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CLAS 202-F1: Roman Thought and Culture (Fall 2023 Kelly)

Introduction to ancient Roman thought and culture, as reflected in archaeology, architecture, art,, history, literature, philosophy, and religion., Special emphasis on the core values of ancient, Roman culture, and how these compare and contrast, to our own.
Category: Classical Studies

CLAS 202-F1: Roman Thought and Culture (Fall 2025 Kimmel)

Introduction to ancient Roman thought and culture, as reflected in archaeology, architecture, art,, history, literature, philosophy, and religion., Special emphasis on the core values of ancient, Roman culture, and how these compare and contrast, to our own.
Category: Classical Studies

CLAS 202-F1: Roman Thought and Culture (Spring 2020 Kelly)

Introduction to ancient Roman thought and culture, as reflected in archaeology, architecture, art,, history, literature, philosophy, and religion., Special emphasis on the core values of ancient, Roman culture, and how these compare or contrast, to our own.
Category: Classical Studies

CLAS 314-GR: Monuments of Athens (Fall 2025 Healy)

Comprehensive, site-based overview of the, topography, archaeology, and history of Athens,, focusing particularly on the great monuments of, the Classical and Roman city. Every major site,, and many minor ones, will be explored, paying, attention to physical setting, architectural and, archaeological characteristics, and position in, the political, religious, and social lives of the, Athenians. Students will trace the rediscovery of, Athens' antiquities from the 15th century to the, development of scientific archaeology in the 19th,, and will look at the role of archaeology in Athens, from the foundation of the Modern Greek state up, to the present day. Offered as part of the Greece, overseas study program.
Category: Classical Studies

CORE 107-19: Exploration and Discovery II (Spring 2020 Starling)

What does it mean to be “well”? How do humans in various cultures define and attribute meaning to pain? How do they determine the effectiveness of a given treatment? Where do they locate healing agency (the power to make one well)?

This course examines these and other questions about the relationship between healing, spirituality, and culture by reading and discussing scholarship from the fields of religious studies, anthropology, sociology, and history. We will look at examples from a variety cultural contexts including ancient Greek, Chinese and Native American traditions. We will pay particular attention to the way in which dominant frameworks of authority for explaining sickness and health have changed over the last 200 years in the West, leading us to inquire into the contemporary appeal of “alternative medicine” in Portland in 2020.
Category: Spring 2020

CORE 107-23: Healing, Spirituality and Culture (Spring 2019 Starling)

What does it mean to be “well”? How do humans in various cultures define and attribute meaning to pain? How do they determine the effectiveness of a given treatment? Where do they locate healing agency (the power to make one well)? This course examines these and other questions about the relationship between healing, spirituality, and culture by reading and discussing scholarship from the fields of religious studies, anthropology, sociology, and history. We will look at examples from a variety cultural contexts including ancient Greek, Chinese and Native American traditions. We will pay particular attention to the way in which dominant frameworks of authority for explaining sickness and health have changed over the last 200 years in the West, leading us to inquire into the contemporary appeal of “alternative medicine” in Portland in 2019.
Category: Spring 2019

CORE 120-06: Words (Spring 2022 Kelly)

Authors from antiquity to the present day have imagined ideal societies, often set in alternate realities or strange locales. Conversely, literary dystopias construct hypothetical worlds that are irredeemably flawed. Despite this other-worldly setting, works with utopic and dystopic themes critique issues that face real human societies. In this section, we will explore the possibilities of utopic and dystopic literature as an effective medium of social commentary. Some real-world topics that our readings will examine include gender roles, racism, the nature of government, censorship, the tension between communal solidarity and individual freedom, and the effects of technology on human life.
Category: Core Curriculum

CORE 120-09: Words (Fall 2021 Starling)

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing.

In this section of Words, we will critically examine the subject of religion in Japan. Japan is variously described as either the most secular or the most spiritual country on earth. Such observations should prompt us to critically reflect on what we mean by words like “religious,” “spiritual” or “secular.”

