in addressing it.
- Teacher: Melissa Osmond
This course will address the following school, counseling topics: history of the school, counseling profession, professional organizations,, leadership for educational equity, perspectives, and practices for school counseling in the 21st, century, professional identity, personhood of the, counselor, systemic racism and social justice, issues impacting school counseling, and, comprehensive school counseling program, development.
- Teacher: Tamara Tribitt
カテゴリ: Educational Leadership
This course will address the following school, counseling topics: history of the school, counseling profession, professional organizations,, leadership for educational equity, perspectives, and practices for school counseling in the 21st, century, professional identity, personhood of the, counselor, systemic racism and social justice, issues impacting school counseling, and, comprehensive school counseling program, development.
- Teacher: Tamara Tribitt
This course will address the following school
counseling topics: history of the school
counseling profession, professional organizations,
leadership for educational equity, perspectives
and practices for school counseling in the 21st
century, professional identity, personhood of the
counselor, systemic racism and social justice
issues impacting school counseling, and
comprehensive school counseling program
development.
counseling topics: history of the school
counseling profession, professional organizations,
leadership for educational equity, perspectives
and practices for school counseling in the 21st
century, professional identity, personhood of the
counselor, systemic racism and social justice
issues impacting school counseling, and
comprehensive school counseling program
development.
- Teacher: Tianka Pharaoh
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Danielle Torres
カテゴリ: Graduate Fall 2015
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Danielle Torres
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Tamara Tribitt
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Tamara Tribitt
カテゴリ: Educational Leadership
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Danielle Torres
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Tamara Tribitt
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Danielle Torres
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Danielle Torres
カテゴリ: Educational Leadership
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Danielle Torres
カテゴリ: Educational Leadership
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Tamara Tribitt
Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.
- Teacher: Danielle Torres
Strategies for interacting and working with
diverse communities as identified by race,
ethnicity, gender, class, sexual orientation, age,
disability, or religion. Addresses methods for
positively impacting social and cultural diversity
and equity issues including the possible effects
of culture, race stereotyping, family,
socioeconomic status, gender, sexual identity,
language, and values on student development and
progress in the school setting. Content and
methodology emphasize small-group activities,
collaboration, and use of data to create equity
for all students. Candidates practice taking an
active role in supporting all students and focus
on eliminating the achievement gap.
diverse communities as identified by race,
ethnicity, gender, class, sexual orientation, age,
disability, or religion. Addresses methods for
positively impacting social and cultural diversity
and equity issues including the possible effects
of culture, race stereotyping, family,
socioeconomic status, gender, sexual identity,
language, and values on student development and
progress in the school setting. Content and
methodology emphasize small-group activities,
collaboration, and use of data to create equity
for all students. Candidates practice taking an
active role in supporting all students and focus
on eliminating the achievement gap.
- Teacher: Tamara Tribitt
カテゴリ: Educational Leadership
This course provides an opportunity to learn, about variations in learning, behavior, and, physiology that society finds significant enough, to warrant a disability classification in special, education intervention. This course will offer an, overview of broad categories of disabilities, (following education/IDEA law), common special, education adaptations, accommodations, or, modifications to minimize the impact of, disabilities within an educational context., Emphasis will be placed on the importance of, advocacy and acting as an ally for individuals, with disabilities.
- Teacher: Rafe McCullough
This course provides an opportunity to learn, about variations in learning, behavior, and, physiology that society finds significant enough, to warrant a disability classification in special, education intervention. This course will offer an, overview of broad categories of disabilities, (following education/IDEA law), common special, education adaptations, accommodations, or, modifications to minimize the impact of, disabilities within an educational context., Emphasis will be placed on the importance of, advocacy and acting as an ally for individuals, with disabilities.
- Teacher: Rafe McCullough
This course will address how school counselors, gather and interpret information needed for, effective decision making through the use of, research and assessment. Students will explore, components of school-based research processes with, attention to data-driven decision making and, equity-based program development. Topics to be, discussed include the personhood of the, researcher, quantitative and qualitative, approaches, and the connection between educational, research and comprehensive school counseling, programs. Students will critique common, educational research practices, apply survey and, needs assessment development strategies, and, integrate consultation strategies. This course, will include discussions of cultural assumptions, held by researchers and their impacts on research, practices and results. Students will develop a, research proposal that includes a clear, equity-based plan to implement a data-driven, intervention program.
- Teacher: Renee Caballero
- Teacher: Tamara Tribitt
This course provides foundational education in, core counseling skills and techniques from, therapeutic listening and empathy to invitational,, reflecting, and challenging skills. The course is, aimed at helping counselors develop a foundation, as strong, effective, and multiculturally attuned, therapeutic agents for their work with youth and, adults. Students can expect to examine, multidimensional aspects of their own racial,, social, and cultural identities, intrapersonal, issues, and their potential impact on helping, relationships. This course is experiential, and, learning experiences include observing,, practicing, and applying various skills and, techniques in the helping process, and giving peer, and receiving peer and instructor feedback.
- Teacher: Tamara Tribitt
カテゴリ: Educational Leadership
This course provides foundational education in, core counseling skills and techniques from, therapeutic listening and empathy to invitational,, reflecting, and challenging skills. The course is, aimed at helping counselors develop a foundation, as strong, effective, and multiculturally attuned, therapeutic agents for their work with youth and, adults. Students can expect to examine, multidimensional aspects of their own racial,, social, and cultural identities, intrapersonal, issues, and their potential impact on helping, relationships. This course is experiential, and, learning experiences include observing,, practicing, and applying various skills and, techniques in the helping process, and giving peer, and receiving peer and instructor feedback.
