- Teacher: Sepideh Bajracharya
Category: Sociology & Anthropology
Lewis & Clark Moodle
Search results: 1915
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
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: Bich Do
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, 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 social location and the world. Students examine the underlying values and effects of the systems we live and work in, and are required to challenge the White Dominant cultural lens/approach to education, intervention, and prevention. Prevention and intervention through a critical dis/ability studies and abolitionist framework with application to individuals, small-groups, classroom-based settings, and district level systems.
- Teacher: Sabrina Josephson
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: 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
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, 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 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
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. Consent of advisor required.
- Teacher: Heather Birch
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: Cari Zall
Issues in the field of constitutional law and, practice and how to teach these issues in middle, and high school. The course covers a definition of, rights, the concept of constitutional law, and, historical and contemporary issues. Topics include, conflict resolution, comparison of the Oregon and, U.S. bills of rights, the First Amendment and due, process, privacy, students' rights in public, schools, and equal treatment and discrimination., Students practice the case method and the mock, trial as teaching methods. Students learn to, integrate fundamental and emergent components of, disciplinary knowledge in ways that extend, learners' experiences and enhance their own and, students' capacities to solve problems. Engages, preservice and inservice school personnel in, meaningful learning experiences responsive to, individual differences, interests, developmental, levels, and cultural contexts. Recommended for, teachers at all levels.
- Teacher: Timothy Graham
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
In this 3-credit methods course, Candidates continue to develop as teacher researchers by refining habits of personal and scholarly reflection that examine their professional practice. A continued emphasis on backward design in support of planning and assessment. A variety of social studies lessons will be modeled including: leading discussions, using primary documents, role playing, visual literacy, non-linguistic organization, and document-based questions. They will also focus on: Organizing and applying appropriate curriculum to engage middle level and high school students in meaningful learning experiences responsive to individual differences, interests, developmental readiness, learning styles, and cultural contexts. Attention to research and theory on social studies curriculum and pedagogy.
Classes will be built around quality teaching practice and social justice frameworks that include anti-racism, anti-colonialism, and an ethic of care. This course will model a variety of strategies and methods including digital and remote learning, as well as traditional classroom environments. All information, reading, and ongoing discussions will be located in the online Class Moodle
Classes will be built around quality teaching practice and social justice frameworks that include anti-racism, anti-colonialism, and an ethic of care. This course will model a variety of strategies and methods including digital and remote learning, as well as traditional classroom environments. All information, reading, and ongoing discussions will be located in the online Class Moodle
- Teacher: Cari Zall
Understanding and applying inquiry and assessment, within a social and cultural framework that leads, to thematic curriculum development for pre-K, through middle school. Participants explore, children's intuitive notions and reasoning about, social, cultural, and geographic worlds from, developmental, social, historical, and cultural, perspectives. Topics include intercultural, communication and the traditions and contributions, of various groups to American culture, diversity,, democracy, and civic life, with special focus on, Oregon and the Northwest. Students are guided in, teaching and assessment practices that draw from, children's questions and interests. Children's, literature will be integrated as it pertains to, the content of this course.
Category: Graduate School Fall 2016
Developing a conceptual framework for teaching, social studies in a democratic society through a, social justice framework. Focuses on different, ways of organizing instruction and assessing, learning in middle- and high-school content, areas. Candidates examine historical and, contemporary issues in teaching social studies,, including philosophy, content, and method., Includes planning, organization, and assessment, in subject areas. Pays attention to national and, state standards and differentiation of, instruction, linking them to teaching and, assessment. Engages teaching candidates in, meaningful learning experiences responsive to, individual differences, interests, developmental, levels, and cultural contexts. Candidates learn, to assess, document, and advocate for the, successful learning of all students and school, stakeholders. Candidates write the teaching plan, for their December teaching. Admission to, Secondary Preservice Program required.
- Teacher: Cari Zall
Category: Tchng, Schl Counslg and Leadrshp
Use of guided movement explorations, partner work,
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
- Teacher: Susan Davis
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Susan Davis
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Susan Davis
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Susan Davis
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Susan Davis
Category: Theatre
Use of guided movement explorations, partner work, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work,
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work,
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
- Teacher: Susan Davis
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Susan Davis
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work,
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
readings, and discussion to explore structural and
functional aspects of the body and anatomy with
the goal of increasing efficiency of movement and
physical coordination. Use of imagery supports
dynamic alignment, breath, mobility/stability,
relaxation, and partner work including massage,
with a main focus on the skeletal system and
elements of muscle and organ systems, as well as
the relationship between the body and
psychological/emotional patterns. Extensive
journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
Use of guided movement explorations, partner work,, readings, and discussion to explore structural and, functional aspects of the body and anatomy with, the goal of increasing efficiency of movement and, physical coordination. Use of imagery supports, dynamic alignment, breath, mobility/stability,, relaxation, and partner work including massage,, with a main focus on the skeletal system and, elements of muscle and organ systems, as well as, the relationship between the body and, psychological/emotional patterns. Extensive, journal writing.