In this course, we will survey diverse examples of religion in Japan, including a prehistoric shaman-queen, a shape-shifting dragon-girl from an Indian sutra, a hidden Christian community, an apocalyptic healing cult, an ascetic monk, a Buddhist mortician, a tour-bus pilgrimage, and an anime film. As we examine the intersection of Japanese religion with gender, statecraft, capitalism, and national identity, we will draw sources and analytical insights from the fields of history, sociology, anthropology and religious studies.
Category: Core Curriculum

CORE 121-07: Numbers (Fall 2025 Podobnik)

This course introduces students to meditation/mindfulness practices, as well as the growing body of research in fields such as neuroscience, psychology, and the social sciences about the effects of meditation. Students will work together on a group project where data is gathered on the outcomes of simple daily mindfulness practices that undergraduate volunteers will engage in over a ten week period during the semester. Statistical tests such as chi-square and t-tests will be used to measure these survey outcomes quantitatively. Students will also do research on a topic of their choice and give oral presentations on this topic. Key learning objectives include developing familiarity with how to conduct a survey and examine survey data results, engaging with complex academic literatures, and strengthening public presentations skills.
Category: Core Curriculum

CORE 121-09: Numbers (Spring 2024 Watson)

Should I worry that COVID might have long term effects on my brain? Is yawning really "contagious"? In life, we face questions both big and (seemingly) small. How should we answer them? Scientific journals, the popular press, and social media are awash in information, but how do we separate the good from the bad? How do we separate the bad from the VERY bad?

This section will focus on one of the key features of being a literate and active member of a democracy: the ability to evaluate and make arguments with data. Using the lens of psychology and neuroscience, we will explore ways to use simple, low tech experimental techniques and open-access statistical software and data sets to answer questions both big and small about the world around us. More broadly, will consider how quantitative reasoning can shape and strengthen arguments in academic research, public policy, literature, and your latest TikTok post.
Category: Core Curriculum

CORE 121-10: Numbers (Fall 2021 McFaddin)

“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.
Category: Core Curriculum

CORE 121-13: Numbers (Fall 2021 Staff)

“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.
Category: Core Curriculum

Counseling Psychology Survey

CPED 572-01: Intro Eating Disorders (Grad - Fall 2024 Benn)

Etiology of eating disorders, including
biological, cultural, and environmental factors.
Assessment and diagnosis of eating disorders,
appropriate levels of care and a thorough
overview of medical complications.
Category: Graduate School Fall 2024

CPED 572-02: Intro Eating Disorders (Grad - Fall 2024 Lamberty Rogers)

Etiology of eating disorders, including
biological, cultural, and environmental factors.
Assessment and diagnosis of eating disorders,
appropriate levels of care and a thorough
overview of medical complications.
Category: Graduate School Fall 2024

CPSY 501-01: Environmental Identity (Fall 2015 Doherty)

This course guides students toward self-reflection, regarding identity and experience related to, place, the natural world, and other species; and, motivations for integrating ecological, perspectives into academic, professional or, advocacy work. Readings, exercises, and lectures, help students explore personal visions of, sustainability, emotional reactions to, environmental issues, history of the environmental, movement, intersectionality of environmental, identity and other aspects of identity and, diversity, and the interrelationships between, health and wellbeing and social and environmental, justice. Required prerequisite for the, Ecopsychology Certificate.
Category: Graduate Fall 2015

CPSY 501-01: Introduction to Ecopsychology (Grad - Spring 2022 Russo)

Ecopsychology is the field of inquiry concerned, with the human-nature relationship. As a species,, we came of age embedded in the natural world, and, that need for nature still resides in our bodies,, minds, and spirit. A substantial body of, scientific evidence demonstrates the physical and, psychological benefits of interacting with, nature. There is a growing interest in this area, of psychology as we recognize the decreased, presence of nature in our lives; the exponential, growth of technology in daily living; and the, awareness of global climate change and the role, psychology has to play in addressing it., Ecopsychology recognizes that one of the central, challenges of our time is to integrate our, embeddedness within the natural world with our, scientific culture and our technological selves., This course guides students toward, self-reflection regarding their environmental, identity and their "sense of place"; it explores, the motivations for integrating ecological, perspectives into academic and professional work;, and it addresses the interrelationship between, human and planetary health and wellbeing.
Category: Spring 2022 - Graduate School

CPSY 501-02: Introduction to Ecopsychology (Grad - Fall 2021 Russo)

