- Teacher: Daniel Robinette
Lewis & Clark Moodle
Search results: 1860
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
Category: Graduate School Spring 2018
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Liza Finkel
Category: Graduate School Fall 2018
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Liza Finkel
Category: Graduate School Fall 2017
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Liza Finkel
Category: Graduate School Fall 2019
Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.
- Teacher: Alfonso Garcia Arriola
- Teacher: Daniel Robinette
Category: Tchng, Schl Counslg and Leadrshp
Survey of curriculum used in middle and high, school science classrooms, including review of, typical texts and classroom materials. Inquiry, activities appropriate for learning science in the, school laboratory are addressed, with careful, attention to health, safety, and ethics. Emphasis, on exploration of science concepts, teaching, strategies, and innovative classroom practices., Consideration of teacher content knowledge, modeling of teaching approaches, and availability, of educational resources fundamental to successful, instruction in middle and high school science.
- Teacher: Gabe Nagler
Category: Tchng, Schl Counslg and Leadrshp
NOTE: The Summer 2020 IL section is an, asynchronous, distance learning class through our partnership, with iLaw and is not available for general, registration. Questions should be directed to, Associate Dean Libby Davis., , , Secured Transactions - Professor Amy Bushaw, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: In this course, students glimpse the, complex world of commercial finance that lurks, behind most facets of modern life. This course, examines the treatment of secured transactions, under Article 9 of the Uniform Commercial Code., Article 9 is a complex, and some might even say, impenetrable statute, yet it is an extremely, important one as well. Article 9 transactions, appear in almost all areas of law, and they do not, necessarily announce themselves as such. Attorneys, who are not familiar with Article 9 may find that, they have advised their clients on a matter that, appeared to be something else altogether, but was, nevertheless in substance an Article 9, transaction. As this classification has important, ramifications for the client, Article 9 poses a, significant malpractice trap for the unwary, lawyer. Study of Article 9 not only enables, students to avoid pitfalls in their future, practice lives, it also sharply hones their, statutory interpretation skills. Students who have, mastered Article 9 should be able to tame whatever, snarled statutes may come their way. A study of, Article 9 also questions the theoretical, underpinnings of debt and security - what sorts of, remedies creditors should have available to, satisfy the debts owing to them, and why our legal, system allows some creditors to gain preference, over others. In this regard, Secured Transactions, has some synergies with the Property Transactions, and Bankruptcy/Debtor-Creditor courses. (Students, who have a particular interest in commercial law, may wish to take all three courses; other students, may prefer to choose among them.), , Prerequisite: none, , Evaluation Method: Final exam, class, participation, group projects, , Capstone: no, , WIE: no, , , Secured Transactions - Professor Doug Newell, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: The study of Article 9 of the Uniform, Commercial Code and related sections of the, Bankruptcy Code. The course primarily deals with, credit transactions in which a creditor takes an, interest in personal property of its debtor as a, way of increasing the creditor's likelihood of, being paid. Many business debtors use their, equipment, inventory, accounts receivable and/or, other personal property as collateral and, consumers often finance their automobiles and/or, household goods. Preventive law is a major focus, of this course. Students learn how to create and, perfect security interests and the rules for, determining the priority among competing claims to, the property of a defaulting debtor., , Prerequisite: none, , Evaluation Method: Final exam, , Capstone: no, , WIE: no
- Teacher: Amy Bushaw
Category: Law School
NOTE: The Summer 2020 IL section is an, asynchronous, distance learning class through our partnership, with iLaw and is not available for general, registration. Questions should be directed to, Associate Dean Libby Davis., , , Secured Transactions - Professor Amy Bushaw, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: In this course, students glimpse the, complex world of commercial finance that lurks, behind most facets of modern life. This course, examines the treatment of secured transactions, under Article 9 of the Uniform Commercial Code., Article 9 is a complex, and some might even say, impenetrable statute, yet it is an extremely, important one as well. Article 9 transactions, appear in almost all areas of law, and they do not, necessarily announce themselves as such. Attorneys, who are not familiar with Article 9 may find that, they have advised their clients on a matter that, appeared to be something else altogether, but was, nevertheless in substance an Article 9, transaction. As this classification has important, ramifications for the client, Article 9 poses a, significant malpractice trap for the unwary, lawyer. Study of Article 9 not only enables, students to avoid pitfalls in their future, practice lives, it also sharply hones their, statutory interpretation skills. Students who have, mastered Article 9 should be able to tame whatever, snarled statutes may come their way. A study of, Article 9 also questions the theoretical, underpinnings of debt and security - what sorts of, remedies creditors should have available to, satisfy the debts owing to them, and why our legal, system allows some creditors to gain preference, over others. In this regard, Secured Transactions, has some synergies with the Property Transactions, and Bankruptcy/Debtor-Creditor courses. (Students, who have a particular interest in commercial law, may wish to take all three courses; other students, may prefer to choose among them.), , Prerequisite: none, , Evaluation Method: Final exam, class, participation, group projects, , Capstone: no, , WIE: no, , , Secured Transactions - Professor Doug Newell, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: The study of Article 9 of the Uniform, Commercial Code and related sections of the, Bankruptcy Code. The course primarily deals with, credit transactions in which a creditor takes an, interest in personal property of its debtor as a, way of increasing the creditor's likelihood of, being paid. Many business debtors use their, equipment, inventory, accounts receivable and/or, other personal property as collateral and, consumers often finance their automobiles and/or, household goods. Preventive law is a major focus, of this course. Students learn how to create and, perfect security interests and the rules for, determining the priority among competing claims to, the property of a defaulting debtor., , Prerequisite: none, , Evaluation Method: Final exam, , Capstone: no, , WIE: no
- Teacher: Amy Bushaw
Category: Law School
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
Category: Sociology & Anthropology
The concept of culture and its use in exploring, systems of meanings and values through which, people orient and interpret their experience. The, nature of ethnographic writing and interpretation.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
The concept of culture and its use in exploring
systems of meanings and values through which
people orient and interpret their experience. The
nature of ethnographic writing and interpretation.
systems of meanings and values through which
people orient and interpret their experience. The
nature of ethnographic writing and interpretation.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Theoretical underpinnings of social science as a, foundation for the design of concrete research, projects in sociology and anthropology., Exploration of philosophies, ethics, and, epistemologies associated with qualitative and, quantitative research. Methods include participant, observation, interviewing, surveys, statistical, analysis, and textual interpretation., Conceptualization, development, and writing of, effective research proposals.
