Lewis & Clark Moodle

Having a deep understanding of student development, is necessary for anyone who wants to be successful, as an administrator or instructor in higher, education. You must be aware of factors that, affect the development of adults and be able to, work with individuals, groups, and organizations, within a diverse campus community. This is, essential to establishing environments conducive, to the development of students from a variety of, backgrounds. This course introduces students to, practitioner-based student development theories, within higher education. Ultimately, the, understanding and application of these theoretical, frameworks to your work will enable you to enhance, student outcomes vis-a-vis programs, services,, curricula, and pedagogical techniques.

This course is designed to provide student affairs professionals with a glimpse into the techniques and tools used to collect, analyze, and report data associated with work in student affairs. We will discuss theoretical and practical approaches and utilize tools that are readily available to anyone with a computer and internet access.
This is a one credit elective course; we will meet for a total of 15 hours

Independent Study enables a student to pursue, in
collaboration with a faculty member, an academic
course not currently offered. To receive credit
for independent study, the student consults with
the faculty member before registration to define
the course content, title, amount of credit, and
academic evaluation. As a general rule, a graduate
student may apply no more than three courses of
independent study toward a graduate degree or
licensure.

This course will address the following school, counseling topics: history of the school, counseling profession, professional organizations,, leadership for educational equity, perspectives, and practices for school counseling in the 21st, century, professional identity, personhood of the, counselor, systemic racism and social justice, issues impacting school counseling, and, comprehensive school counseling program, development.

This course will address the following school
counseling topics: history of the school
counseling profession, professional organizations,
leadership for educational equity, perspectives
and practices for school counseling in the 21st
century, professional identity, personhood of the
counselor, systemic racism and social justice
issues impacting school counseling, and
comprehensive school counseling program
development.

This course equips students with the knowledge and
skills needed for effective career counseling and
consultation in educational settings. Students
will explore a comprehensive range of topics
related to the interrelationships between work,
mental well-being, relationships, and other life
roles and factors. Key standards covered include
career theories, ethical and culturally relevant
strategies for addressing career development,
career information systems, career-focused
assessments, core curriculum planning, and
advocacy. Students will become proficient
career-focused school counselors prepared to work
with diverse K-12 students' needs in school
environments through the integration of theory and
practice. By the end of the course, students will
be well-prepared to serve as knowledgeable and
ethical career-focused school counselors and
consultants in school settings.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with
diverse communities as identified by race,
ethnicity, gender, class, sexual orientation, age,
disability, or religion. Addresses methods for
positively impacting social and cultural diversity
and equity issues including the possible effects
of culture, race stereotyping, family,
socioeconomic status, gender, sexual identity,
language, and values on student development and
progress in the school setting. Content and
methodology emphasize small-group activities,
collaboration, and use of data to create equity
for all students. Candidates practice taking an
active role in supporting all students and focus
on eliminating the achievement gap.

Study of sources of law under which educators, operate. Case law, lectures, and discussions, concentrate on legal rights and responsibilities, of all individuals attending or employed by public, schools. Examination of areas of educational, governance (e.g., courses of law and the courts,, schools, and the states). Explores the ethical, codes of the American School Counselor Association, and the American Counseling Association using case, studies. Meets the requirement of the Oregon, Teacher Standards and Practices Commission for, knowledge of federal and state laws prohibiting, discrimination.

This course provides burgeoning counselors an
opportunity to develop awareness of social,
cultural, and political histories of disability,
and to develop a nuanced understanding of the
meanings and consequences of how disability is
defined, constructed, and represented in society.
Emphasis will be placed on challenging and
countering hegemonic narratives of disability,
especially the view that disabled individuals are
somehow defective or deficient in some way and
need to be "fixed". Students will be encouraged to
develop awareness of their own ableism, identify
various models of disability, and learn skills and
strategies for effective and affirmative
counseling with youth and adults with
disabilities.

This course will address how school counselors, gather and interpret information needed for, effective decision making through the use of, research and assessment. Students will explore, components of school-based research processes with, attention to data-driven decision making and, equity-based program development. Topics to be, discussed include the personhood of the, researcher, quantitative and qualitative, approaches, and the connection between educational, research and comprehensive school counseling, programs. Students will critique common, educational research practices, apply survey and, needs assessment development strategies, and, integrate consultation strategies. This course, will include discussions of cultural assumptions, held by researchers and their impacts on research, practices and results. Students will develop a, research proposal that includes a clear, equity-based plan to implement a data-driven, intervention program.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

This course will address how educators gather and interpret information needed for effective decision making in research and assessment. Topics include the major use and components of classroom or school-based research processes, academic test interpretation and limitations. Also included will be: quantitative and qualitative methods, critique of research studies, assessment and evaluation, integration of assessment with instruction, comprehensive school counseling programs and what it means to be a practitioner-researcher. Participants examine cultural assumptions held by researchers and effects of these assumptions on research practices and results. Candidates will learn how to utilize technology in conducting research. Participants will develop their own research proposals including methods of data gathering and analysis.

