Lewis & Clark Moodle

You will gain an understanding of descriptive statistics (used to summarize data) and basic inferential statistics (used to test hypotheses and draw conclusions) using the “classical” or “frequentist” model. You will learn to apply the course principles to not only better understand psychology and other fields of scientific research, but also to how statistics are used (and sometimes abused) in daily life. Topics include the properties of numerical distributions, measures of central tendency, variability, correlation/bivariate regression, t-tests, analysis of variance (ANOVA), and a tiny (and I mean tiny) bit on nonparametric statistical techniques. I also promise that all these words will make sense by the end of the semester. In addition, you will gain experience using open-source statistical software (JASP) to analyze and visualize research data. Finally, you will gain experience in presenting research findings in American Psychological Association (APA) format.

The theory of statistics and designing, experiments. Use of distributions, measures of, central tendency, variability, correlation,, t-tests, simple analysis of variance and, nonparametric techniques. Computer applications, using SPSS statistical analysis programs and, other software. Credit may not be earned for both this course and AP statistics.

In this course, you will gain an understanding of descriptive statistics (used to summarize data) and basic inferential statistics (used to test hypotheses and draw conclusions) using the “classical” or “frequentist” model. You will learn to apply the principles learned during the course to not only to better understand psychology and other fields of scientific research, but also to understand how statistics are used (and sometimes abused) in daily life. Topics will include the properties of numerical distributions, measures of central tendency, variability, correlation and bivariate regression, t-tests, analysis of variance (ANOVA), and a tiny (and I mean tiny) bit on nonparametric statistical techniques. I also promise that all these words will make sense by the end of the semester. In addition, you will gain experience using statistical software (JASP) to analyze and display research data. Finally, you will gain experience in presenting research findings in American Psychological Association (APA) format.

You can't earn credit for both Psy 200 and AP/IB Statistics

Issues in defining abnormality; classification and
description of abnormal behaviors; societal
reactions to abnormal behavior; theory and
research on causes, treatments, and prevention of
pathology; major psychopathologies including
physical symptoms and stress reactions; anxiety,
somatoform, and dissociative disorders; sexual
dysfunctions; addictions; sociopathy and other
personality disorders; schizophrenia; mood
disorders.

How the brain controls and regulates behavior.
Basic properties of neurons, neurotransmitters,
and the basic anatomy of the nervous system.
Emphasis on the brain's role in such functions as
sensation, emotion, language, learning and
memory, sexual behavior, sleep, motivation. The
biological bases of abnormal conditions, such as
affective disorders, amnesia, learning disorders.
Students who have received credit for PSY/BIO 252
should not enroll in this course. Not open to
students with previous credit in PSY 350 or PSY
355.

The goal of this course is to introduce students to a diverse field that is generally called “neuroscience”, but has been known by many different names since its modern birth (as much as we can declare such things) in the late 1800s.

We will survey some of the physiological processes that are related to the control of behavior in human and nonhuman species, as well as other biological mechanisms that are relevant to issues in psychology. Specific topics include basic functional neuroanatomy, the structure and function of neurons and neuronal transmission, and the relationship between brain systems and complex behaviors, cognition, and emotions. Neurological, neuropsychological, and psychiatric disorders will also be discussed. In addition to serving as a general survey of the biological aspects of psychology, this course will help prepare students for more advanced study in behavioral and cognitive neuroscience (e.g., Psy 350 and Psy 355).

Students who have received credit for PSY/BIO 252, should not enroll in this course. Not open to, students with previous credit in PSY 350 or PSY 355.

The goal of this course is to introduce students to a diverse field that is generally called “neuroscience”, but has been known by many different names since its modern birth in the late 1800s. We will survey some of the physiological processes that are related to the control of behavior in human and nonhuman species, as well as other biological mechanisms that are relevant to issues in psychology. Specific topics include basic functional neuroanatomy, the structure and function of neurons and neuronal transmission, and the relationship between brain systems and complex behaviors, cognition, and emotions. We will also discuss neurological, neuropsychological, and psychiatric disorders. In addition to serving as a general survey of the biological aspects of psychology, this course will help prepare students for more advanced neuroscience courses (Psy 350, Psy 355, Psy 380, Psy 410).

