Lewis & Clark Moodle

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.

Foundations of education and curriculum. Classroom, instruction is complemented by a teaching, practicum, allowing the candidate to integrate, theory and practice. Participants complete student, teaching and prepare a work sample. Students take, three semester hours in fall and two in spring,, for a total of five semester hours.

Foundations of education and curriculum. Classroom, instruction is complemented by a teaching, practicum, allowing the candidate to integrate, theory and practice. Participants complete student, teaching and prepare a work sample. Students take, three semester hours in fall and two in spring,, for a total of five semester hours.

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.

The counseling practicum experience is designed to
provide school counseling candidates 100 hours of
direct experience in a K-12 school setting working
with students and staff. Under the direction of
the site supervisor/licensed school counselor, the
candidate will support a small caseload of
students, continue to develop conceptual and
professional skills related to their
transformative school counseling practice, engage
in a variety of counseling program interventions
and activities, provide individualized support for
students and staff, and attend a variety of school
counseling program activities. The counseling
practicum weekly course is designed as a
supervisory experience integrating theory and
research at the school placement site. Weekly
supervision will provide: support, feedback, case
review, case conceptualization, video review, role
play, continuation of skill development/practice,
and opportunities for reflective inquiry.

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 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, bio-psycho-social 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.

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.

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.

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

Sociological ways of looking at the world: how, society is organized and operates; the, relationship between social institutions and the, individual; sources of conformity and conflict;, the nature of social change.

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.

Sociological ways of looking at the world: how, society is organized and operates; the, relationship between social institutions and the, individual; sources of conformity and conflict;, the nature of social change.

Sociological ways of looking at the world: how, society is organized and operates; the, relationship between social institutions and the, individual; sources of conformity and conflict;, the nature of social change.

Sociological ways of looking at the world: how, society is organized and operates; the, relationship between social institutions and the, individual; sources of conformity and conflict;, the nature of social change.

The concept of culture and its use in exploring, systems of meanings and values through which, people orient and interpret their experience. The, nature of ethnographic writing and interpretation.

The concept of culture and its use in exploring, systems of meanings and values through which, people orient and interpret their experience. The, nature of ethnographic writing and interpretation.

The concept of culture and its use in exploring, systems of meanings and values through which, people orient and interpret their experience. The, nature of ethnographic writing and interpretation.

The concept of culture and its use in exploring, systems of meanings and values through which, people orient and interpret their experience. The, nature of ethnographic writing and interpretation.

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.

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.

This course introduces students to a variety of research strategies used in the disciplines of sociology and anthropology. We begin with a review of key ethical considerations related to social science research. We then examine ethnographic, participant observation, and other qualitative methods. Next we review case study and comparative approaches. And finally we examine survey methods, statistical analyses, and other quantitative methods. Throughout the course, students conceptualize, develop, and write their own unique research proposals. Key learning outcomes include: strengthening the understanding of relevant methodological approaches; developing skills in writing research proposals; and strengthening public presentation skills.

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.

Global immigration dynamics from a variety of, perspectives. Theoretical perspectives on the, causes and consequences of migratory movements., Topics include neoclassical economic models,, historical-structural models, family and network, models, transnationalism, migrants' rights,, citizenship and migration policies, borders and, their enforcement.

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.

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.

An anthropological approach to the tacitly, accepted notions of place and space. Theoretical, consideration of experience, meaning, and behavior, in relation to our material surroundings stresses, the social production of space. Key topics include, wilderness, pathways, home, cities, buildings,, monuments, and movement. Students are encouraged, to reflect on their own background in, consideration of these themes. The course provides, conceptual, bibliographic, and methodological, structure for students to imagine, design, and, carry out individual research projects.

In this course, we will explore how a wide variety of communities harness the power of myths, rituals, and symbols in mostly positive – but sometimes dangerous – ways. For example, we will discuss gender representations in folklore, examine different ways that people alter their consciousness in collective groups, and the dangers of cults and conspiracy theories. Meanwhile, students will write a research paper about the myths, rituals, and symbols utilized by a community of their choice. During the semester, students will develop greater familiarity with sociological and anthropological concepts, strengthen their skills at writing research papers, and improve their ability to give oral presentations.

Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.

Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.

Culturally patterned ways of dealing with, misfortune, sickness, and death. Ideas of health, and personhood, systems of diagnosis and, explanation, techniques of healing ranging from, treatment of physical symptoms to metaphysical, approaches in non-Western and Western traditions.

Exploration of contemporary dynamics related to, gender and sexuality in South Asia at the level of, the family, community, market, and state. Focus on, work, marriage, media and cultural production,, politics, contemporary social movements, global, mobility, embodiment, the city, and climate, change. Special attention to the interaction of, gender, sexuality, class, ethnicity, and caste in, different cultural and religious contexts., Inclusion of academic research, memoir, and, film dealing with cases in Nepal, India, Pakistan,, Bangladesh, and Sri Lanka. Consideration of both, femininities and masculinities in South Asia, within global discourses of gender and sexuality.

Critical exploration of the invention, rise, and, current moment of global development projects, aiming to end poverty, improve living standards,, and ensure the freedoms of individuals in the, Global South, drawing largely on scholars from the, region to problematize mainstream understandings, of and solutions to social and economic, development. First, an exploration of how, "development" has been defined, measured, and, understood over the past century, from colonial, conceptions to post-development rejections of the, term. Second, reading of several exemplary, critical analyses of development thinking and, practice, focused on questions of international, aid, microfinance, cash transfers, and the global, economic system.

Focus on historic and current forms of social
change across a range of Latin American countries.
Exploration of when and how social change occurs
and the importance of mobilization for creating
meaningful change. How global factors influence
societal changes, with attention to immigration,
violence and alternatives to capitalist expansion.