- Teacher: Eric Nordstrom
Category: Theatre
An introduction to basic ballet principles, vocabulary and steps through barre work, center work, as well as stretching and strengthening. Emphasis is on correct alignment, placement, coordination, flexibility, strength, mobility and balance with attention given to musicality and expressivity. Includes readings, viewings, and discussions to better understand ballet - its history and current place as an art form. Work culminates in a Final Project to demonstrate technique and skills learned.
- Teacher: Margretta Hansen
Category: Theatre
Course Overview:
Acting I Fundamentals will introduce theatre majors and non-majors to the fundamental vocabulary, concepts, and skills, to thrive onstage and off. The class will include observation and awareness of the self and of others, movement techniques, introduction to the use of the voice, working in ensemble, and finally bringing text alive. Through a series of exercises, self-observation, improvisation, written assignments, text analysis, rehearsal and performance, this class will serve the as the foundation for an in-depth examination of yourself, and your creative expression. We will work on developing awareness, acceptance, and through that, creative expression, both for making compelling performance and for use in the act of living.
Student Learning Objectives:
Over the course of the semester, successful students will:
Develop skills for self- expression through rehearsal and performance.
Apply movement techniques for grounded presence and awareness.
Cultivate willingness and readiness to take artistic risks.
Analyze a script utilizing the method of physical action, defining given circumstances, objective, obstacle, actions, relationship, and character.
Analyze and critique performance through observation, practice, in-class discussion, and written reflection.
Create performance by oneself, in partnership and in ensemble.
Experience performance through attending performances within the LC community and the Portland professional theatre community.
Acting I Fundamentals will introduce theatre majors and non-majors to the fundamental vocabulary, concepts, and skills, to thrive onstage and off. The class will include observation and awareness of the self and of others, movement techniques, introduction to the use of the voice, working in ensemble, and finally bringing text alive. Through a series of exercises, self-observation, improvisation, written assignments, text analysis, rehearsal and performance, this class will serve the as the foundation for an in-depth examination of yourself, and your creative expression. We will work on developing awareness, acceptance, and through that, creative expression, both for making compelling performance and for use in the act of living.
Student Learning Objectives:
Over the course of the semester, successful students will:
Develop skills for self- expression through rehearsal and performance.
Apply movement techniques for grounded presence and awareness.
Cultivate willingness and readiness to take artistic risks.
Analyze a script utilizing the method of physical action, defining given circumstances, objective, obstacle, actions, relationship, and character.
Analyze and critique performance through observation, practice, in-class discussion, and written reflection.
Create performance by oneself, in partnership and in ensemble.
Experience performance through attending performances within the LC community and the Portland professional theatre community.
- Teacher: Cristi Miles
Category: Theatre
Intensive exploration and rehearsals of complex
texts from historical and contemporary realistic
dramatic literature. Integration of voice and body
work, deepening a sense of truth in emotional and
intellectual expression, and increased focus on
detailed scene work and audition preparation.
Actors work with instructor on individual acting
problems, engage in deep-dive scene and play
analyses, and rehearse and perform multiple scenes
and audition pieces. Writing: script analysis,
historical research, bibliography, observations.
Additional projects in movement and voice.
texts from historical and contemporary realistic
dramatic literature. Integration of voice and body
work, deepening a sense of truth in emotional and
intellectual expression, and increased focus on
detailed scene work and audition preparation.
Actors work with instructor on individual acting
problems, engage in deep-dive scene and play
analyses, and rehearse and perform multiple scenes
and audition pieces. Writing: script analysis,
historical research, bibliography, observations.
Additional projects in movement and voice.
- Teacher: Cristi Miles
Category: Theatre
Viewing of selected live dance performances in the, Portland area. An exploration of the intellectual,, historical, and social contexts of these, performances. Development of a vocabulary for, dance criticism and an understanding of the, essential elements of dance choreography and, performance. Readings; analysis of videotaped,, filmed, and live dance performances; seminar, discussion. Fee (performance tickets).
- Teacher: Susan Davis
Category: Theatre
Viewing of selected live dance performances in the, Portland area. An exploration of the intellectual,, historical, and social contexts of these, performances. Development of a vocabulary for, dance criticism and an understanding of the, essential elements of dance choreography and, performance. Readings; analysis of videotaped,, filmed, and live dance performances; seminar, discussion. Fee (performance tickets).