- Teacher: Sidra Kamran
Category: Sociology & Anthropology
Theoretical underpinnings of social science as a, foundation for the design of concrete research, projects in sociology and anthropology., Exploration of philosophies, ethics, and, epistemologies associated with qualitative and, quantitative research. Methods include participant, observation, interviewing, surveys, statistical, analysis, and textual interpretation., Conceptualization, development, and writing of, effective research proposals.
- Teacher: Sidra Kamran
Category: Sociology & Anthropology
Theoretical underpinnings of social science as a
foundation for the design of concrete research
projects in sociology and anthropology.
Exploration of philosophies, ethics, and
epistemologies associated with qualitative and
quantitative research. Methods include participant
observation, interviewing, surveys, statistical
analysis, and textual interpretation.
Conceptualization, development, and writing of
effective research proposals.
foundation for the design of concrete research
projects in sociology and anthropology.
Exploration of philosophies, ethics, and
epistemologies associated with qualitative and
quantitative research. Methods include participant
observation, interviewing, surveys, statistical
analysis, and textual interpretation.
Conceptualization, development, and writing of
effective research proposals.
- Teacher: Sidra Kamran
Category: Sociology & Anthropology
Theoretical underpinnings of social science as a, foundation for the design of concrete research, projects in sociology and anthropology., Exploration of philosophies, ethics, and, epistemologies associated with qualitative and, quantitative research. Methods include participant, observation, interviewing, surveys, statistical, analysis, and textual interpretation., Conceptualization, development, and writing of, effective research proposals.
- Teacher: Sarah Warren
Category: Sociology & Anthropology
Global immigration dynamics from a variety of, perspectives. Theoretical perspectives on the, causes and consequences of migratory movements., Topics include neoclassical economic models,, historical-structural models, family and network, models, transnationalism, migrants' rights,, citizenship and migration policies, borders and, their enforcement.
- Teacher: Maryann Bylander
Category: Sociology & Anthropology
Reproductive justice as a framework for analyzing
issues of bodily autonomy and human rights. With
emphasis on contemporary U.S. society, the course
will survey the medicalization of birth, the
spectrum of birth work, and the rights of pregnant
and parenting people, acknowledging that
reproduction is an experience that goes beyond the
gender binary. The course centers scholarship and
narratives of historically marginalized
identities, particularly the sociocultural context
of Black/African American women in reproductive
politics. Reproductive justice is also a social
movement that seeks equity beyond birth through
the alleviation of social ills linked to
institutional racism and other mechanisms of
oppression, including heterosexism. This course
situates the body and reproductive experience as
one that is socially constructed and shaped by
social location (e.g., race, ethnicity, gender,
sexuality, class, citizenship status, age,
ability, or religion) to regulate bodily autonomy.
issues of bodily autonomy and human rights. With
emphasis on contemporary U.S. society, the course
will survey the medicalization of birth, the
spectrum of birth work, and the rights of pregnant
and parenting people, acknowledging that
reproduction is an experience that goes beyond the
gender binary. The course centers scholarship and
narratives of historically marginalized
identities, particularly the sociocultural context
of Black/African American women in reproductive
politics. Reproductive justice is also a social
movement that seeks equity beyond birth through
the alleviation of social ills linked to
institutional racism and other mechanisms of
oppression, including heterosexism. This course
situates the body and reproductive experience as
one that is socially constructed and shaped by
social location (e.g., race, ethnicity, gender,
sexuality, class, citizenship status, age,
ability, or religion) to regulate bodily autonomy.
- Teacher: Jadee Carathers
Category: Sociology & Anthropology
Reproductive justice as a framework for analyzing
issues of bodily autonomy and human rights. With
emphasis on contemporary U.S. society, the course
will survey the medicalization of birth, the
spectrum of birth work, and the rights of pregnant
and parenting people, acknowledging that
reproduction is an experience that goes beyond the
gender binary. The course centers scholarship and
narratives of historically marginalized
identities, particularly the sociocultural context
of Black/African American women in reproductive
politics. Reproductive justice is also a social
movement that seeks equity beyond birth through
the alleviation of social ills linked to
institutional racism and other mechanisms of
oppression, including heterosexism. This course
situates the body and reproductive experience as
one that is socially constructed and shaped by
social location (e.g., race, ethnicity, gender,
sexuality, class, citizenship status, age,
ability, or religion) to regulate bodily autonomy.
issues of bodily autonomy and human rights. With
emphasis on contemporary U.S. society, the course
will survey the medicalization of birth, the
spectrum of birth work, and the rights of pregnant
and parenting people, acknowledging that
reproduction is an experience that goes beyond the
gender binary. The course centers scholarship and
narratives of historically marginalized
identities, particularly the sociocultural context
of Black/African American women in reproductive
politics. Reproductive justice is also a social
movement that seeks equity beyond birth through
the alleviation of social ills linked to
institutional racism and other mechanisms of
oppression, including heterosexism. This course
situates the body and reproductive experience as
one that is socially constructed and shaped by
social location (e.g., race, ethnicity, gender,
sexuality, class, citizenship status, age,
ability, or religion) to regulate bodily autonomy.