Students who have received credit for PSY/BIO 252, should not enroll in this course. Not open to students with previous credit in PSY 350 or PSY, 355.

How the brain controls and regulates behavior., Basic properties of neurons, neurotransmitters,, and the basic anatomy of the nervous system., Emphasis on the brain's role in such functions as, sensation, emotion, language, learning and, memory, sexual behavior, sleep, motivation. The, biological bases of abnormal conditions, such as, affective disorders, amnesia, learning disorders., Students who have received credit for PSY/BIO 252, should not enroll in this course. Not open to, students with previous credit in PSY 350 or PSY, 355.

The goal of this course is to introduce students to a diverse field that is generally called “neuroscience”, but has been known by many different names since its modern birth in the late 1800s. We will survey some of the physiological processes that are related to the control of behavior in human and nonhuman species, as well as other biological mechanisms that are relevant to issues in psychology. Specific topics include basic functional neuroanatomy, the structure and function of neurons and neuronal transmission, and the relationship between brain systems and complex behaviors, cognition, and emotions. We will also discuss neurological, neuropsychological, and psychiatric disorders. In addition to serving as a general survey of the biological aspects of psychology, this course will help prepare students for more advanced neuroscience courses (Psy 350, Psy 355, Psy 380, Psy 410).

Students who have received credit for PSY/BIO 252, should not enroll in this course. Not open to students with previous credit in PSY 350 or PSY, 355.

Classical and contemporary research topics in
cognition. Discussion of scientific methods used
to investigate cognition. Emphasis on memory,
reasoning, decision making, cognitive science.
Laboratory sections supplement lectures and
readings with computer-based experiments and
demonstrations. Seniors will be given
registration preference during the first round of
registration.

Classical and contemporary research topics in
cognition. Discussion of scientific methods used
to investigate cognition. Emphasis on memory,
reasoning, decision making, cognitive science.
Laboratory sections supplement lectures and
readings with computer-based experiments and
demonstrations. Seniors will be given
registration preference during the first round of
registration.

Applied field learning experience and exposure to psychologically oriented occupations on L&C overseas programs. Building human relations skills; becoming acquainted with important human service institutions and their social impact in an environment of socialized health and human services. Theoretical, cross-cultural, and practical frameworks for interventions. May be taken twice for credit if participating in two programs. Summers only, or occasionally during semester-long off-campus programs.

The relationship between basic psychological, processes and underlying functions of the nervous, system. Biological bases of sensation, perception,, motivation, emotion, learning, memory,, psychopathology. Laboratory sections supplement, lectures and readings with practical experience in, neural anatomy, animal (rat) behavioral testing,, and neuropsychological testing.

We will cover a variety of foundational and contemporary issues in human neuroscience, and will engage in discussion of scientific methods and techniques used to investigate the relationship between the function of brain systems, behavior, and cognition. The course will primarily emphasize functional neuroanatomy, higher cognitive and emotional function (cognitive and affective neuroscience), the neurobehavioral underpinnings of pathology in humans (clinical neuroscience), and an emerging field known as “positive” neuroscience. Laboratory sections will supplement lecture and reading topics with demonstrations and experience with neuropsychological, cognitive neuroscience, and psychophysiological research techniques. Both the lecture and laboratory portions of this course strongly stress experimental design, data analysis, and scientific reasoning/information literacy. However, we also get to play with brains. Brains are pretty rad.