- Teacher: Eric Nordstrom
Category: Theatre
This class will introduce students to a range of, vocal and physical techniques for creative, expression in performance. Through a series of, exercises, trainings, and performances, students, will have the opportunity to reduce habitual, tensions, connect their movement and voice to, imagery and text, and increase the strength,, flexibility, and dynamic of their voices and, bodies in performance. The class will cover, techniques drawn from a wide variety of voice and, movement philosophies including Linklater, Suzuki,, Grotowski, Alexander, yoga, and others.
- Teacher: Rebecca Lingafelter
Category: Theatre
Builds on concepts and principles introduced in TH, 106 Fundamentals of Movement. Precision work in, exercise sequences including floor, center, and, locomotor movements that use contemporary dance, vocabulary. Emphasis on a somatic approach that, supports organic movement. Application of imagery, and anatomical knowledge in technical and, improvisational explorations. Students will hone, basic performance skills as well as continue, development of sound body mechanics, strength,, flexibility, control, musicality, phrasing,, sequencing, partner work, and weight sharing.
- Teacher: Susan Davis
Category: Theatre
Builds on concepts and principles introduced in TH, 106 Fundamentals of Movement. Precision work in, exercise sequences including floor, center, and, locomotor movements that use contemporary dance, vocabulary. Emphasis on a somatic approach that, supports organic movement. Application of imagery, and anatomical knowledge in technical and, improvisational explorations. Students will hone, basic performance skills as well as continue, development of sound body mechanics, strength,, flexibility, control, musicality, phrasing,, sequencing, partner work, and weight sharing.
- Teacher: Susan Davis
- Teacher: Evangelina Escobar
Category: Theatre
Builds on concepts and principles introduced in TH, 106 Fundamentals of Movement. Precision work in, exercise sequences including floor, center, and, locomotor movements that use contemporary dance, vocabulary. Emphasis on a somatic approach that, supports organic movement. Application of imagery, and anatomical knowledge in technical and, improvisational explorations. Students will hone, basic performance skills as well as continue, development of sound body mechanics, strength,, flexibility, control, musicality, phrasing,, sequencing, partner work, and weight sharing.
- Teacher: Susan Davis
- Teacher: Tiffany Mills
Category: Theatre
Introduction to dramatic writing. Examination of, dramatic action, dialogue, characterization, and, structure; emphasis on writing for the stage., Reading assignments from classical, modern, and, contemporary plays as well as from commentaries on, the playwright's art, Aristotle to the present., Students write scenes and exercises throughout the, semester, culminating in a final project.
- Teacher: Stepan Simek
Category: Šimek Archive - 2025
Introduction to dramatic writing. Examination of, dramatic action, dialogue, characterization, and, structure; emphasis on writing for the stage., Reading assignments from classical, modern, and, contemporary plays as well as from commentaries on, the playwright's art from Aristotle to the, present. Students write scenes and exercises, throughout the semester, culminating in a final, project.
- Teacher: Stepan Simek
Category: Theatre
Survey of the premodern global history of theatre, and performance from its earliest ritual, manifestations to the late 18th century., Performance traditions, plays, theories, and, dramatic expressions from Europe, the Middle, East, Africa, and Asia. Emphasis will be placed, on the reciprocal relationship between, drama/performance and religion, the state, civil, society, and the individual. Students will study, primary materials, read and analyze plays,, examine documentary and pictorial evidence, and, engage both intellectually and creatively with, the material. Reading, discussion, research,, papers, exams, and creative projects.
- Teacher: Stepan Simek
Category: Šimek Archive - 2025
Focus on modern continental theatre from Buchner, to contemporary European playwrights. Realism,, expressionism, surrealism, Dada, Theatre of the, Absurd, and continental postmodernism. Special, attention to the theatre and social contexts of, eastern and central Europe and Germany.
- Teacher: Stepan Simek
Category: Šimek Archive - 2025
Critical and creative aspects of theatre, directing. Analysis of a play in terms of event, and character; exploring complementary ways of, understanding time and space onstage. Students, will delve into primary source writing by, directors for clues to their own distinctive, approach to the art form. Introduction of tools, for running a rehearsal room and the different, ways in which a director is responsible for, facilitating and synthesizing the creative act, among performers, playwrights, and designers.
- Teacher: Stepan Simek
Category: Theatre
Preliminary text analysis, preparation and staging, of play texts. Exercises and scene work exploring, the director's basic techniques, tools, and, procedures.