Ecopsychology is the field of inquiry concerned, with the human-nature relationship. As a species,, we came of age embedded in the natural world, and, that need for nature still resides in our bodies,, minds, and spirit. A substantial body of, scientific evidence demonstrates the physical and, psychological benefits of interacting with, nature. There is a growing interest in this area, of psychology as we recognize the decreased, presence of nature in our lives; the exponential, growth of technology in daily living; and the, awareness of global climate change and the role, psychology has to play in addressing it., Ecopsychology recognizes that one of the central, challenges of our time is to integrate our, embeddedness within the natural world with our, scientific culture and our technological selves., This course guides students toward, self-reflection regarding their environmental, identity and their "sense of place"; it explores, the motivations for integrating ecological, perspectives into academic and professional work;, and it addresses the interrelationship between, human and planetary health and wellbeing.
Category: Graduate Fall 2021

CPSY 522-01: Diag Mental/Emotional Disorder (Grad - Fall 2017 Kerl-McClain)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Fall 2017

CPSY 522-01: Diag Mental/Emotional Disorder (Grad - Fall 2019 Kerl-McClain)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Fall 2019

CPSY 522-01: Diag Mental/Emotional Disorder (Grad - Spring 2018 Henderson)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Spring 2018

CPSY 522-01: Diag Mental/Emotional Disorder (Grad - Summer 2017 Kerl-McClain)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Summer 2017

CPSY 522-01: Diag Mental/Emotional Disorder (Grad - Summer 2018 Kerl-McClain)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Summer 2018

CPSY 522-02: Diag Mental/Emotional Disorder (Grad - Spring 2018 Kerl-McClain)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Spring 2018

CPSY 522-03: Diag Mental/Emotional Disorder (Grad - Spring 2018 Douglass)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Spring 2018

CPSY 522: Diag Mental/Emotional Disorder (Grad - Summer 2019 Kerl-McClain)

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.
Category: Graduate School Summer 2019

CPSY 528-01: Intro to Ecopsychology (Spring 2014 Doherty)

Ecopsychology recognizes a connection between
mental health and the natural environment and
explores ways in which psychological knowledge and
practices can contribute to the solution of
environmental problems. This course provides an
introduction to ecopsychology theory, findings and practices, and a survey of related research findings in environmental and conservation
psychology. Topics include health benefits
of natural settings, the development of
environmental identities, and promotion of
conservation behaviors. Students will be guided
toward self-reflection regarding their own
environmental identity, their motivations for
integrating environmental approaches into
their professional work, and ways to integrate ecopsychology
into their existing theory and practice base.
Category: Spring 2014

CPSY 554 / CECP 854: Empirical Basis Ecopsych (Spring 2016 Doherty)

This course provides an introduction to, ecopsychology theory, research findings and, practices. The course also surveys related, concepts, findings and practices in psychology,, mental healthcare professions, the social sciences, and the humanities. The course provides a, foundation for the practice of ecotherapy and, wilderness therapy, for professional conservation, and sustainability work, and for environmental, education, advocacy, and activism.
Category: Graduate School Spring 2016

CPSY 590 / CECP 866 Conservation Psychology (Fall 2015 Doherty)

Conservation psychology is an interdisciplinary field that explores the psychological basis of human’s care for nature and motivation toward conservation and sustainability. The course provides a background on the development of conservation psychology and survey of topics including psychological benefits of contact with nature, nature and lifespan development, environmental identity and behavior, social justice, influencing conservation action, hope and resilience, and strategic messaging and communications. The instructor will provide examples from the US and abroad. Conservation roles for mental health counselors, environmental educators and sustainability professionals will be explored. The course includes online, in-person and field-based activities.
Category: Graduate Fall 2015

CPSY 590-01: Couns Trans/Gend Queer Clients (Grad - Summer 2020 Jeske)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Summer 2020

CPSY 590-01: Couns Trans/Gend Queer Clients (Grad - Summer 2021 Weber)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate Summer 2021

CPSY 590-01: Couples Counseling (Grad - Fall 2017 Dickerman)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Fall 2017

CPSY 590-01: Creative Interventions (Grad - Summer 2017 Kerl-McClain)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Summer 2017

CPSY 590-01: Creative Interventions (Grad - Summer 2018 Kerl-McClain)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Summer 2018

CPSY 590-01: Motivational Interviewing (Grad - Fall 2019 Dorn-Medeiros)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Fall 2019

CPSY 590-02: Couns Trans/Gend Queer Clients (Grad - Summer 2017 Jeske)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Summer 2017

CPSY 590-02: Counseling LBGTQ Clients (Grad - Spring 2021 Jeske)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate Spring 2021

CPSY 590-02: Counseling LGBTQ Clients (Grad - Spring 2018 Jeske)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Spring 2018