- Teacher: Jadee Carathers
Category: 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
Category: Sociology & Anthropology
Exploration of how individuals and communities, across Southeast Asia contend with the dynamics of, development, globalization, and social change., Rather than a broad survey, the course considers a, small number of specific "encounters" in detail,, asking what specific moments of social change, might tell us about cultures and societies in the, region, as well as their relationships to broader, socioeconomic dynamics. Topics may include, industrialization, agrarian change, cross-border, migration, urbanization, protests and, counter-movements, the rise of authoritarianism,, inequality, environmental politics, and shifting, norms related to gender and sexuality. No prior, knowledge or experience with the region necessary.
- Teacher: Maryann Bylander
Category: Bylander Archive - 2025
The premise of our course presupposes an intellectual and analytical stance that is open to meaning. We will work to understand how a range of things--material, affective, and conceptual—come to represent value and values though diverse modes of exchange and consumption practices. This is not a course in economics, so the instrumentality of money (as a unit of account) and exchange (as monetary instruments) will not be paramount. Instead, we will focus on the ways that people act and what they say about participating in the exchange of goods and services. The Thinginess of Value indexes the socio-cultural plasticity involved in expressing self- and communal interests through commodities.
- Teacher: Kim Cameron-Dominguez
Category: Sociology & Anthropology
Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Exploration of contemporary dynamics related to, gender and sexuality in South Asia at the level of, the family, community, market, and state. Focus on, work, marriage, media and cultural production,, politics, contemporary social movements, global, mobility, embodiment, the city, and climate, change. Special attention to the interaction of, gender, sexuality, class, ethnicity, and caste in, different cultural and religious contexts., Inclusion of academic research, memoir, and, film dealing with cases in Nepal, India, Pakistan,, Bangladesh, and Sri Lanka. Consideration of both, femininities and masculinities in South Asia, within global discourses of gender and sexuality.
- Teacher: Sidra Kamran
Category: Sociology & Anthropology
Critical exploration of the invention, rise, and, current moment of global development projects, aiming to end poverty, improve living standards,, and ensure the freedoms of individuals in the, Global South, drawing largely on scholars from, the region to problematize mainstream, understandings of and solutions to social and, economic development. First, an exploration of, how "development" has been defined, measured, and, understood over the past century, from colonial, conceptions to post-development rejections of the, term. Second, reading of several exemplary, critical analyses of development thinking and, practice, focused on questions of international, aid, microfinance, cash transfers, and the global, economic system.
- Teacher: Maryann Bylander
Category: Sociology & Anthropology
Critical exploration of the invention, rise, and, current moment of global development projects, aiming to end poverty, improve living standards,, and ensure the freedoms of individuals in the, Global South, drawing largely on scholars from the, region to problematize mainstream understandings, of and solutions to social and economic, development. First, an exploration of how, "development" has been defined, measured, and, understood over the past century, from colonial, conceptions to post-development rejections of the, term. Second, reading of several exemplary, critical analyses of development thinking and, practice, focused on questions of international, aid, microfinance, cash transfers, and the global, economic system.
- Teacher: Maryann Bylander
Category: Sociology & Anthropology
Dynamics of social change in Latin America, with a, particular focus on revolutionary transformations., Comparative analysis of social change in Cuba,, Guatemala, Peru, Mexico, and other countries. An, introduction to key concepts from development, theory, social movements research, cultural, studies, and political economy analysis.
- Teacher: Sarah Warren
Category: Sociology & Anthropology
Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Classical origins of general methods, theories,, and critical issues in contemporary social science, and social thought. Early market-based social, theories of Hobbes and Locke, Enlightenment social, theorists such as Rousseau and Montesquieu,, Burke's critique of the Enlightenment, Hegel's, dialectical critique. "Classical" social theories, of Marx, Durkheim, and Weber. Twentieth-century, paradigms such as symbolic interaction,, structuralism, critical theory, contemporary, feminist theories. Enrollment preference given to, departmental majors fulfilling degree, requirements.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
This course introduces students to classical and contemporary theoretical approaches used in the social sciences. Students read sections of primary texts, and then engage in critical evaluations of each work. Throughout the semester, students explore how theories are shaped by the social context in which they are produced; how theories complement or critique one another; and how specific theoretical approaches can uncover hidden realities about our social world, and thereby facilitate transformative action. During the semester, students will develop their capacity to critically engage with social theory in class discussions, in quizzes, and in theory-focused presentations.
- Teacher: Bruce Podobnik
Category: Sociology & Anthropology
Examines core topics related to social inequality.
Why do some people have more opportunities in life
than others? What produces power differentials
between people? Exploration of the structural
factors that produce inequality (such as class,
race, and gender); the material, cultural, and
affective dimensions of experiencing inequality;
and possible solutions to contemporary inequality.
Why do some people have more opportunities in life
than others? What produces power differentials
between people? Exploration of the structural
factors that produce inequality (such as class,
race, and gender); the material, cultural, and
affective dimensions of experiencing inequality;
and possible solutions to contemporary inequality.
- Teacher: Sidra Kamran
Category: Sociology & Anthropology
Investigation of the "borderland" nature of, anthropology dealing with Tibet and the broader, Himalayan region. Without clear state definition,, scholastic inquiry is dispersed among distinct, themes rather than a cohesive historical or, cultural approach. Focus on ethnographies of, non-state peoples, cross-border travel,, marginalized lives, and international development, and representation. Reading-intensive course with, a series of literature review assignments leading, toward a final project.
