Lewis & Clark Moodle

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing.

In this section of Words, we will critically examine the subject of religion in Japan. Japan is variously described as either the most secular or the most spiritual country on earth. Such observations should prompt us to critically reflect on what we mean by words like “religious,” “spiritual” or “secular.”

In this course, we will survey diverse examples of religion in Japan, including a prehistoric shaman-queen, a shape-shifting dragon-girl from an Indian sutra, a hidden Christian community, an apocalyptic healing cult, an ascetic monk, a Buddhist mortician, a tour-bus pilgrimage, and an anime film. As we examine the intersection of Japanese religion with gender, statecraft, capitalism, and national identity, we will draw sources and analytical insights from the fields of history, sociology, anthropology and religious studies.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

This course will explore the history and contemporary debate over policing with a special focus on Portland. In the last few years, a major debate has emerged between those who argue for defunding or abolishing the police and those who push for expanding the police. Even some of those who argue in favor of police accountability and reform think we should increase resources to police and put more officers on the streets. By looking at media and politicians’ portrayals of crime and comparing them to actual data on crime, we will see how a largely false moral panic around crime has been mobilized to push for increasing funding for police. Portland became one of the centers of this debate in 2020 during the racial justice protests that led to more than one hundred consecutive days of protests and a deployment of federal and local police who brutally attacked demonstrators. Some of the questions we will be asking in this course are: What should the role of police be? What functions do the police serve now that can better be handled by unarmed alternatives? Do police disproportionally target BIPOC people, the houseless and the mentally ill? What would a society without police look like?

Words teaches students to explore the meaning and
significance of texts via close reading and
analysis, and to express that analysis orally and
in writing. Specific content and topics will vary
with instructors.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

Words teaches students to explore the meaning and
significance of texts via close reading and
analysis, and to express that analysis orally and
in writing. Specific content and topics will vary
with instructors.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

Words teaches students to explore the meaning and, significance of texts via close reading and, analysis, and to express that analysis orally and, in writing. Specific content and topics will vary, with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative
information presented in various forms and
contexts; to understand the logical structure of
quantitative arguments; and to use quantitative
models, theories, and data to simplify, explain,
and make predictions. Specific content and topics
will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative
information presented in various forms and
contexts; to understand the logical structure of
quantitative arguments; and to use quantitative
models, theories, and data to simplify, explain,
and make predictions. Specific content and topics
will vary with instructors.

Numbers teaches students to interpret quantitative
information presented in various forms and
contexts; to understand the logical structure of
quantitative arguments; and to use quantitative
models, theories, and data to simplify, explain,
and make predictions. Specific content and topics
will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative
information presented in various forms and
contexts; to understand the logical structure of
quantitative arguments; and to use quantitative
models, theories, and data to simplify, explain,
and make predictions. Specific content and topics
will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative
information presented in various forms and
contexts; to understand the logical structure of
quantitative arguments; and to use quantitative
models, theories, and data to simplify, explain,
and make predictions. Specific content and topics
will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Should I worry that COVID might have long term effects on my brain? Is yawning really "contagious"? In life, we face questions both big and (seemingly) small. How should we answer them? Scientific journals, the popular press, and social media are awash in information, but how do we separate the good from the bad? How do we separate the bad from the VERY bad?

This section will focus on one of the key features of being a literate and active member of a democracy: the ability to evaluate and make arguments with data. Using the lens of psychology and neuroscience, we will explore ways to use simple, low tech experimental techniques and open-access statistical software and data sets to answer questions both big and small about the world around us. More broadly, will consider how quantitative reasoning can shape and strengthen arguments in academic research, public policy, literature, and your latest TikTok post.

“They can print statistics and count the populations in hundreds of thousands, but to each man a city consists of no more than a few streets, a few houses, a few people.” -Graham Greene, Our Man in Havana, 1958

This course asks the central question: how might we understand the complicated relationship between our understanding of the “ideal” city, our experiences in cities, and the numbers and images we use to describe the City? We will explore the ways in which statistics, maps, and images may corroborate or belie what we understand to be true of lived experience within urban spaces. Our course considers the city a living and dynamic organism, both a human construct and ever-present agent subtly shaping social performance. The curriculum will highlight diverse academic disciplines, ranging from art history to sociology, philosophy to urban planning. Participating students should be interested in working creatively with fellow classmates and making occasional off-campus site visits. Prior experience with statistics and mapping is not required or expected.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative
information presented in various forms and
contexts; to understand the logical structure of
quantitative arguments; and to use quantitative
models, theories, and data to simplify, explain,
and make predictions. Specific content and topics
will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Numbers teaches students to interpret quantitative, information presented in various forms and, contexts; to understand the logical structure of, quantitative arguments; and to use quantitative, models, theories, and data to simplify, explain,, and make predictions. Specific content and topics, will vary with instructors.