CPSY 590-02: Counseling LGBTQ Clients (Grad - Spring 2020 Jeske)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Spring 2020

CPSY 590-02: Motivational Interviewing (Fall 2016 Dorn-Medeiros)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Fall 2016

CPSY 590-02: Motivational Interviewing (Grad - Fall 2018 Dorn-Medeiros)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Fall 2018

CPSY 590-02: Motivational Interviewing (Grad - Fall 2019 Dorn-Medeiros)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Fall 2019

CPSY 590-03: Counseling LGBTQ Clients (Grad - Spring 2017 Jeske/Shepard)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Spring 2017

CPSY 590-03: Dialectical Behavior Therapy (Grad - Spring 2020 Henderson)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Spring 2020

CPSY 590-05: Building Acad Writing Skills (Grad - Spring 2020 Headley)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Spring 2020

CPSY 590-06: Dialectical Behavior Therapy (Grad - Spring 2017 Muzacz)

Special topics in counseling psychology.

Dialectical Behavior Therapy (DBT) is a cognitive behavioral treatment originally developed by Marsha Linehan (1993) to treat chronically suicidal individuals diagnosed with borderline personality disorder (BPD). In addition to being the treatment of choice for this vulnerable population, DBT has shown effectiveness in treating a wide range of other disorders such as substance use and eating disorders, depression, and post-traumatic stress disorder (PTSD). This course serves as a preliminary introduction to the principles and theories underlying DBT, to assessment of clients’ problematic behaviors, and to the four main behavioral skill sets in DBT: emotion regulation, core mindfulness, distress tolerance and acceptance, and interpersonal effectiveness.
Category: Graduate School Spring 2017

CPSY 590-11: Couns Trans/Gend Queer Clients (Grad - Summer 2018 Jeske)

Special topics in counseling psychology. Students, may obtain a course description from the department office or website.
Category: Graduate School Summer 2018

CPSY 590-11: Couns Trans/Gend Queer Clients (Grad - Summer 2019 Jeske)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Summer 2019

CPSY 590/598: Developing Creative Interventions through Relational Intuition (Grad - Summer 2019 Kerl-McClain)

Special topics in counseling psychology. Students, may obtain a course description from the, department office or website.
Category: Graduate School Summer 2019

CPSY 596-01: Wilderness Therapy (Grad - Summer 2021 Russo/Doyle)

This course provides an opportunity to explore, ecopsychology concepts and practices in the, context of a multi-day outdoor experience. Topics, include backcountry safety, outdoor leadership,, wilderness philosophy and conservation, benefits, of immersion in natural settings and retreats from, modern technologies, multicultural rites of, passage, and techniques for mental health and, substance abuse treatment. The course typically, features an off-campus weeklong or multi-weekend, residential format with activities such as tent, camping, day or overnight hiking, mindfulness and, team building exercises, rock climbing and river, rafting. Equipment provided. Outdoor experience, not required. There is course fee.
Category: Graduate Summer 2021

CPSY 596-03: Wilderness Therapy (Summer 2015 Doherty)

This course provides an opportunity to explore, ecopsychology concepts and practices in the, context of a multi-day outdoor experience. Topics, include backcountry safety, outdoor leadership,, wilderness philosophy and conservation, benefits, of immersion in natural settings and retreats from, modern technologies, multicultural rites of, passage, and techniques for mental health and, substance abuse treatment. The course typically, features an off-campus weeklong or multi-weekend, residential format with activities such as tent, camping, day or overnight hiking, mindfulness and, team building exercises, rock climbing and river, rafting. Equipment provided. Outdoor experience, not required. There is a course fee.
Category: Graduate School Summer 2015

CPSY 598 Summer 2016 Topics in Applied Ecopsychology: Nature-Based Therapy Retreat (Doherty)

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. Topics have included children, and nature, environmental advocacy, writing, workshop, and horticultural therapy.

Summer 2016

CPSY 598 Topics in Applied Ecopsychology: Nature-Based
Therapy Retreat

Through field-based experiences, students will gain first-hand
experience in outdoor and nature based counseling and
psychotherapy contexts including horticultural therapy, urban
walking and outdoor therapy, equine-assisted therapy,
nature-based mindfulness exercises and group retreat work. The
course includes one night of overnight camping at an equine
therapy retreat center with facilities. Food and group equipment
is provided. No previous experience is necessary. Students will
receive a personal gear and clothing list before the course.

