Lewis & Clark Moodle

The lenses of equity and social justice are, applied to contemporary school issues that impact, student learning and school success., Administrators examine their own cultural heritage, and perspectives to understand how personal, experiences influence administrative behaviors and, leadership. The course is designed for, administrators in their beginning years of, administrative experience.

What is professional learning? Given the complex, array of expectations for schools to improve and, for teachers and principals to learn to do new, work, a necessary skill is continuous inquiry with, school leaders in the role of "lead learner,", figuring out new and often unknown practices. This, course cultivates learning-focused leadership by, examining multiple forms of inquiry for, leadership, school reform, instructional practice,, and evaluation. Students will understand research, on professional learning and evaluate the efficacy, of the current models for professional development, for accomplishing a variety of professional, learning needs. Topics include research on adult, development, learning theory, instructional, theory, and comprehensive programs for at-risk, students. This research provides a basis for, developing systematic professional development, programs that are sensitive to changing school, cultures and that cultivate staff and student, diversity and continuous learning.

School and district leaders are charged with, doing more than simply managing students and, learning. The management of school boards,, personnel, the school environment, physical, plant, and ancillary services play a critical, role in student learning and staff effectiveness., The distribution of limited resources requires, leaders to wear a lens of equity. This course, focuses on the management and oversight of the, critical resources that contribute to the success, of schools. Areas of focus for the course include, the equitable decisions required for management, and operations of: school boards, personnel,, offices, auxiliary services, special services,, finances, student behavior, time and other, resources. Case studies and real examples from, participating students will contribute to course, topics.

The Professional Mentorship and Seminar course is
one academic year in length (two consecutive
terms). Students must have a minimum of 3 years as
a practicing administrator in order to enroll in
the class. Students will apply the essential
content knowledge, leadership, collaboration, and
research skills necessary for district level
leadership. As part of this experience, students
will complete a capstone project in which they
apply concepts and skills learned in previous
coursework. This capstone will involve action
research, an equity audit, or in-depth research
and the creation of an action plan regarding a
professional problem of practice. Upon successful
completion of the capstone project, the 220 hour
practicum, and the compilation of a portfolio
demonstrating competency in each of the
administrative standards a credit/no credit grade
will be submitted to the campus advisor who will
audit the student's transcript and determine their
eligibility for Professional Administrator License
program completion.

The term "collaborative leadership" describes an, emerging body of theory and management practice, that is focused on the leadership skills needed to, deliver results across organizational boundaries., This course focuses on the intensification of, leadership as a means to increase engagement with, the organization. Collaborative leadership styles, and techniques will be analyzed, compared, and, tested in different contexts to determine their, efficacy and applicability to educational, settings. Diagnosing school cultures, developing, alliances, creating networks to promote healthy, schools, and managing the enduring dilemmas of, time and accountability will be explored and, evaluated. The art of collaboration will be, modeled and practiced.

Designed to prepare administrators for meeting the, cultural, linguistic, and academic needs of, English language learners. The course will include, an explanation of cultural competency through the, lens of race, culture, and language, and review, literature on effective ways to work with diverse, families and communities. An overview of language, acquisition theory with a focus on program, components will be provided. Program design,, models, and approaches will also be explored.

The ever-increasing number of students who are
English/dual language learners requires schools
and districts to become skilled at designing and
implementing inclusive, asset-oriented systems and
practices that support English language
development, equitable access, and equal
opportunity for all students. This course is
designed to prepare administrators with the skills
and mindsets required to support the cultural,
linguistic, and academic needs of English/dual
language learners. The course will include an
overview of an administrator's legal obligations
for English/dual language students, an explanation
of cultural competency through the lens of race,
culture, and language, and review of best
practices and policies for providing culturally
responsive instruction and support to students and
families who are dual language learners. An
overview of language acquisition theory with a
focus on program components will be provided.
Program design, models, and approaches will also
be explored.

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.

Overview of foundations and techniques for
collecting and using data for inquiry-based school
improvement. Introduces several levels of data use
and application, moving from state accountability
requirements to equalizing access to high
standards for all students. The course is designed
to prepare the Principal practitioner to conduct
high quality improvement cycles aimed at classroom
and school environments. Participants will use
improvement science practices to collect, analyze,
communicate, and use various forms of data in
school visioning, collaborative improvement
planning, and decision making. Thorough coverage
of these topics is designed to equip school
leaders with the knowledge and skills necessary to
select, evaluate, and apply findings from extant
research related to personnel, classroom, school,
or district levels problems of practice.

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.

Preparation for a supervised, onsite,, pre-designed administrative experience, along, with campus seminars involving activities,, discussions, and presentations. Students explore, the content knowledge, leadership, collaboration,, and research skills necessary for successful, school administration in early, childhood/elementary and middle-level/high school, settings under the direction of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative, experience along with campus seminars involving, activities, discussions, and presentations., Students explore the essential content knowledge,, leadership, collaboration, and research skills, necessary for successful school administration in, early childhood/elementary and middle-level/high, school under the supervision of experienced site, and campus supervisors.

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.

Supervised, onsite, pre-designed administrative
experience along with campus seminars involving
activities, discussions, and presentations.
Students explore the essential content knowledge,
leadership, collaboration, and research skills
necessary for successful school administration in
early childhood/elementary and middle-level/high
school under the supervision of experienced site
and campus supervisors.