Explores the interdisciplinary field of
scholarship that explores best practices in
working with transgender and gender diverse
clients (TGDCs) experiencing eating disorders
and/or disordered eating (Eds/DE). This course
will also include an introduction to understanding
the intersections of TGDCs, neurodivergence and
EDs/DE. Ultimately, this course will explore the
prevalence of EDs/DE in transgender communities,
address gaps in current models based on cisgender
populations, and provide TGD and neurodivergent
affirming considerations that reduce barriers to
care, and increase and provide ethical, competent,
and gender-affirming care for all gender diverse
clients.

This course will include an overview of nutrition principles, nutrition therapy, and the role of the dietitian/nutritionist on the treatment team; it will be taught from a Health at Every Size (HAES) perspective. Students will learn principles of nutritional rehabilitation for malnourished and underweight clients; structured eating and other interventions for all eating disordered clients will be explored. Functions of Anorexia Nervosa and other eating disorders will be discussed from a nutrition perspective, and the cycle of restriction and bingeing will be discussed with Bulimia Nervosa and Binge Eating Disorder. Also discussed will be principles of Intuitive Eating and mindful eating, and when these approaches are useful. Orthorexia will be covered in the context of our obsessive diet culture, along with ways to challenge these beliefs. Students will also learn strategies for working with families, particularly those of teens. Students will examine their own relationships with food and explore strategies for making positive changes and will learn how to establish professional boundaries around food issues with clients. Collaboration between the dietitian/nutritionist and therapist will be discussed, and case examples will be used to illustrate and differentiate roles of therapist and nutritionist.

Ecopsychology is the field of inquiry concerned, with the human-nature relationship. As a species,, we came of age embedded in the natural world, and, that need for nature still resides in our bodies,, minds, and spirit. A substantial body of, scientific evidence demonstrates the physical and, psychological benefits of interacting with, nature. There is a growing interest in this area, of psychology as we recognize the decreased, presence of nature in our lives; the exponential, growth of technology in daily living; and the, awareness of global climate change and the role, psychology has to play in addressing it., Ecopsychology recognizes that one of the central, challenges of our time is to integrate our, embeddedness within the natural world with our, scientific culture and our technological selves., This course guides students toward, self-reflection regarding their environmental, identity and their "sense of place"; it explores, the motivations for integrating ecological, perspectives into academic and professional work;, and it addresses the interrelationship between, human and planetary health and wellbeing.

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.

Introduction to the structure and uses of the, DSM-5 and ICD-10 systems for diagnosing mental, and emotional disorders. Limits and weaknesses of, these approaches--especially with regard to, cultural differences--and alternatives to them., How to use these systems effectively in the, context of person-centered, psychosocial, and, systemic interventions, and in culturally diverse, environments. Current knowledge, theory, and, issues regarding selected disorders. Use of, technology-based research tools to secure and, evaluate contemporary knowledge.

Ecopsychology recognizes a connection between
mental health and the natural environment and
explores ways in which psychological knowledge and
practices can contribute to the solution of
environmental problems. This course provides an
introduction to ecopsychology theory, findings and practices, and a survey of related research findings in environmental and conservation
psychology. Topics include health benefits
of natural settings, the development of
environmental identities, and promotion of
conservation behaviors. Students will be guided
toward self-reflection regarding their own
environmental identity, their motivations for
integrating environmental approaches into
their professional work, and ways to integrate ecopsychology
into their existing theory and practice base.

Introduction to research methods with an emphasis, on design, sampling, measurement issues, and, introductory data analysis. Topics include (1), research design: elements of the research process,, types of designs, program evaluation; (2) ethical, considerations of research: informed consent,, research with diverse and vulnerable populations,, research with children, human subjects review; (3), basic measurement concepts: validity, reliability,, norms, score interpretation; (4) basic statistical, concepts: frequency distributions, central, tendency, measures of variability, correlation., Reviews Web-based resources for conducting, research. Note: Taught during the fall semester, only, as the first course of a two-semester, sequence. Students who wish to pursue the, thesis-option M.S. program are advised to take, this sequence as early as possible in their course, of study.

Introduction to research methods with an emphasis, on design, sampling, measurement issues, and, introductory data analysis. Topics include (1), research design: elements of the research process,, types of designs, program evaluation; (2) ethical, considerations of research: informed consent,, research with diverse and vulnerable populations,, research with children, human subjects review; (3), basic measurement concepts: validity, reliability,, norms, score interpretation; (4) basic statistical, concepts: frequency distributions, central, tendency, measures of variability, correlation., Reviews Web-based resources for conducting, research. Note: Taught during the fall semester, only, as the first course of a two-semester, sequence. Students who wish to pursue the, thesis-option M.S. program are advised to take, this sequence as early as possible in their course, of study.

Conservation psychology is an interdisciplinary field that explores the psychological basis of human’s care for nature and motivation toward conservation and sustainability. The course provides a background on the development of conservation psychology and survey of topics including psychological benefits of contact with nature, nature and lifespan development, environmental identity and behavior, social justice, influencing conservation action, hope and resilience, and strategic messaging and communications. The instructor will provide examples from the US and abroad. Conservation roles for mental health counselors, environmental educators and sustainability professionals will be explored. The course includes online, in-person and field-based activities.