CPSY 598-01 is crosslisted with CECP 898-01.
CPSY 598-01 course dates are 5/14 and 5/15. Final assignments
due by 6/2.
Category: Graduate School Spring 2016

CPSY 598-01: Ecopsychology Narratives - Summer 2013

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Category: Summer 2013

CPSY 598-02: EcoTopics:Place,Time,Env Just (Grad - Spring 2021 Knudson-Martin)

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.
Category: Graduate Spring 2021

CPSY 598-61: EcoTop: Place/ Time/ Env Jus (Grad - Summer 2021 Knudson-Martin)

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. Topics have included children, and nature, environmental advocacy, writing, workshop, and horticultural therapy.
Category: Graduate Summer 2021

CPSY 599 I/S: Ecopsychology Capstone (Doherty)

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Category: Couns, Therapy and School Pych

CPSY Course Materials

This page is a listing of current reading materials for Counseling Psychology courses.  If an instructor does not have a Moodle course of their own, this page will have any supplementary readings that aren't in the assigned textbook(s).

Category: Couns, Therapy and School Pych

CTSP 590-01: Counseling LBGTQ Clients (Grad - Spring 2023 Jeske)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-01: Dialectical Behavior Therapy (Grad - Spring 2025 Henderson)

Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-01: Mntl Hlth in Rural Contexts (Grad - Summer 2025 Torgerson)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-02: Acceptance & Commitment Ther (Grad - Spring 2025 Henderson)

Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-02: Acceptance & Commitment Thera (Grad - Summer 2025 Henderson)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-02: Adv. Clin Work w/ LGBTQ Pop (Grad - Spring 2023 Jeske)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-02: Counseling LBGTQ Clients (Grad - Spring 2022 Jeske)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Spring 2022 - Graduate School

CTSP 590-02: Couples Counseling (Grad - Fall 2022 Fitzpatrick)

Special topics in counseling, therapy and school

psychology. Students may obtain a course

description from the department office or website.

Category: Couns, Therapy and School Pych

CTSP 590-03: Couns Gender Diverse Clients (Grad - Summer 2025 Jeske)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-03: Counseling LGBTQ Clients (Grad - Spring 2024 Jeske)

Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Category: Graduate School - Spring 2023

CTSP 590-03: Counseling LGBTQ Clients (Grad - Spring 2025 Jeske)

Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-03: Motivational Interviewing (Grad - Fall 2025 Dorn-Medeiros)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-04: Couples Counseling (Grad - Fall 2024 Fitzpatrick)

Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Category: Graduate School Fall 2024

CTSP 590-04: Couples Counseling (Grad - Fall 2025 Fitzpatrick)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-04: Dialectical Behavior Therapy (Grad - Spring 2023 Henderson)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-05: Acceptance & Commitment Ther (Grad - Spring 2023 Henderson)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-05: Motivational Interviewing (Grad - Fall 2024 Dorn-Medeiros)

Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Category: Graduate School Fall 2024

CTSP 590-11: Couns Trans/Gendqueer Clients (Grad - Summer 2023 Jeske)

Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Category: Couns, Therapy and School Pych

CTSP 590-12: Couns Gender Diverse Clients (Grad - Summer 2022 Jeske)

Special topics in counseling, therapy and school, psychology. Students may obtain a course, description from the department office or website.
Category: Graduate School Summer 2022

CTSP 594-01: Proposal Writing (Grad - Fall 2024 Harmon-Walker)

Direct instruction and support for the process of, preparing a thesis and/or other research or grant, proposals. Includes both a colloquium and, individual consultations with a thesis chair (or,, if not writing a thesis, another faculty member)., The colloquium will focus on the refinement of, research questions, the specifics of research, design, and the Human Subjects in Research, application process. Consultations with thesis, committee chair or other faculty member will focus, on the development of a manuscript that clearly, details the purpose of the research, summarizes, relevant literature, and identifies the proposed, design and methodology for the research project.

