Lewis & Clark Moodle

Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.

Psychopharmacology of alcohol and drug abuse., Major drugs and classes of abused substances., Mechanisms of action in the brain, patterns of, physiological response in abuse, addiction, and, recovery. Impact on brain function, cognition,, emotions, behavior, and social effects., Pharmacological adjuncts to detoxification and, treatment.

Psychopharmacology of alcohol and drug abuse.
Major drugs and classes of abused substances.
Mechanisms of action in the brain, patterns of
physiological response in abuse, addiction, and
recovery. Impact on brain function, cognition,
emotions, behavior, and social effects.
Pharmacological adjuncts to detoxification and
treatment.

Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.

Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.

Theories of the nature, course, causes, and
effects of addiction to alcohol and drugs of
abuse. Conditions, processes, and patterns of
recovery. Emphasis on physiological, social
learning, and interpersonal models and theories.
Natural history of onset, abuse, addiction, and
recovery; effects of intergenerational
transmission, genetic predilection, developmental
risk, and sociocultural factors; effects on
psychosocial development; impact of culture and
gender differences. Implications for treatment.

Theories of the nature, course, causes and effects of addiction to alcohol and drugs of,abuse. Conditions, processes, and patterns of recovery. Emphasis on physiological, social, learning, and interpersonal models and theories. Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on psychosocial development; impact of culture and gender differences. Implications for treatment.

Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.

Theories of the nature, course, causes, and, effects of addiction to alcohol and drugs of, abuse. Conditions, processes, and patterns of, recovery. Emphasis on physiological, social, learning, and interpersonal models and theories., Natural history of onset, abuse, addiction, and, recovery; effects of intergenerational, transmission, genetic predilection, developmental, risk, and sociocultural factors; effects on, psychosocial development; impact of culture and, gender differences. Implications for treatment.

Welcome to Pedal Pushers, the Lewis & Clark Bike Co-Op. Pedal Pushers is a student run, student organized group that encourages participation form anyone and everyone interested in bicycles. We encourage anyone interested to get involved in whatever capacity they see fit, thus adding another dimension to the fulfillment of everyone's best bike fantasy.

Exploration of ethical implications specific to, data collection, study design, data analysis, and, the dissemination and application of data., Practical guidance about how to uncover ethical, weaknesses in existing protocols and how to, undertake constructive, effective, fair data, scientific research and application of automated, processes. Survey of technological advances in, strategies for collecting data, implementing, studies, analyzing data, and disseminating, findings both to broad public audiences and to, narrow groups who are disproportionately impacted., Explores research on the consequences of choices, made by human and machine actors and assemblages, of human-in-the-loop sociotechnical systems., Focuses on both legal and ethical frameworks.

Precise mathematical formulations of the idealized, physical systems of classical mechanics and the, physical interpretation of mathematical solutions., Linear oscillating systems, the two-body problem,, rotating and accelerated reference frames,, rotation of extended bodies, theory of scattering., Newtonian methods, methods of Lagrange and, Hamilton, phase space analysis.

Precise mathematical formulations of the idealized, physical systems of classical mechanics and the, physical interpretation of mathematical solutions., Linear oscillating systems, the two-body problem,, rotating and accelerated reference frames,, rotation of extended bodies, theory of scattering., Newtonian methods, methods of Lagrange and, Hamilton, phase space analysis.

Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.

Introduction to the central questions in
comparative politics. Fundamental differences in
the organization of states, democratic political
institutions (presidentialism versus
parliamentarianism, for example), and domestic
social forces (for example, social capital, ethnic
versus nonethnic identities). The impact of
political organization on economic performance and
social peace.

Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.

The structure and functioning of political parties, from the local to the national level;, organization, staffing, and policy development of, parties. Pluralist analysis, group theory, impact, of interest group activity on the American, political system.

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

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

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

Impact of religion in modern America from the end
of the Civil War to the present day, emphasizing
the interaction between America's many religions
and emerging American modernity. The fate of
"traditional" religion in modern America;
"alternate" American religious traditions;
urbanization, industrialism, and religion;
science, technology, and secularism;
evangelicalism, modernism, and fundamentalism;
religious bigotry; pluralism; new religions and
neofundamentalism.

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

Introduction to theories of interpersonal
communication processes (e.g., social support,
uncertainty management, privacy management,
conflict, deception). Influence of new media on
these processes, impact of communication media on
identities, relationships, and communities.

Introduction to theories of interpersonal, communication processes (e.g., social support,, uncertainty management, privacy management,, conflict, deception). Influence of new media on, these processes, impact of communication media on, identities, relationships, and communities.

This course is designed to explore the role of, argument and persuasion in the history, evolution,, and dissemination of science. Its purpose is to, give students a firm understanding of various, rhetorical strategies within scientific discourse, and how those strategies impact public policy. The, general trajectory of this course is, chronological, tracing major controversies in the, sciences from premodern times to the present. At, every stage, students will be asked to consider, how argument, persuasion, and symbolic action, influence both scientific and political practice.

How does science and technology influence contemporary culture? How does it shape and constrain public discourse? And who do we become when we use these “tools”? These are just a few of the questions this course will explore. We will examine the role of argument and persuasion in the history, evolution, and dissemination of science and technology with the purpose of gaining a stronger understanding of their capacities for influence, manipulation, connection, fabrication, and irreversible transformation. At every stage students will be asked to consider how techno-scientific phenomena influence everything from public discourse to structures of social formation to our bodies and environments. We will study great moments of invention, carefully examine those moments in-practice and in-context, and wrestle with how reality is remade in their wake. The general trajectory of this course is two-fold: the first half of the course is focused on the different critical/rhetorical approaches to the study of science and technology; in the second half we then pivot to focus primarily on developing your individual capstone papers.

In-depth study of a special topic offered by the, Graduate School of Education and Counseling for the first time or on a, temporary basis. Prerequisites: None.

This course will cover topics including gender-based violence, sexual violence, and sexual misconduct. Students will examine gender-based violence (sexual harassment, sexual assault, intimate partner violence, and stalking) prevention and advocacy in the context of higher education. A brief review of the history of addressing gender-based violence in a college setting will be followed by an examination of best, and promising practices in prevention and advocacy. Students will explore the impacts of gender-based violence on the campus community and the role student affairs practitioners have in addressing it.

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.

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.

This course provides an opportunity to learn, about variations in learning, behavior, and, physiology that society finds significant enough, to warrant a disability classification in special, education intervention. This course will offer an, overview of broad categories of disabilities, (following education/IDEA law), common special, education adaptations, accommodations, or, modifications to minimize the impact of, disabilities within an educational context., Emphasis will be placed on the importance of, advocacy and acting as an ally for individuals, 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.

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.

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.

Kim Cameron-Domínguez
FALL 2021: SOAN 110-01 INTRODUCTION TO CULTURAL ANTHROPOLOGY
MWF @ 9:10 – 10:10am, Miller Center, Room 205

COURSE INTRO: Anthropology is a four-field discipline, but cultural anthropology is the study of lived human experience as it is represented in and by symbolic, material, and virtual culture. Anthropologists, attend closely to everyday relationships between individuals and their immediate communities. Yet, we also study culture in the context of globalization because few individuals or particular cultural formations are isolated (or ever have been!) from broader political, market, and technological shifts. We have some standard and evolving methodological tools to facilitate our research and involvements in . Thus, anthropologists also study the varied forms of structural power that marshal the world’s inhabitants—human and otherwise—into complex networks! Our pace for this class is moderate.

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.