We will cover a variety of foundational and contemporary issues in human neuroscience, and will engage in discussion of scientific methods and techniques used to investigate the relationship between the function of brain systems, behavior, and cognition. The course will primarily emphasize functional neuroanatomy, higher cognitive and emotional function (cognitive and affective neuroscience), the neurobehavioral underpinnings of pathology in humans (clinical neuroscience), and an emerging field known as “positive” neuroscience. Laboratory sections allow students to engage with neuropsychological, cognitive, and psychophysiological research techniques. Both the lecture and laboratory stress experimental design, data analysis, and scientific reasoning/information literacy. However, we also get to play with brains. Brains are rad.

Foundational and contemporary issues in cognitive, neuroscience. Scientific methods used to, investigate relationship between brain function, and cognition. Emphasis on higher cognitive and, emotional function and the neurobehavioral, underpinnings of psychopathology. Laboratory, sections supplement lecture and reading topics, with demonstrations and practice applying, cognitive neuroscience research techniques., Seniors will be given registration preference, during the first round of registration.

We will cover a variety of foundational and contemporary issues in human neuroscience, and will engage in discussion of scientific methods and techniques used to investigate the relationship between the function of brain systems, behavior, and cognition. The course will primarily emphasize functional neuroanatomy, higher cognitive and emotional function (cognitive and affective neuroscience), the neurobehavioral underpinnings of pathology in humans (clinical neuroscience), and an emerging field known as “positive” neuroscience. Laboratory sections will supplement lecture and reading topics with demonstrations and experience with neuropsychological, cognitive neuroscience, and psychophysiological research techniques. Both the lecture and laboratory portions of this course strongly stress experimental design, data analysis, and scientific reasoning. However, we also get to play with brains. Brains are pretty rad.

We will cover a variety of foundational and contemporary issues in human neuroscience, and will engage in discussion of scientific methods and techniques used to investigate the relationship between the function of brain systems, behavior, and cognition. The course will primarily emphasize functional neuroanatomy, higher cognitive and emotional function (cognitive and affective neuroscience), the neurobehavioral underpinnings of pathology in humans (clinical neuroscience), and an emerging field known as “positive” neuroscience. Laboratory sections will supplement lecture and reading topics with demonstrations and experience with neuropsychological, cognitive neuroscience, and psychophysiological research techniques. Both the lecture and laboratory portions of this course strongly stress experimental design, data analysis, and scientific reasoning. However, we also get to play with brains. Brains are pretty rad.

In-depth study of current issues and topics in
psychology. Central theoretical, empirical,
practical issues of each topic. May be taken twice
for credit with change of topic.

What are the brain mechanisms that help us to form meaningful social relationships, to overcome adversity, to create, or to be brave and optimistic during challenging times? In this course, we will explore foundational and contemporary issues in Positive Neuroscience, an emerging field that examines the neurobiological and neurocognitive correlates of healthy, proactive behaviors and traits that allow individuals to flourish. We will primarily focus on research employing event-related potential and functional neuroimaging methodology, but students’ individual backgrounds and interests will also shape what we discuss. This seminar-style course has an investigative learning component designed to give participants experience with virtually all aspects of the research process.

Application of psychological theories and
principles to real-world problems and issues in
sustainability resilience. In-depth examination of
topics such as health, child development,
environmental philosophy, social cognition,
environmental morality, environmental justice,
activism, and climate resilience studied from a
psychological perspective. Intensive 400-level
capstone course with an applied psychological
focus. Exploration of how local concerns can be
addressed with practical and achievable solutions.

Application of psychological theories and, principles to real-world problems and issues in, sustainability resilience. In-depth examination of, topics such as health, child development,, environmental philosophy, social cognition,, environmental morality, environmental justice,, activism, and climate resilience studied from a, psychological perspective. Intensive 400-level, capstone course with an applied psychological, focus. Exploration of how local concerns can be, addressed with practical and achievable solutions.