- Teacher: Tamara Tribitt
This course provides foundational education in, core counseling skills and techniques from, therapeutic listening and empathy to invitational,, reflecting, and challenging skills. The course is, aimed at helping counselors develop a foundation, as strong, effective, and multiculturally attuned, therapeutic agents for their work with youth and, adults. Students can expect to examine, multidimensional aspects of their own racial,, social, and cultural identities, intrapersonal, issues, and their potential impact on helping, relationships. This course is experiential, and, learning experiences include observing,, practicing, and applying various skills and, techniques in the helping process, and giving peer, and receiving peer and instructor feedback., Admission to the school counseling program, required.
- Teacher: Tianka Pharaoh
Organizing and applying appropriate curricular, and teaching approaches to engage middle level, and high school students in meaningful learning, experiences responsive to individual differences,, interests, developmental readiness, and cultural, contexts. Attention to research and theory in, science curriculum and pedagogy. Candidates, continue to develop as teacher researchers by, refining habits of personal and scholarly, reflection that examine their professional, practice. Topics include: backward design, in, support of planning and assessment; review and, application of curriculum approaches, materials,, and resources; social and political contexts that, impact curriculum; exploration of the role of, inquiry in science; the importance of scientific, literacy; and the value of math-science, integration.
- Teacher: Liza Finkel
Organizing and applying appropriate curricular, and teaching approaches to engage middle level, and high school students in meaningful learning, experiences responsive to individual differences,, interests, developmental readiness, and cultural, contexts. Attention to research and theory in, science curriculum and pedagogy. Candidates, continue to develop as teacher researchers by, refining habits of personal and scholarly, reflection that examine their professional, practice. Topics include: backward design, in, support of planning and assessment; review and, application of curriculum approaches, materials,, and resources; social and political contexts that, impact curriculum; exploration of the role of, inquiry in science; the importance of scientific, literacy; and the value of math-science, integration. Candidates complete the edTPA, portfolio.
- Teacher: Liza Finkel
Kim Cameron-Domínguez
FALL 2021: SOAN 110-01 INTRODUCTION TO CULTURAL ANTHROPOLOGY
MWF @ 9:10 – 10:10am, Miller Center, Room 205
COURSE INTRO: Anthropology is a four-field discipline, but cultural anthropology is the study of lived human experience as it is represented in and by symbolic, material, and virtual culture. Anthropologists, attend closely to everyday relationships between individuals and their immediate communities. Yet, we also study culture in the context of globalization because few individuals or particular cultural formations are isolated (or ever have been!) from broader political, market, and technological shifts. We have some standard and evolving methodological tools to facilitate our research and involvements in . Thus, anthropologists also study the varied forms of structural power that marshal the world’s inhabitants—human and otherwise—into complex networks! Our pace for this class is moderate.
FALL 2021: SOAN 110-01 INTRODUCTION TO CULTURAL ANTHROPOLOGY
MWF @ 9:10 – 10:10am, Miller Center, Room 205
COURSE INTRO: Anthropology is a four-field discipline, but cultural anthropology is the study of lived human experience as it is represented in and by symbolic, material, and virtual culture. Anthropologists, attend closely to everyday relationships between individuals and their immediate communities. Yet, we also study culture in the context of globalization because few individuals or particular cultural formations are isolated (or ever have been!) from broader political, market, and technological shifts. We have some standard and evolving methodological tools to facilitate our research and involvements in . Thus, anthropologists also study the varied forms of structural power that marshal the world’s inhabitants—human and otherwise—into complex networks! Our pace for this class is moderate.
- Teacher: Kim Cameron-Dominguez
カテゴリ: Sociology & Anthropology
An anthropological approach to the tacitly, accepted notions of place and space. Theoretical, consideration of experience, meaning, and behavior, in relation to our material surroundings stresses, the social production of space. Key topics include, wilderness, pathways, home, cities, buildings,, monuments, and movement. Students are encouraged, to reflect on their own background in, consideration of these themes. The course provides, conceptual, bibliographic, and methodological, structure for students to imagine, design, and, carry out individual research projects.
- Teacher: Kabir Heimsath
カテゴリ: Sociology & Anthropology
This 2 credit methods course will take students on, a journey through the history of the land now, called Oregon, from Time Immemorial to the, present. Through that journey, we will critically, examine the impacts of settler colonialism,, systemic racism, and the diversity of interests, within the scope of one state. Accompanying the, history of Oregon are methods and strategies of, instruction that will integrate critical pedagogy, with Oregon's new Social Studies standards, Ethnic, Studies standards, Tribal History/Shared History, standards, and Holocaust/Genocide standards.
- Teacher: Beth Merrill
- Teacher: Cari Zall
Issues in the field of constitutional law and, practice and how to teach these issues in middle, and high school. The course covers a definition of, rights, the concept of constitutional law, and, historical and contemporary issues. Topics include, conflict resolution, comparison of the Oregon and, U.S. bills of rights, the First Amendment and due, process, privacy, students' rights in public, schools, and equal treatment and discrimination., Students practice the case method and the mock, trial as teaching methods. Students learn to, integrate fundamental and emergent components of, disciplinary knowledge in ways that extend, learners' experiences and enhance their own and, students' capacities to solve problems. Engages, preservice and inservice school personnel in, meaningful learning experiences responsive to, individual differences, interests, developmental, levels, and cultural contexts. Recommended for, teachers at all levels.
- Teacher: Timothy Graham
Critical and creative aspects of theatre, directing. Analysis of a play in terms of event, and character; exploring complementary ways of, understanding time and space onstage. Students, will delve into primary source writing by, directors for clues to their own distinctive, approach to the art form. Introduction of tools, for running a rehearsal room and the different, ways in which a director is responsible for, facilitating and synthesizing the creative act, among performers, playwrights, and designers.
- Teacher: Stepan Simek
カテゴリ: Theatre