- Teacher: Rebecca Lingafelter
Category: Theatre
Studio work in compositional exploration and the, investigation of movement and sound in solo and, group improvisation. Critical evaluation and, analysis of work in progress. Organization and, design of dance studies for class presentation and, future choreography. Reading, writing, and theory;, attend performances.
Category: Theatre
Studio work in compositional exploration and the, investigation of movement and sound in solo and, group improvisation. Critical evaluation and, analysis of work in progress. Organization and, design of dance studies for class presentation and, future choreography. Reading, writing, and theory;, attend performances.
- Teacher: Susan Davis
Category: Theatre
Studio work in compositional exploration and the, investigation of movement and sound in solo and, group improvisation. Critical evaluation and, analysis of work in progress. Organization and, design of dance studies for class presentation and, future choreography. Reading, writing, and theory;, attend performances.
- Teacher: Susan Davis
- Teacher: Tiffany Mills
Category: Theatre
Advanced techniques in acting associated with, and, demanded by, the drama of particular periods and, genres. Acting "style" explored through the study, of a period's theatrical conventions and cultural, preferences (in physical movement, bodily display,, vocal technique, fashion). Emphasis on premodern, styles, including Shakespeare and commedia, dell'arte. Some modern and contemporary, nonrealistic styles.
- Teacher: Rebecca Lingafelter
Category: Theatre
Advanced techniques in acting associated with, and, demanded by, the drama of particular periods and, genres. Acting "style" explored through the study, of a period's theatrical conventions and cultural, preferences (in physical movement, bodily display,, vocal technique, fashion). Emphasis on premodern, styles, including Shakespeare and commedia, dell'arte. Some modern and contemporary, nonrealistic styles.
- Teacher: Cristi Miles
Category: Theatre
Advanced techniques in acting associated with, and, demanded by, the drama of particular periods and, genres. Acting "style" explored through the study, of a period's theatrical conventions and cultural, preferences (in physical movement, bodily display,, vocal technique, fashion). Emphasis on premodern, styles, including Shakespeare and commedia, dell'arte. Some modern and contemporary, nonrealistic styles.
- Teacher: Rebecca Lingafelter
Category: Theatre
Advanced techniques in acting associated with, and
demanded by, the drama of particular periods and
genres. Acting "style" explored through the study
of a period's theatrical conventions and cultural
preferences (in physical movement, bodily display,
vocal technique, fashion). Emphasis on premodern
styles, including Shakespeare and commedia
dell'arte. Some modern and contemporary
nonrealistic styles.
demanded by, the drama of particular periods and
genres. Acting "style" explored through the study
of a period's theatrical conventions and cultural
preferences (in physical movement, bodily display,
vocal technique, fashion). Emphasis on premodern
styles, including Shakespeare and commedia
dell'arte. Some modern and contemporary
nonrealistic styles.
- Teacher: Rebecca Lingafelter
Category: Theatre
The creation of performance pieces without
scripts. Explorations of modes of contemporary
performance through collaborative and collective
creation, the adaptation of nondramatic texts for
performance, and multidisciplinary work. Students
write, adapt, and devise original performances
throughout the semester. Music and studio art
students welcome.
scripts. Explorations of modes of contemporary
performance through collaborative and collective
creation, the adaptation of nondramatic texts for
performance, and multidisciplinary work. Students
write, adapt, and devise original performances
throughout the semester. Music and studio art
students welcome.
- Teacher: Rebecca Lingafelter
Category: Theatre
The creation of performance pieces without, scripts. Explorations of modes of contemporary, performance through collaborative and collective, creation, the adaptation of nondramatic texts for, performance, and multidisciplinary work. Students, write, adapt, and devise original performances, throughout the semester. Music and studio art, students welcome.
- Teacher: Rebecca Lingafelter
Category: Theatre
The creation of performance pieces without, scripts. Explorations of modes of contemporary, performance through collaborative and collective, creation, the adaptation of nondramatic texts for, performance, and multidisciplinary work. Students, write, adapt, and devise original performances, throughout the semester. Music and studio art, students welcome.
- Teacher: Rebecca Lingafelter
Category: Theatre
Capstone course in the major focused on the, presentation of a creative project or presentation, combined with a written thesis. Creative work in, acting, directing, playwriting, and design is, showcased in the spring Theatre Thesis Festival., The capstone experience should represent the, culmination of a student's work within his or her, major concentration as well as an opportunity to, move that work forward. All students must receive, faculty approval for capstone projects, normally, in the fall semester prior to the Senior Seminar, in the spring.
- Teacher: Stepan Simek
Category: Theatre