- Teacher: Kabir Heimsath
Category: Sociology & Anthropology
Focused examination of contemporary and seminal, theoretical and ethnographic topics in the, subfield of medical anthropology. Each semester, will explore a given topic, e.g., structural, violence, intersectionality, kinship and care,, death and dying, body and pain, addiction,, pharmaceuticalization, medical techniques and, technologies, illness narratives. Particular, emphasis on how subjective and phenomenological, experiences of illness shape and are shaped by, structural (socio-cultural, political,, historical, physical, material) contingencies., Students will engage in a semester-long, ethnographic project.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Focused examination of contemporary and seminal, theoretical and ethnographic topics in the, subfield of medical anthropology. Each semester, will explore a given topic, e.g., structural, violence, intersectionality, kinship and care,, death and dying, body and pain, addiction,, pharmaceuticalization, medical techniques and, technologies, illness narratives. Particular, emphasis on how subjective and phenomenological, experiences of illness shape and are shaped by, structural (socio-cultural, political,, historical, physical, material) contingencies., Students will engage in a semester-long, ethnographic project.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Focused examination of contemporary and seminal, theoretical and ethnographic topics in the, subfield of medical anthropology. Each semester, will explore a given topic, e.g., structural, violence, intersectionality, kinship and care,, death and dying, body and pain, addiction,, pharmaceuticalization, medical techniques and, technologies, illness narratives. Particular, emphasis on how subjective and phenomenological, experiences of illness shape and are shaped by, structural (sociocultural, political, historical,, physical, material) contingencies. Students will, engage in a semester-long ethnographic project., Topics will always be health-studies-related.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Focused examination of contemporary and seminal
theoretical and ethnographic topics in the
subfield of medical anthropology. Each semester
will explore a given topic (e.g., structural
violence, intersectionality, kinship and care,
death and dying, body and pain, addiction,
pharmaceuticalization, medical techniques and
technologies, illness narratives). Particular
emphasis on how subjective and phenomenological
experiences of illness shape and are shaped by
structural (sociocultural, political, historical,
physical, material) contingencies. Students will
engage in a semester-long ethnographic project.
Topics will always be health-studies-related.
theoretical and ethnographic topics in the
subfield of medical anthropology. Each semester
will explore a given topic (e.g., structural
violence, intersectionality, kinship and care,
death and dying, body and pain, addiction,
pharmaceuticalization, medical techniques and
technologies, illness narratives). Particular
emphasis on how subjective and phenomenological
experiences of illness shape and are shaped by
structural (sociocultural, political, historical,
physical, material) contingencies. Students will
engage in a semester-long ethnographic project.
Topics will always be health-studies-related.
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Examination of the role, meanings, and, consequences of various forms of (financial) debt, in contemporary society, drawing primarily on the, work of sociologists and anthropologists, but also, including historical, legal, and political-economy, perspectives on debt and indebtedness. Analyzes, various forms of financial debt including how, credit/debt relates to broader social, institutions, its social consequences, and the, links between debt and inequality. Themes explored, will vary each semester but may include student, loans, mortgages and the mortgage crisis, race and, racial inequalities enacted through finance, debt, as a development solution, credit cards,, bankruptcy, debt collection, pawnshops, and legal, debt.
- Teacher: Maryann Bylander
Category: Sociology & Anthropology
Cultural practices surrounding the production and, consumption of technoscientific and biomedical, knowledge. Articulation between different, constituencies, both inside and outside the, scientific community, and the asymmetries that, shape their relations. Heterogeneity of science,, including contrasts between disciplinary, subcultures and different national traditions of, inquiry. Political economy of science, including, the allocation of material and symbolic resources., Networks of associations that link human and, nonhuman allies, such as medical prosthesis,, robotics, information. Representation of science, and technology in popular culture.
- Teacher: Kabir Heimsath
Category: Sociology & Anthropology
Introduction to anthropological and sociological, scholarship that uses affect as a theoretical, device to explore social meaning in emotions, the, body, and spoken language. The course is oriented, through feminist intellectual traditions that, problematize perceptions of objective knowledge, production. Literature will include theoretical, articles, programmatic essays, and ethnographic, monographs. Case studies will emphasize affect in, the production of racial, gendered, classed, and, laboring identities within a framework of, neoliberal social, economic, and political, restructuring.
- Teacher: Kim Cameron-Dominguez
Category: Sociology & Anthropology
Introduction to anthropological and sociological, scholarship that uses affect as a theoretical, device to explore social meaning in emotions, the, body, and spoken language. The course is oriented, through feminist intellectual traditions that, problematize perceptions of objective knowledge, production. Literature will include theoretical, articles, programmatic essays, and ethnographic, monographs. Case studies will emphasize affect in, the production of racial, gendered, classed, and, laboring identities within a framework of, neoliberal social, economic, and political, restructuring.
- Teacher: Kim Cameron-Dominguez
Category: Sociology & Anthropology
In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.
- Teacher: Maryann Bylander
Category: Sociology & Anthropology
In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.
- Teacher: Kabir Heimsath
Category: Sociology & Anthropology
In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.
- Teacher: Kim Cameron-Dominguez
Category: Sociology & Anthropology
- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.
- Teacher: Kabir Heimsath
Category: Sociology & Anthropology
In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.
- Teacher: Kabir Heimsath
Category: Sociology & Anthropology
In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.
- Teacher: Sarah Warren
Category: Sociology & Anthropology
In consultation with faculty, selection of a, thesis topic; further reading in the disciplines, and/or field research in the local area., Substantial written document demonstrating, mastery of theory and methodology and the ability, to integrate these into the thesis topic.