Broad survey of human-computer interaction (HCI)., Project-based exploration of the processes for, creating technologies that expand human capability, (functionality) while adapting to the abilities of, users (usability). HCI topics including cognition,, perception, personality, learning, and motivation,, as well as social, developmental, abnormal, and, educational psychology studied from a, psychological perspective. Primary source, materials from the fields of psychology, computer, science, and allied disciplines.

Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.

Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.

Applied field learning experience and exposure to, psychologically oriented occupations. Building, human relations skills; becoming acquainted with, important human service institutions and their, social impact. Theoretical and practical, frameworks for intervention.

In-depth exploration of current models and trends, in reading comprehension and its cognitive and, linguistic components. Students read widely from, professional journals, explore and reflect on, their personal reading processes, and do, theoretical and practical projects to further, their understanding. Examines factors that, contribute to reading difficulty (from early, childhood through adulthood), as well as, important issues and questions about standardized, tests, observational diagnostics, readability, formulas, and the effectiveness and theoretical, validity of published programs.

Classroom work with the support of a mentor who, holds a Reading Intervention endorsement., Practicum candidates work in their own classrooms, with a focus on reading instruction and, assessment. As part of the practicum, candidates, are assigned a mentor and a supervisor. The, supervisor will conduct two observations. One, observation is focused on reading instruction., One observation is focused on in-class reading, assessment. The supervisor fills out an, observation report/rubric. The supervisor, conducts two triad meetings with the candidate, and mentor, focusing on the observation report, and rubric (areas of conversation include reading, instruction practices and reading assessment, practices such as data collection/use of data)., Candidates are also required to successfully, complete a work sample assignment as part of the, Reading Intervention endorsement.

Classroom work with the support of a mentor who, holds a Reading Intervention endorsement., Practicum candidates work in their own classrooms, with a focus on reading instruction and, assessment. As part of the practicum, candidates, are assigned a mentor and a supervisor. The, supervisor will conduct two observations. One, observation is focused on reading instruction., One observation is focused on in-class reading, assessment. The supervisor fills out an, observation report/rubric. The supervisor, conducts two triad meetings with the candidate, and mentor, focusing on the observation report, and rubric (areas of conversation include reading, instruction practices and reading assessment, practices such as data collection/use of data)., Candidates are also required to successfully, complete a work sample assignment as part of the, Reading Intervention endorsement.

Classroom work with the support of a mentor who, holds a Reading Intervention endorsement., Practicum candidates work in their own classrooms, with a focus on reading instruction and, assessment. As part of the practicum, candidates, are assigned a mentor and a supervisor. The, supervisor will conduct four observations. Two, observations are focused on reading instruction., Two observations focused on in-class reading, assessment. The supervisor fills out an, observation report/rubric. The supervisor conducts, two triad meetings with the candidate and mentor,, focusing on the observation report and rubric, (areas of conversation include reading instruction, practices and reading assessment practices such as, data collection/use of data). The mentor conducts, at least two formal observations and one formal, evaluation of the candidate. In the concluding, triad meeting, the candidate, supervisor, and, mentor work together to fill out a summative, evaluation identifying strengths in the practicum, experience and goals for continued improvement.

Exploration of reading assessment strategies., Topics include a language orientation for, diagnosing reading problems, diverse causes and, correlates of reading difficulties, assessment, procedures in reading, and strategies to, facilitate readers' improvement. Each participant, assesses a reader, develops a profile of personal, strategies, and designs and implements an, instructional plan to help the reader develop, effective, efficient reading strategies, responsive to individual differences, interests,, and developmental levels. Participants consider, reading issues for students at all levels.

Exploration of reading assessment strategies., Topics include a language orientation for, diagnosing reading problems, diverse causes and, correlates of reading difficulties, assessment, procedures in reading, and strategies to, facilitate readers' improvement. Each participant, assesses a reader, develops a profile of personal, strategies, and designs and implements an, instructional plan to help the reader develop, effective, efficient reading strategies, responsive to individual differences, interests,, and developmental levels. Participants consider, reading issues for students at all levels.