Category: Graduate School Fall 2024

ECON 255-01: Tech/Institutions/Econ Growth (Spring 2021 Bekar)

Emergence of modern economic growth in Europe. The, roots of the Industrial Revolution over the very, long term, 1000 to 1750, through the application, of basic economic theory. Causes and consequences, of very long-term economic growth. Specific, attention paid to technology, institutions,, geography, and culture as sources of economic, growth. While the geographic focus is European,, important cross-sectional work, especially with, regard to China, is undertaken.
Category: Economics

ECON 255-01: Tech/Institutions/Econ Growth (Spring 2023 Bekar)

Emergence of modern economic growth in Europe. The, roots of the Industrial Revolution over the very, long term, 1000 to 1750, through the application, of basic economic theory. Causes and consequences, of very long-term economic growth. Specific, attention paid to technology, institutions,, geography, and culture as sources of economic, growth. While the geographic focus is European,, important cross-sectional work, especially with, regard to China, is undertaken.
Category: Economics

ECOT 501-01: Introduction to Ecopsychology & Ecotherapies (Grad - Spring 2025 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.
Category: Couns, Therapy and School Pych

ECOT 501-01: Introduction to Ecotherapy (Grad - Fall 2024 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.
Category: Fall 2024

ECOT 501-01: Introduction to Ecotherapy (Grad - Fall 2025 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.
Category: Couns, Therapy and School Pych

ECOT 501-01: Introduction to Ecotherapy (Grad - Spring 2023 Russo)

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.
Category: Couns, Therapy and School Pych

ECOT 554-01: Theor & Empir Basis of Ecopsy (Grad - Fall 2025 Doyle)

This course provides an introduction to, ecopsychological theory and surveys research that, supports the theoretical foundations of nature, based practices found in Ecotherapy, Wilderness, Therapy, and other Nature-based therapies. The, course also surveys related concepts, findings and, practices in psychology and counseling/therapy, that provide a foundation for conservation and, sustainability work, environmental education,, advocacy, and activism.
Category: Couns, Therapy and School Pych

ECOT 554-01/02: Theor & Empir Basis of Ecopsy (Grad - Spring 2025 Doyle)

This course provides an introduction to
ecopsychological theory and surveys research that
supports the theoretical foundations of nature
based practices found in Ecotherapy, Wilderness
Therapy, and other Nature-based therapies. The
course also surveys related concepts, findings and
practices in psychology and counseling/therapy
that provide a foundation for conservation and
sustainability work, environmental education,
advocacy, and activism.

Category: Couns, Therapy and School Pych

ECOT 596-01: Wilderness & Adventure Therapy (AKA Nature-based Interventions)(Grad - Summer 2025 Lewis/Joffe-Aalto)

This course provides an opportunity to explore, ecopsychology concepts and nature based practices, in the context of a multi-day outdoor experience., Topics include backcountry safety, outdoor, leadership, wilderness philosophy and, conservation, benefits of immersion in natural, settings and retreats from modern technologies;, multicultural rites of passage; and techniques for, counseling/therapy in the outdoors. The course, typically features an off-campus weeklong or, multi-weekend residential format including tent, camping along with other activities such as day, and/or overnight hiking; mindfulness and team, building exercises; and other nature based and/or, adventure based activities. Outdoor experience not, required. There is a course fee.
Category: Couns, Therapy and School Pych

ECOT 596-31: Wilderness & Adventure Therapy (Grad - Summer 2023 Russo)

This course provides an opportunity to explore
ecopsychology concepts and nature based practices
in the context of a multi-day outdoor experience.
Topics include backcountry safety, outdoor
leadership, wilderness philosophy and
conservation, benefits of immersion in natural
settings and retreats from modern technologies;
multicultural rites of passage; and techniques for
counseling/therapy in the outdoors. The course
typically features an off-campus weeklong or
multi-weekend residential format including tent
camping along with other activities such as day
and/or overnight hiking; mindfulness and team
building exercises; and other nature based and/or
adventure based activities. Outdoor experience not
required. There is a course fee.
Category: Couns, Therapy and School Pych

ECOT 596-31: Wilderness & Adventure Therapy (Grad - Summer 2024 Lewis/Joffe-Aalto)

This course provides an opportunity to explore
ecopsychology concepts and nature based practices
in the context of a multi-day outdoor experience.
Topics include backcountry safety, outdoor
leadership, wilderness philosophy and
conservation, benefits of immersion in natural
settings and retreats from modern technologies;
multicultural rites of passage; and techniques for
counseling/therapy in the outdoors. The course
typically features an off-campus weeklong or
multi-weekend residential format including tent
camping along with other activities such as day
and/or overnight hiking; mindfulness and team
building exercises; and other nature based and/or
adventure based activities. Outdoor experience not
required. There is a course fee.