- Teacher: Sarah Warren
Category: Sociology & Anthropology
Study of special-education policies and, procedures, as well as the legal, ethical, and, professional responsibilities of the elementary, classroom teacher. Topics include laws relevant, to the education of students with disabilities,, including a Free and Appropriate Public Education, in the Least Restrictive Environment, court cases, that influence practice, special-education, processes, and the general-educator's role in, each step before, during, and after an, individualized education plan (IEP) has been, created for a student. Candidates will have the, opportunity to observe classroom content in, practice in their field placements, learning, firsthand the collaborative skills required for, successfully educating all children. Emphasis is, placed on inclusive, equitable educational, practices in schools and communities.
- Teacher: Jennifer Cappalonga
Category: Graduate School Fall 2016
Study of special-education policies and, procedures, as well as the legal, ethical, and, professional responsibilities of the elementary, classroom teacher. Topics include laws relevant, to the education of students with disabilities,, including a Free and Appropriate Public Education, in the Least Restrictive Environment, court cases, that influence practice, special-education, processes, and the general-educator's role in, each step before, during, and after an, individualized education plan (IEP) has been, created for a student. Candidates will have the, opportunity to observe classroom content in, practice in their field placements, learning, firsthand the collaborative skills required for, successfully educating all children. Emphasis is, placed on inclusive, equitable educational, practices in schools and communities.
- Teacher: Jennifer Cappalonga
Category: Graduate School Fall 2017
Study of special-education policies and, procedures, as well as the legal, ethical, and, professional responsibilities of the elementary, classroom teacher. Topics include laws relevant, to the education of students with disabilities,, including a Free and Appropriate Public Education, in the Least Restrictive Environment, court cases, that influence practice, special-education, processes, and the general-educator's role in, each step before, during, and after an, individualized education plan (IEP) has been, created for a student. Candidates will have the, opportunity to observe classroom content in, practice in their field placements, learning, firsthand the collaborative skills required for, successfully educating all children. Emphasis is, placed on inclusive, equitable educational, practices in schools and communities.
- Teacher: Jennifer Cappalonga
Category: Graduate School Fall 2016
Study of special-education policies and, procedures, as well as the legal, ethical, and, professional responsibilities of the elementary, classroom teacher. Topics include laws relevant, to the education of students with disabilities,, including a Free and Appropriate Public Education, in the Least Restrictive Environment, court cases, that influence practice, special-education, processes, and the general-educator's role in, each step before, during, and after an, individualized education plan (IEP) has been, created for a student. Candidates will have the, opportunity to observe classroom content in, practice in their field placements, learning, firsthand the collaborative skills required for, successfully educating all children. Emphasis is, placed on inclusive, equitable educational, practices in schools and communities.
- Teacher: Jennifer Cappalonga
Category: Graduate School Fall 2017
Welcome to your program community. This is your communication portal with the Overseas & Off-Campus Programs Department.
- Teacher: Blythe Knott
- Teacher: Nicole Schneider
- Teacher: Kaitlin Sommerfeld
Category: 2016-2017
Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change.
- Teacher: Jesse Erwin
Category: Fall 2018
Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change.
- Teacher: Jennifer Twyford
Category: Graduate Fall 2021
Overview of the history, systems, roles and
functions of school psychologists. Readings in
contemporary issues and historical events provide
the foundation for graduate preparation in school
psychology. Students observe the work of school
psychologists and discuss the profession in a
seminar format. This course is a practicum in
school-based systems, and includes overviews of
the theories and practices for school-based
emotional, behavioral, social, and academic
change.
functions of school psychologists. Readings in
contemporary issues and historical events provide
the foundation for graduate preparation in school
psychology. Students observe the work of school
psychologists and discuss the profession in a
seminar format. This course is a practicum in
school-based systems, and includes overviews of
the theories and practices for school-based
emotional, behavioral, social, and academic
change.
- Teacher: Jennifer Twyford
Category: Graduate School Fall 2024
Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change. Admission to School Psychology Program, required.
- Teacher: Jennifer Twyford
Category: Couns, Therapy and School Pych
This course focuses on developmental theory and
research as applied to the process of learning
and education, age birth to twenty-one. Emphasis
will be placed in the following areas: candidates
gaining knowledge to both differentiate and
integrate multiple theoretical views on
development; candidates gaining a better
conceptual understanding of commonalities and
differences in development; and, candidates
gaining a better practical understanding of how
to help children and adolescents address the
developmental challenges they face, particularly
in schools. In this course, child and adolescent
development will be viewed through theories and
research in the areas of interpersonal,
emotional, cultural, cognitive, and physical
development.
research as applied to the process of learning
and education, age birth to twenty-one. Emphasis
will be placed in the following areas: candidates
gaining knowledge to both differentiate and
integrate multiple theoretical views on
development; candidates gaining a better
conceptual understanding of commonalities and
differences in development; and, candidates
gaining a better practical understanding of how
to help children and adolescents address the
developmental challenges they face, particularly
in schools. In this course, child and adolescent
development will be viewed through theories and
research in the areas of interpersonal,
emotional, cultural, cognitive, and physical
development.
- Teacher: Andrea Dennison
Category: Couns, Therapy and School Pych
Overview of theory and procedures to prevent and
remediate academic skills deficits of school-age
children. Topics include intervention in reading,
writing, math, and general academic interventions,
and direct assessment for academic skills via
curriculum-based measurement.
remediate academic skills deficits of school-age
children. Topics include intervention in reading,
writing, math, and general academic interventions,
and direct assessment for academic skills via
curriculum-based measurement.
- Teacher: Madeline Hall
Category: Graduate School Fall 2024
Overview of theory and procedures to prevent and, remediate academic skills deficits of school-age, children. Topics include intervention in reading,, writing, math, and general academic interventions,, and direct assessment for academic skills via, curriculum-based measurement.