Exploration of reading assessment strategies., Topics include a language orientation for, diagnosing reading problems, diverse causes and, correlates of reading difficulties, assessment, procedures in reading, and strategies to, facilitate readers' improvement. Each participant, assesses a reader, develops a profile of personal, strategies, and designs and implements an, instructional plan to help the reader develop, effective, efficient reading strategies, responsive to individual differences, interests,, and developmental levels. Participants consider, reading issues for students at all levels.

Examination of the relationship between food,, American religions, and American popular culture;, how food is incorporated into formal religious, rituals such as the Eucharist or fasting; how, cooking, communal eating, and food practices are, part of the more informal religious culture of, religious communities. Also, consideration of, whether eating and food have taken on religious, meaning within American culture as a whole, using, the Northwest as a focus.

Examination of the relationship between food,, American religions, and American popular culture;, how food is incorporated into formal religious, rituals such as the Eucharist or fasting; how, cooking, communal eating, and food practices are, part of the more informal religious culture of, religious communities. Also, consideration of, whether eating and food have taken on religious, meaning within American culture as a whole, using, the Northwest as a focus.

Examination of the relationship between food,, American religions, and American popular culture;, how food is incorporated into formal religious, rituals such as the Eucharist or fasting; how, cooking, communal eating, and food practices are, part of the more informal religious culture of, religious communities. Consideration of whether, eating and food have taken on religious meaning, within American culture as a whole, using the, Northwest as a focus.

Comparative approach to asceticism and, examination of acts of self-discipline in Eastern, (Jain, Hindu, Buddhist), Western (Stoic, Christian mystic), and modern secular (eco-activism, fasting diets, and extreme exercise regimes) cultural contexts. Consideration of the question: What good is self-discipline? Depriving oneself of sensual, pleasures can be seen as an antidote to materialism and a means of liberating the soul from its fleshly shackles, but is denying our inborn desires a form of self-violence?

Investigation of the oft-made claim that "religion
causes much of the world's violence," exploring
the best arguments for and against this
proposition framed by maximalist claims that
religion is inherently prone to inspiring
violence, and minimalist claims that religion is
either peaceful or subordinated to other (e.g.,
economic or political) concerns. Consideration of
various definitions of "religion" to see how it
might motivate a range of behaviors both peaceful
and violent. Attention given to pervasive
religious phenomena (such as sacrifice,
conversion, holy/just war, and apocalypticism)
that might inspire violence, as well as
theological and ethical frameworks that may
counteract violence. In a multi-stage, guided
research project, students will pursue case
studies of specific instances of violence
apparently related to religion, thereby testing
and employing the analytical lenses developed in
the course.

Investigation of the oft-made claim that "religion
causes much of the world's violence," exploring
the best arguments for and against this
proposition framed by maximalist claims that
religion is inherently prone to inspiring
violence, and minimalist claims that religion is
either peaceful or subordinated to other (e.g.,
economic or political) concerns. Consideration of
various definitions of "religion" to see how it
might motivate a range of behaviors both peaceful
and violent. Attention given to pervasive
religious phenomena (such as sacrifice,
conversion, holy/just war, and apocalypticism)
that might inspire violence, as well as
theological and ethical frameworks that may
counteract violence. In a multi-stage, guided
research project, students will pursue case
studies of specific instances of violence
apparently related to religion, thereby testing
and employing the analytical lenses developed in
the course.

This course will survey the beliefs, practices, and cultural manifestations of the religious traditions of East Asia: Confucianism, Daoism, Chinese folk religion, Mahayana Buddhism, and Shamanism. As we study each tradition in historical context, students will be asked to keep in mind several questions of overarching concern. These themes will inform students’ written reading responses, preparation for class discussion, and essays:

The self and its transformation: How have various East Asian religions understood the self and its potential for spiritual development? What paths for self-cultivation and liberation are offered by these traditions?