Category: Graduate School Summer 2024

ECOT 597-01: Ecotherapy (Grad - Fall 2025 Hernandez-Wolfe)

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.
Category: Couns, Therapy and School Pych

ED 552: Adolescent Development (Grad - Summer 2017 Darwich)

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.
Category: Graduate School Summer 2017

EDAD 525-21: Manage of System and Resource (Grad - Summer 2022 Dornayi)

District level leaders are charged with managing, the systems and processes that ensure a healthy, and effective district. Leaders need to be, prepared to cultivate the equitable use of, educational resources through establishing, collaborative and inclusive procedures,, guidelines, norms, and policies. Part of this work, involves the ability to assess district needs and, priorities and then equitably allocate, opportunities and resources across the district, according to these needs. Leaders need to, understand that equitable resource allocation of, materials, fiscal resources, personnel,, technology, interventions, time, and high-quality, teachers, leaders, and supporting staff all, contribute to a healthy and effective district, culture. Leaders must be equipped with the skills, to use data to evaluate systems for inequities and, then work collaboratively to align and improve, these systems so that they are coherent, cohesive,, and focused on supporting the learning,, improvement, and well-being of students and staff.
Category: Graduate School Summer 2022

EDAD 525-21: Manage of System and Resource (Grad - Summer 2024 Dornayi)

District level leaders are charged with managing
the systems and processes that ensure a healthy
and effective district. Leaders need to be
prepared to cultivate the equitable use of
educational resources through establishing
collaborative and inclusive procedures,
guidelines, norms, and policies. Part of this work
involves the ability to assess district needs and
priorities and then equitably allocate
opportunities and resources across the district
according to these needs. Leaders need to
understand that equitable resource allocation of
materials, fiscal resources, personnel,
technology, interventions, time, and high-quality
teachers, leaders, and supporting staff all
contribute to a healthy and effective district
culture. Leaders must be equipped with the skills
to use data to evaluate systems for inequities and
then work collaboratively to align and improve
these systems so that they are coherent, cohesive,
and focused on supporting the learning,
improvement, and well-being of students and staff.
Category: Teaching, School Counseling, and Leadership Studies

EDAD 525-31: Manage of System and Resource (Grad - Summer 2023 Dornayi)

District level leaders are charged with managing
the systems and processes that ensure a healthy
and effective district. Leaders need to be
prepared to cultivate the equitable use of
educational resources through establishing
collaborative and inclusive procedures,
guidelines, norms, and policies. Part of this work
involves the ability to assess district needs and
priorities and then equitably allocate
opportunities and resources across the district
according to these needs. Leaders need to
understand that equitable resource allocation of
materials, fiscal resources, personnel,
technology, interventions, time, and high-quality
teachers, leaders, and supporting staff all
contribute to a healthy and effective district
culture. Leaders must be equipped with the skills
to use data to evaluate systems for inequities and
then work collaboratively to align and improve
these systems so that they are coherent, cohesive,
and focused on supporting the learning,
improvement, and well-being of students and staff.
Category: Educational Leadership

EDAD 532-01: Diff & Underperforming (Grad - Spring 2020 Faculty)

Spring 2020 EDAD 532 syllabus. Rodriguez Struckmeier - Google Docs.pdfSpring 2020 EDAD 532 syllabus. Rodriguez Struckmeier - Google Docs.pdf
The course is designed to provide practicing, school administrators with knowledge, skills and, support to work with adults from diverse and, multicultural backgrounds, primarily teachers,, whose performance is not acceptable. The course is, not a clinical supervision course. Students will, continue to develop administrative awareness of, personal attitudes and beliefs about competence, and success of teachers based on gender, ethnic, background and social class. Course topics include, effective hiring and retention practices,, diagnosis of causes for unacceptable teacher, performance, objective documentation of teacher, performance, the legal basis for supervising and, evaluating teachers, review of and familiarization, with district evaluation documents, analysis of, personal leadership approaches and behaviors,, assessing teacher competence and potential for, growth, and finally, discussion of relevant, technology which supports effective supervision.
Category: Educational Leadership

EDAD 636: Leading Schools Through Instructional Technologies


This is an online course for administrators/school leaders who need credits toward their Continuing Administrator License (CAL) or other licensing requirements. It is a broad overview of the ever-changing technology landscape with a focus on using 21st Century Skills and Web 2.0 tools. Participants will receive hands-on experience using educational and management technologies directly tied to administrator tech standards. Participants will learn how to make informed decisions about technology while increasing their personal skills.