Category: Graduate Fall 2021
This course is a 1-credit lab course designed to be taken in conjunction with SPSY 545. SPSY 545 is the first of a three-part assessment sequence. SPSY 545 focuses on cognitive and academic measures. This course is designed to prepare students to understand and learn the process of assessment. The course format stresses the formative evaluation of student progress toward a criterion of competence. Students are expected to master the administration, scoring, and basic interpretation of specific cognitive and achievement measures to a high level of mastery. Additional training and experience will be necessary, however, to further develop and refine skills and to apply them to diverse individuals in a variety of settings. Students demonstrating initial competence following this course will be ready for further training in individual intellectual assessment in supervised practicum experiences but not for unsupervised/independent practice.
- Teacher: Mason Rivers
Category: Graduate School Fall 2019
This course is a 1-credit lab course designed to, be taken in conjunction with SPSY 545. SPSY 545 is, the first of a three-part assessment sequence., SPSY 545 focuses on cognitive and academic, measures. This course is designed to prepare, students to (a) understand and learn the process, of assessment. The course format stresses the, formative evaluation of student progress toward a, criterion of competence. Students are expected to, master the administration, scoring, and basic, interpretation of specific cognitive and, achievement measures to a high level of mastery., Additional training and experience will be, necessary, however, to further develop and refine, skills and to apply them to diverse individuals in, a variety of settings. Students demonstrating, initial competence following this course will be, ready for further training in individual, intellectual assessment in supervised practicum, experiences, but not for unsupervised/independent, practice.
- Teacher: Mason Rivers
- Teacher: Mariana Rocha
Category: Graduate Spring 2021
This course is a 1-credit lab course designed to be taken in conjunction with SPSY 545. SPSY 545 is the first of a three-part assessment sequence. SPSY 545 focuses on cognitive and academic measures. This course is designed to prepare students to understand and learn the process of assessment. The course format stresses the formative evaluation of student progress toward a criterion of competence. Students are expected to master the administration, scoring, and basic interpretation of specific cognitive and achievement measures to a high level of mastery. Additional training and experience will be necessary, however, to further develop and refine skills and to apply them to diverse individuals in a variety of settings. Students demonstrating initial competence following this course will be ready for further training in individual intellectual assessment in supervised practicum experiences but not for unsupervised/independent practice.
- Teacher: Mason Rivers
Category: Graduate School Fall 2019
This course is a 1-credit lab course designed to, be taken in conjunction with SPSY 545. SPSY 545 is, the first of a three-part assessment sequence., SPSY 545 focuses on cognitive and academic, measures. This course is designed to prepare, students to (a) understand and learn the process, of assessment. The course format stresses the, formative evaluation of student progress toward a, criterion of competence. Students are expected to, master the administration, scoring, and basic, interpretation of specific cognitive and, achievement measures to a high level of mastery., Additional training and experience will be, necessary, however, to further develop and refine, skills and to apply them to diverse individuals in, a variety of settings. Students demonstrating, initial competence following this course will be, ready for further training in individual, intellectual assessment in supervised practicum, experiences, but not for unsupervised/independent, practice.
- Teacher: Mariana Rocha
Category: Graduate Spring 2021
This course is a 1-credit lab course designed to, be taken in conjunction with SPSY 545. SPSY 545 is, the first of a three-part assessment sequence., SPSY 545 focuses on cognitive and academic, measures. This course is designed to prepare, students to (a) understand and learn the process, of assessment. The course format stresses the, formative evaluation of student progress toward a, criterion of competence. Students are expected to, master the administration, scoring, and basic, interpretation of specific cognitive and, achievement measures to a high level of mastery., Additional training and experience will be, necessary, however, to further develop and refine, skills and to apply them to diverse individuals in, a variety of settings. Students demonstrating, initial competence following this course will be, ready for further training in individual, intellectual assessment in supervised practicum, experiences, but not for unsupervised/independent, practice.
- Teacher: Mariana Rocha
Category: Graduate Spring 2021
This course is a 1-credit lab course designed to
be taken in conjunction with SPSY 545. SPSY 545 is
the first of a three-part assessment sequence.
SPSY 545 focuses on cognitive and academic
measures. This course is designed to prepare
students to (a) understand and learn the process
of assessment. The course format stresses the
formative evaluation of student progress toward a
criterion of competence. Students are expected to
master the administration, scoring, and basic
interpretation of specific cognitive and
achievement measures to a high level of mastery.
Additional training and experience will be
necessary, however, to further develop and refine
skills and to apply them to diverse individuals in
a variety of settings. Students demonstrating
initial competence following this course will be
ready for further training in individual
intellectual assessment in supervised practicum
experiences, but not for unsupervised/independent
practice.
be taken in conjunction with SPSY 545. SPSY 545 is
the first of a three-part assessment sequence.
SPSY 545 focuses on cognitive and academic
measures. This course is designed to prepare
students to (a) understand and learn the process
of assessment. The course format stresses the
formative evaluation of student progress toward a
criterion of competence. Students are expected to
master the administration, scoring, and basic
interpretation of specific cognitive and
achievement measures to a high level of mastery.
Additional training and experience will be
necessary, however, to further develop and refine
skills and to apply them to diverse individuals in
a variety of settings. Students demonstrating
initial competence following this course will be
ready for further training in individual
intellectual assessment in supervised practicum
experiences, but not for unsupervised/independent
practice.
- Teacher: James Alsip
Category: Couns, Therapy and School Pych
This course is the third of a three-part, assessment sequence that addresses, psycho-educational, social, emotional, and, behavioral assessment of children and adolescents., Ethical administration and interpretation is, emphasized, including understanding the theory and, specific uses and limitations of assessment tools,, standardization procedures, properties of the, normative sample, data-based interpretation of, results, and issues of special populations and, human diversity.