Religion and the state: What kinds of relationships have existed between religion and the state in East Asia?

Religious mixing and competition: What has been the relationship between different religious traditions within a particular cultural milieu? In what ways are they competing, and in what ways are they reconciled?

Religion and modernity: How has modernity affected the function and jurisdiction of religion in East Asian countries?

The course is not meant to comprehensively represent East Asian religious traditions, but rather to examine closely a few examples that richly illustrate the complexity of the above questions. Nonetheless, students will develop a strong foundation of knowledge about the religious landscape of East Asia, and a basic understanding of the doctrines and practices of various traditions.



Exploration of the history of religious transmission and mutual influence between Korea and Japan, which are separated by a mere 670 miles of sea. Primary and secondary source readings and, lectures are interspersed with visits to temples, shrines, museums, and sacred natural sites. During, three and a half weeks in Korea we will encounter its religious repertoire of Confucianism, Daoism,, Buddhism, and shamanism. We will next travel to Japan following the development of Confucianism, Daoism, and Buddhism in their more or less diffuse and/or institutionalized forms. Understandings of enlightenment and the afterlife, religious mixing, and religion-state relationships will be examined.

Major religious and sociohistorical developments, in the Islamic world from circa 600 to 1300 C.E., Focus on the Qur'an, Muhammad, early Islamic, expansions and dynasties, and interactions with, non-Muslims. Examination of the formation of, orthodox beliefs and practices (e.g., theology,, ritual, law), contestation over religious ideals, and political power, and the emergence of Shiite, and Sufi Islam.

The religious, social, and political dynamics of, the Islamic world, circa 1300 C.E. to present,, especially the 19th through 21st centuries., Earlier developments (e.g., the Qur'an, Muhammad,, Muslim dynasties) considered in relation to the, modern context. European colonialism, postcolonial, change, reform and "fundamentalist" movements,, Sufism, Muslim views of "modernity," and changing, understandings of politics, gender, and relations, with non-Muslims.

Beliefs, practices, and history of Muslim, societies from their origins in seventh-century, Arabia to their complex current expressions, throughout the world. The Qur'an; the Prophet, Muhammad; ritual practice; law; politics; gender, roles/relations. The many debates and voices of, dissent that have helped define the varieties of, Islamic culture. Focus on the Middle East/North, Africa will be supplemented by attention to other, contexts, including America.

Exploration of the religious history of the, Pacific Northwest, with a focus on Oregon and, Washington. Examination of the religious, traditions of regional Native American tribes,, early Protestant missions, and the growth of, Catholicism and Mormonism in the region, as well, as recent immigrant religions (such as Vietnamese, Buddhism), nondenominational Christian groups, and, alternative forms of spirituality. Using, theoretical models from religious studies to, consider why the Northwest does not carry the, imprint of a dominant religious tradition or, traditions, as most other regions of the country, do. This course is cross-listed with RELS 441., Students taking the 300-level version of this, course will complete a guided research project,, identifying and mastering the range of scholarly, positions on a theme, critical issue, or essential, primary text, and will produce a technically sound, research paper. The course can only be taken once, and cannot be repeated at the other level.

A comparative and theoretical exploration of the, various manifestations of mysticism and religious, experience in different contexts and traditions., Includes classical and current theories of the, nature of mysticism and its relation to asceticism, and other aspects of religious belief and, practice, drawing on sociology, anthropology,, psychology, philosophy, and cognitive science., Interrogation of the nature and epistemological, status of experience. Numerous case studies,, including sustained attention to Sufism, the, Islamic mystical tradition. This course is, cross-listed with RELS 458. Students taking the, 300-level version of this course will complete a, guided research project, identifying and mastering, the range of scholarly positions on a theme,, critical issue, or essential primary text, and, will produce a technically sound research paper., The course can only be taken once and cannot be, repeated at the 400 level.