The major uses and components of classroom or, school-based research processes, academic test, interpretation, and limitations. Participants, explore quantitative and qualitative research, methods, critiques of research studies, assessment, and evaluation, integration of assessment with, instruction, portfolios, comprehensive school, counseling programs, and what it means to be a, practitioner-researcher. Topics include cultural, assumptions held by researchers and the effects of, these assumptions on research practices and, results. Candidates develop a database, PowerPoint, presentation, and webpage for data display.

The ASCA Ethical Standards and ACA Code of Ethics, state that counselors should practice only within, the boundaries of their competence, based on, education, training, supervised experience, state, and national credentials, and appropriate, experience. Professional school counselors', relationships with families is vital to the, consulting and collaborating duties expected of, school counselors, therefore, it is necessary that, school counseling students gain knowledge and, understanding of family systems to utilize in, their work as future school counselors.

This course provides foundational education in, core counseling skills and techniques from, therapeutic listening and empathy to invitational,, reflecting, and challenging skills. The course is, aimed at helping counselors develop a foundation, as strong, effective, and multiculturally attuned, therapeutic agents for their work with youth and, adults. Students can expect to examine, multidimensional aspects of their own racial,, social, and cultural identities, intrapersonal, issues, and their potential impact on helping, relationships. This course is experiential, and, learning experiences include observing,, practicing, and applying various skills and, techniques in the helping process, and giving peer, and receiving peer and instructor feedback.

This course provides foundational education in, core counseling skills and techniques from, therapeutic listening and empathy to invitational,, reflecting, and challenging skills. The course is, aimed at helping counselors develop a foundation, as strong, effective, and multiculturally attuned, therapeutic agents for their work with youth and, adults. Students can expect to examine, multidimensional aspects of their own racial,, social, and cultural identities, intrapersonal, issues, and their potential impact on helping, relationships. This course is experiential, and, learning experiences include observing,, practicing, and applying various skills and, techniques in the helping process, and giving peer, and receiving peer and instructor feedback., Admission to the school counseling program, required.

This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.

This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.

This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.

This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.

This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.

This course will address various clinical issues, frequently encountered by school counselors in a, K-12 setting. Conducted as a seminar, the course, is an overview primer of mental health issues, affecting children and adolescents (for example,, depression, anxiety, self mutilating behavior,, behavioral disorders, PTSD). Clinical issues will, be discussed in terms of etiological factors,, symptomotology, biopsychosocial factors,, treatment issues, and cultural and diversity, perspectives. The use and limitations of the, DSM-5 diagnostic system will be addressed. The, school counselor's role in referral and long term, treatment for clinical issues will be addressed, in the context of the ASCA National Model.

Organizing and applying appropriate curricular, and teaching approaches to engage middle level, and high school students in meaningful learning, experiences responsive to individual differences,, interests, developmental readiness, and cultural, contexts. Attention to research and theory in, science curriculum and pedagogy. Candidates, continue to develop as teacher researchers by, refining habits of personal and scholarly, reflection that examine their professional, practice. Topics include: backward design, in, support of planning and assessment; review and, application of curriculum approaches, materials,, and resources; social and political contexts that, impact curriculum; exploration of the role of, inquiry in science; the importance of scientific, literacy; and the value of math-science, integration. Candidates complete the edTPA, portfolio.

Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.

Teaching and learning science in middle-level and, high school classrooms. Emphasizes the design of, investigations, safety, and the role of using a, wide variety of science activities in science, teaching. Includes planning, organization, and, assessment of science teaching and learning,, using the tenets of backward design. Pays, attention to differentiation of instruction for, student needs, articulation of objectives, and, their link to teaching, standards, and, assessment. Introduces participants to the, importance of science as the work of a particular, cultural community with shared values and, linguistic norms, while examining literature, about the challenge students may face in making a, "cultural border crossing" into science. Special, attention is given to diversity and social, justice issues. Materials draw upon research from, the history and philosophy of science as well as, research about the psychology of learning, science, with particular attention to the "human, constructivist" views and adolescent development., Candidates write the teaching plan for their, December teaching.