- Teacher: James Alsip
Category: Graduate Spring 2021
Theory, application, design, implementation, and, evaluation of prevention and intervention programs, for school-age youth in school and community, settings. Students also examine the cultural,, social, psychological, family, and political, factors bearing on children's understanding of and, experiences with alcohol and other drugs., Prevention and intervention through enhancement of, social competence are presented from, constructivist and ecological-developmental, perspectives with application to individuals and, to small-group and classroom-based settings.
- Teacher: Jesse Erwin
- Teacher: Mason Rivers
Category: Graduate School Summer 2020
Theory, application, design, implementation, and, evaluation of prevention and intervention programs, for school-age youth in school and community, settings. Students also examine the cultural,, social, psychological, family, and political, factors bearing on children's understanding of and, experiences with alcohol and other drugs., Prevention and intervention through enhancement of, social competence are presented from, constructivist and ecological-developmental, perspectives with application to individuals and, to small-group and classroom-based settings.
- Teacher: Mason Rivers
Category: Graduate Summer 2021
Theory, application, design, implementation, and, evaluation of prevention and intervention programs, for school-age youth in school and community, settings. Students also examine the cultural,, social, psychological, family, and political, factors bearing on children's understanding of and, experiences with alcohol and other drugs., Prevention and intervention through enhancement of, social competence are presented from, constructivist and ecological-developmental, perspectives with application to individuals and, to small-group and classroom-based settings.
- Teacher: Sabrina Josephson
Category: Couns, Therapy and School Pych
Theory, application, design, implementation, and evaluation of prevention and intervention programs for school-age youth in school and community settings. Students also examine the cultural, social, psychological, family, and political factors bearing on children's understanding of, and experiences with, alcohol and other drugs. Prevention and intervention through enhancement of social competence are presented from constructivist and ecological-developmental perspectives with application to individuals and to small-group and classroom-based settings.
- Teacher: Mason Rivers
Category: Graduate School Summer 2022
Theory, application, design, implementation, and
evaluation of prevention and intervention programs
for school-age youth in school and community
settings. Students also examine the cultural,
social, psychological, family, and political
factors bearing on children's understanding of and
experiences with alcohol and other drugs.
Prevention and intervention through enhancement of
social competence are presented from
constructivist and ecological-developmental
perspectives with application to individuals and
to small-group and classroom-based settings.
evaluation of prevention and intervention programs
for school-age youth in school and community
settings. Students also examine the cultural,
social, psychological, family, and political
factors bearing on children's understanding of and
experiences with alcohol and other drugs.
Prevention and intervention through enhancement of
social competence are presented from
constructivist and ecological-developmental
perspectives with application to individuals and
to small-group and classroom-based settings.
- Teacher: Sabrina Josephson
Category: Graduate School Summer 2024
Theory and practice of consultation, which is, fundamental to the delivery of mental health, services in schools. Covers models of behavioral, and instructional consultation in schools and with, families. In-school observations facilitate, students' understanding of consultation in, schools. Emphasis is on identifying ways to, collaboratively assess and intervene in, problematic behavioral and instructional, situations. Addresses issues of cultural,, linguistic, and socioeconomic differences.
- Teacher: Jennifer Twyford
Category: Graduate Fall 2021
Theory and practice of consultation, which is, fundamental to the delivery of mental health, services in schools. Covers models of behavioral, and instructional consultation in schools and with, families. In-school observations facilitate, students' understanding of consultation in, schools. Emphasis is on identifying ways to, collaboratively assess and intervene in, problematic behavioral and instructional, situations. Addresses issues of cultural,, linguistic, and socioeconomic differences.
- Teacher: Jennifer Twyford
Category: Graduate Fall 2021
A Colloquium is an academic seminar on a broad, field of study, usually led by a different, lecturer at each meeting. This Colloquium will be, focused on the broad field of School Psychology,, and all candidates across all three cohorts of, the school psychology program are required to, attend in order to address, together, relevant, topics of the profession that concern us all. The, Colloquium meets four times per academic year,, with a different topic as the focus for each, meeting. These four topics include: 1) Issues in, Practicum and Internship Supervision; 2), Variations of the Practice of School Psychology;, 3) Alumni Relations and Mentorship; and 4), Cross-Professional Collaboration. The School, Psychology Colloquium challenges school, psychology candidates to address issues of, concern across all three cohorts while, simultaneously providing mentorship across these, cohorts through conversation, guidance, and, shared information. Course goals for participants, include: a. Engaging with the data, research and, theory regarding topics of shared concern in the, field of school psychology b. Gaining an, understanding of the practices of mentorship,, supervision and on-going professional development, in the field of school psychology c. Gaining an, understanding of the variation and different, forms of practice within the field of school, psychology at the local, national and, international level. d. Engaging with related, professionals in the field of education regarding, topics of shared concern in an effort to better, differentiate and integrate as working, professionals.
- Teacher: Elena Diamond
- Teacher: Kate Jaspers
- Teacher: Peter Mortola
Category: Graduate Fall 2021
A Colloquium is an academic seminar on a broad, field of study, usually led by a different, lecturer at each meeting. This Colloquium will be, focused on the broad field of School Psychology,, and all candidates across all three cohorts of, the school psychology program are required to, attend in order to address, together, relevant, topics of the profession that concern us all. The, Colloquium meets four times per academic year,, with a different topic as the focus for each, meeting. These four topics include: 1) Issues in, Practicum and Internship Supervision; 2), Variations of the Practice of School Psychology;, 3) Alumni Relations and Mentorship; and 4), Cross-Professional Collaboration. The School, Psychology Colloquium challenges school, psychology candidates to address issues of, concern across all three cohorts while, simultaneously providing mentorship across these, cohorts through conversation, guidance, and, shared information. Course goals for participants, include: a. Engaging with the data, research and, theory regarding topics of shared concern in the, field of school psychology b. Gaining an, understanding of the practices of mentorship,, supervision and on-going professional development, in the field of school psychology c. Gaining an, understanding of the variation and different, forms of practice within the field of school, psychology at the local, national and, international level. d. Engaging with related, professionals in the field of education regarding, topics of shared concern in an effort to better, differentiate and integrate as working, professionals.