Category: Graduate School Spring 2019

EDLL 701-01: History of Leadership in Ed (Grad - Spring 2018 Ostar)

Critical race theory (CRT) has been one of the most important analytical developments in legal discourse over the past thirty year years, forcing us to reexamine our understanding of race in American society, and of the supposed gains of the Civil Rights movement. The mythology around seminal moments in US history, including supposed landmark cases such as Brown v. Board, has centered on a story-based narrative that largely entrenches the status quo in terms of access to opportunity - economic, educational, environmental, etc. More recently, academics have begun to apply CRT to the field of education, with significant advances in our understanding of colorblindness as racism, and implications for topics such as multicultural curriculum and educational leadership. This course will better position students to be leaders in their field, capable of critically examining and addressing emerging issues of race and access to opportunity in education.
Category: Graduate School Spring 2018

EDLL 716-01: Critical Theory and Pedagogy (Grad - Spring 2017 Sloan)

Education research sits at the intersection of, debates about the philosophy of education, (ontology), the role of education in, (re)producing a pluralistic and free democracy, (critical theories of education) what counts as a, "just" society (critical social theory), what, counts as knowledge production/construction, (critical epistemology and critical research, design), and ultimately what it means to educate, a public for public schools (critical pedagogy)., Therefore, education research focused on any one, of these areas has implications in all of these, areas. For education research focused on problems, of (in)justice, with an interest in solving these, problems, critical theory offers intellectual, traditions and analytic tools. Using these, intellectual tools, students will recognize,, understand, discuss and apply the historical and, current tenants of critical theory to form your, own emerging conceptual framework for explaining, and describing problems of practice in school, leadership and policy, organizing, pedagogy, and, education research.
Category: Graduate School Spring 2017

EDLL 716-01: Critical Theory and Pedagogy (Grad - Spring 2018 Hyman)

Education research sits at the intersection of, debates about the philosophy of education, (ontology), the role of education in, (re)producing a pluralistic and free democracy, (critical theories of education) what counts as a, "just" society (critical social theory), what, counts as knowledge production/construction, (critical epistemology and critical research, design), and ultimately what it means to educate, a public for public schools (critical pedagogy)., Therefore, education research focused on any one, of these areas has implications in all of these, areas. For education research focused on problems, of (in)justice, with an interest in solving these, problems, critical theory offers intellectual, traditions and analytic tools. Using these, intellectual tools, students will recognize,, understand, discuss and apply the historical and, current tenants of critical theory to form your, own emerging conceptual framework for explaining, and describing problems of practice in school, leadership and policy, organizing, pedagogy, and, education research.
Category: Graduate School Spring 2018

EDLL 716-01: Critical Theory and Pedagogy (Grad - Spring 2019 Faculty)

Education research sits at the intersection of, debates about the philosophy of education, (ontology), the role of education in, (re)producing a pluralistic and free democracy, (critical theories of education) what counts as a, "just" society (critical social theory), what, counts as knowledge production/construction, (critical epistemology and critical research, design), and ultimately what it means to educate, a public for public schools (critical pedagogy)., Therefore, education research focused on any one, of these areas has implications in all of these, areas. For education research focused on problems, of (in)justice, with an interest in solving these, problems, critical theory offers intellectual, traditions and analytic tools. Using these, intellectual tools, students will recognize,, understand, discuss and apply the historical and, current tenants of critical theory to form your, own emerging conceptual framework for explaining, and describing problems of practice in school, leadership and policy, organizing, pedagogy, and, education research.
Category: Graduate School Spring 2019

EDLL 735-21: Pasar La Batuta (Grad - Summer 2023 Solano)

When participating in a track and field relay
race, it is important that each of the sprinters
speedily covers their portion of the race. Equally
important is the fluidity of transferring
responsibility from one runner to the next, the
critical passing of the baton, or "pasar la
batuta". It is in this moment when all of the
effort given by one runner helps jump start their
teammate in a seamless fashion, or when the work
is abruptly halted because the hand off is faulty.
This critical transfer can define the outcome of
the race. The analogy of "pasar la batuta" well
articulates the responsibility educational leaders
in P-12 and higher education settings have for
fashioning a seamless transition for students to
navigate. As it stands, the movement between
primary and secondary education into postsecondary
education is disjointed. This course will explore
why the transition across the educational pipeline
is choppy, what factors need to be considered in
order to facilitate a smoother move, and the
opportunities for leaders to foster that change.
Category: Educational Leadership
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