NOTE: The Summer 2020 IL section is an, asynchronous, distance learning class through our partnership, with iLaw and is not available for general, registration. Questions should be directed to, Associate Dean Libby Davis., , , Secured Transactions - Professor Amy Bushaw, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: In this course, students glimpse the, complex world of commercial finance that lurks, behind most facets of modern life. This course, examines the treatment of secured transactions, under Article 9 of the Uniform Commercial Code., Article 9 is a complex, and some might even say, impenetrable statute, yet it is an extremely, important one as well. Article 9 transactions, appear in almost all areas of law, and they do not, necessarily announce themselves as such. Attorneys, who are not familiar with Article 9 may find that, they have advised their clients on a matter that, appeared to be something else altogether, but was, nevertheless in substance an Article 9, transaction. As this classification has important, ramifications for the client, Article 9 poses a, significant malpractice trap for the unwary, lawyer. Study of Article 9 not only enables, students to avoid pitfalls in their future, practice lives, it also sharply hones their, statutory interpretation skills. Students who have, mastered Article 9 should be able to tame whatever, snarled statutes may come their way. A study of, Article 9 also questions the theoretical, underpinnings of debt and security - what sorts of, remedies creditors should have available to, satisfy the debts owing to them, and why our legal, system allows some creditors to gain preference, over others. In this regard, Secured Transactions, has some synergies with the Property Transactions, and Bankruptcy/Debtor-Creditor courses. (Students, who have a particular interest in commercial law, may wish to take all three courses; other students, may prefer to choose among them.), , Prerequisite: none, , Evaluation Method: Final exam, class, participation, group projects, , Capstone: no, , WIE: no, , , Secured Transactions - Professor Doug Newell, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: The study of Article 9 of the Uniform, Commercial Code and related sections of the, Bankruptcy Code. The course primarily deals with, credit transactions in which a creditor takes an, interest in personal property of its debtor as a, way of increasing the creditor's likelihood of, being paid. Many business debtors use their, equipment, inventory, accounts receivable and/or, other personal property as collateral and, consumers often finance their automobiles and/or, household goods. Preventive law is a major focus, of this course. Students learn how to create and, perfect security interests and the rules for, determining the priority among competing claims to, the property of a defaulting debtor., , Prerequisite: none, , Evaluation Method: Final exam, , Capstone: no, , WIE: no

This Introduction to Sociology class will investigate social inequalities of various kinds, and activist strategies that are being used to confront those inequalities. We will examine topics which include feminism, anti-racism, class inequalities, environmental problems, and activist efforts to achieve change around these kinds of issues. Key learning objectives include developing knowledge of sociological concepts, improving the ability to engage critically with academic material, and strengthening public presentation skills.

The survey research process, including hypothesis, formation and testing, research design,, construction and application of random sampling, procedures, measurement validity and reliability,, data analysis and interpretation. Philosophical, roots and ethical considerations of survey, research methods. Enrollment preference given to, departmental majors fulfilling degree, requirements.

Theoretical underpinnings of social science as a, foundation for the design of concrete research, projects in sociology and anthropology., Exploration of philosophies, ethics, and, epistemologies associated with qualitative and, quantitative research. Methods include participant, observation, interviewing, surveys, statistical, analysis, and textual interpretation., Conceptualization, development, and writing of, effective research proposals.

Theoretical underpinnings of social science as a, foundation for the design of concrete research, projects in sociology and anthropology., Exploration of philosophies, ethics, and, epistemologies associated with qualitative and, quantitative research. Methods include participant, observation, interviewing, surveys, statistical, analysis, and textual interpretation., Conceptualization, development, and writing of, effective research proposals.

Theoretical underpinnings of social science as a, foundation for the design of concrete research, projects in sociology and anthropology., Exploration of philosophies, ethics, and, epistemologies associated with qualitative and, quantitative research. Methods include participant, observation, interviewing, surveys, statistical, analysis, and textual interpretation., Conceptualization, development, and writing of, effective research proposals.

Sociological and anthropological analysis of how, the notions of racial and ethnic groups, nations, and nationalities, indigenous and nonindigenous, groups, and states and citizenships have evolved, cross-culturally. How they might be reconfiguring, in the present context of economic globalization,, mass migrations, and diasporic formations. Causes, and consequences of the recent resurgence of, ethnicity and the content, scope, and proposals of, ethnic movements.

Reproductive justice as a framework for analyzing
issues of bodily autonomy and human rights. With
emphasis on contemporary U.S. society, the course
will survey the medicalization of birth, the
spectrum of birth work, and the rights of pregnant
and parenting people, acknowledging that
reproduction is an experience that goes beyond the
gender binary. The course centers scholarship and
narratives of historically marginalized
identities, particularly the sociocultural context
of Black/African American women in reproductive
politics. Reproductive justice is also a social
movement that seeks equity beyond birth through
the alleviation of social ills linked to
institutional racism and other mechanisms of
oppression, including heterosexism. This course
situates the body and reproductive experience as
one that is socially constructed and shaped by
social location (e.g., race, ethnicity, gender,
sexuality, class, citizenship status, age,
ability, or religion) to regulate bodily autonomy.