- Teacher: Elena Diamond
- Teacher: Jennifer Twyford
Category: Spring 2022 - Graduate School
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
Category: Graduate Fall 2015
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
Category: Graduate School Fall 2017
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
Category: Graduate School Summer 2022
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
- Teacher: Colleen Hanson
Category: Spring 2021
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
Category: Graduate Fall 2015
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
Category: Graduate School Fall 2017
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
- Teacher: Elena Diamond
Category: Graduate Fall 2015
Overview of the history, systems, roles and
functions of school psychologists. Readings in
contemporary issues and historical events provide
the foundation for graduate preparation in school
psychology. Students observe the work of school
psychologists and discuss the profession in a
seminar format. This course is a practicum in
school-based systems, and includes overviews of
the theories and practices for school-based
emotional, behavioral, social, and academic
change.
functions of school psychologists. Readings in
contemporary issues and historical events provide
the foundation for graduate preparation in school
psychology. Students observe the work of school
psychologists and discuss the profession in a
seminar format. This course is a practicum in
school-based systems, and includes overviews of
the theories and practices for school-based
emotional, behavioral, social, and academic
change.
- Teacher: Jennifer Twyford
Category: Graduate School Fall 2024
Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change.
- Teacher: Jennifer Twyford
Category: Couns, Therapy and School Pych
This course focuses on developmental theory and, research as applied to the process of learning and, education, age three to twenty-one. Emphasis will, be placed in the following areas: candidates, gaining knowledge to both differentiate and, integrate multiple theoretical views on, development; candidates gaining a better, conceptual understanding of commonalities and, differences in development; and, candidates, gaining a better practical understanding of how to, help children and adolescents address the, developmental challenges they face, particularly, in schools. In this course, child and adolescent, development will be viewed through theories and, research in the areas of interpersonal, emotional,, cultural, cognitive, and physical development.
- Teacher: Shanna Davis
Category: Couns, Therapy and School Pych
Overview of theory and procedures to prevent and
remediate academic skills deficits of school-age
children. Topics include intervention in reading,
writing, math, and general academic interventions,
and direct assessment for academic skills via
curriculum-based measurement.
remediate academic skills deficits of school-age
children. Topics include intervention in reading,
writing, math, and general academic interventions,
and direct assessment for academic skills via
curriculum-based measurement.
- Teacher: Allison Watkins
Category: Couns, Therapy and School Pych
This course will provide a strengths-based orientation to serving multilingual learners, emphasizing social justice. Content areas will include language acquisition models and the nature of second-language acquisition and proficiency, knowledge and skills to work with linguistically and culturally diverse families, multilingual curricular models and practices, instructional approaches and resources for educators, a history of multilingual education in the US, and legal, ethical, and professional practice considerations.
- Teacher: Bich Do
Category: Couns, Therapy and School Pych
Theory and practice of consultation, which is, fundamental to the delivery of mental health, services in schools. Covers models of behavioral, and instructional consultation in schools and with, families. In-school observations facilitate, students' understanding of consultation in, schools. Emphasis is on identifying ways to, collaboratively assess and intervene in, problematic behavioral and instructional, situations. Addresses issues of cultural,, linguistic, and socioeconomic differences.
- Teacher: Sabrina Josephson
Category: Couns, Therapy and School Pych
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
Category: Tchng, Schl Counslg and Leadrshp
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
Category: Graduate School Summer 2017
Course Description:
This course presents a study of United States history through the lens of major constitutional cases, issues, and debates. Topics will include, but are not limited to: equal protection, voting rights and disenfranchisement, due process, privacy and security, and free speech. These constitutional issues will be placed into their historical context and examined for their connections and relevance to current and emerging topics.
Description of Instructional Approach/Pedagogy:
The instructional approach is threefold: 1) Provide content knowledge; 2) Model teaching strategies; 3) Create and workshop curriculum. The course will emphasize social justice education. Based in the principles of Rethinking Schools, the course will focus on employing pedagogy that is grounded, critical, multicultural, anti-racist, participatory, experiential, hopeful, activist, academically rigorous, culturally sensitive, and honest. The parallel to this will be an introduction to historiography and an introduction to dialectical materialism as a framework for thinking critically about history.
This course presents a study of United States history through the lens of major constitutional cases, issues, and debates. Topics will include, but are not limited to: equal protection, voting rights and disenfranchisement, due process, privacy and security, and free speech. These constitutional issues will be placed into their historical context and examined for their connections and relevance to current and emerging topics.
Description of Instructional Approach/Pedagogy:
The instructional approach is threefold: 1) Provide content knowledge; 2) Model teaching strategies; 3) Create and workshop curriculum. The course will emphasize social justice education. Based in the principles of Rethinking Schools, the course will focus on employing pedagogy that is grounded, critical, multicultural, anti-racist, participatory, experiential, hopeful, activist, academically rigorous, culturally sensitive, and honest. The parallel to this will be an introduction to historiography and an introduction to dialectical materialism as a framework for thinking critically about history.
- Teacher: Timothy Graham
Category: Tchng, Schl Counslg and Leadrshp