This is an online course for administrators/school leaders who need credits toward their Continuing Administrator License (CAL) or other licensing requirements. It is a broad overview of the ever-changing technology landscape with a focus on using 21st Century Skills and Web 2.0 tools. Participants will receive hands-on experience using educational and management technologies directly tied to administrator tech standards. Participants will learn how to make informed decisions about technology while increasing their personal skills.

This hybrid course includes two seminars and, online discussions with an opportunity for, participants to explore and develop a personal, leadership vision, a basis for exploring the, difficult dilemmas experienced in their work. Each, student is responsible for developing a personal, platform based on their reflection on seminar, readings and the investigation of a particular, issue or dilemma in their administrative work, life. The participant prepares a 3-5 page paper, illustrating a work dilemma and shares it during, the second seminar. The two seminars and online, reflections focus on practicing the generation of, open and honest questions.

This hybrid course meets in two seminars with, online discussions to explore the powerful, practice of self-reflection and personal change, related to supporting democracy in schools. It, offers a context for participants to explore the, difficult dilemmas related to working with diverse, students and adults. Each member of the seminar, group is responsible for the investigation of a, particular issue or dilemma in that person's, administrative work life. The participant prepares, a case study and an overview document for the, seminar group. Participants learn how to ask, honest, open questions to assist in understanding, and resolving the dilemma.

There has never been a more critical time for, leaders to examine their capacity to build and, support our democracy. This hybrid online course, meets in one initial seminar/retreat followed by, online content and discussions to explore the, powerful practices of self-reflection and the, personal and organizational change needed to, create and sustain a healthy democracy. The, course offers a context for participants to, explore the difficult dilemmas related to, effectively supporting diverse students, staff and, community members within an inequitable education, context. Leaders will explore ways of seeing,, being and responding to life within their, organizations in order to make these critical, changes. Learning to deeply listen and to ask, open, honest questions will assist in holding the, tensions inherent in leadership today. Students, are responsible for the investigation of a, particular issue or dilemma in their, administrative work life related to powerful, habits that support a healthy democracy.

This hybrid course meets in two seminars with, online discussions to explore the powerful, practice of self-reflection and personal change, related to supporting democracy in schools. It, offers a context for participants to explore the, difficult dilemmas related to working with diverse, students and adults. Each member of the seminar, group is responsible for the investigation of a, particular issue or dilemma in that person's, administrative work life. The participant prepares, a case study and an overview document for the, seminar group. Participants learn how to ask, honest, open questions to assist in understanding, and resolving the dilemma.

In the past, school-wide zero-tolerance policies
have focused mainly on reacting to specific
student misbehavior by implementing
punishment-based strategies. Research during the
past 20 years has shown that school-wide behavior
systems that are positively focused on desired
behaviors can result in a substantive lifestyle
impact for all members of a school community.
Additionally, these school wide initiatives must
be supported by district-wide systems of
multi-tiered interventions and equitable policies
that focus on reducing exclusionary discipline,
increasing attendance, and sustaining positive,
inclusive, and hate-free school and district
cultures. This course will examine the
systems-based approach for implementing culturally
proficient, multi-tiered, school-wide behavior
supports, and the critical role that school
leaders have in building positive learning
environments for each student.

Designed to prepare administrators for meeting the, cultural, linguistic, and academic needs of, English language learners. The course will include, an explanation of cultural competency through the, lens of race, culture, and language, and review, literature on effective ways to work with diverse, families and communities. An overview of language, acquisition theory with a focus on program, components will be provided. Program design,, models, and approaches will also be explored.

This course introduces students to core concepts, of organizational theory relevant to a large range, of organizations e.g., PK-12 schools, colleges and, universities, community groups, manufacturing, businesses, hospitals) as well as organizational, issues confronting leaders (e.g., design,, improvement, accountability). Students will become, adept at thinking critically and analytically, about the organizational contexts in which they, work. The course will also help students new to, doctoral-level research learn how to interact with, scholarly literature and apply it usefully to, their work.

Leaders face opportunities and challenges when, implementing policies and practices regarding, equity and social justice. Explore ethical issues, dealing with leadership, governance, and policy, development pertaining to P-20 institutions., Develop an understanding of social justice, leadership theory and practice designed to disrupt, structural inequities and produce fairness in, organizational conditions and outcomes for, minoritized communities.

Leaders face opportunities and challenges when, implementing policies and practices regarding, equity and social justice. Explore ethical issues, dealing with leadership, governance, and policy, development pertaining to P-20 institutions., Develop an understanding of social justice, leadership theory and practice designed to disrupt, structural inequities and produce fairness in, organizational conditions and outcomes for, minoritized communities.

Understanding how people and organizations, develop and learn is centrally important for, organizational leaders, whether learning is about, existing or new knowledge. In this course, students will explore a variety of theories, related to adult learning including, transformational learning, critical and feminist, theories, distributed cognition, and social, practice theory. Students will apply these, theories to their own experiences as learners,, and to learning in the organizational settings in, which they work.

Understanding how people and organizations, develop and learn is centrally important for, organizational leaders, whether learning is about, existing or new knowledge. In this course, students will explore a variety of theories, related to adult learning including, transformational learning, critical and feminist, theories, distributed cognition, and social, practice theory. Students will apply these, theories to their own experiences as learners,, and to learning in the organizational settings in, which they work.

Education research sits at the intersection of, debates about the philosophy of education, (ontology), the role of education in, (re)producing a pluralistic and free democracy, (critical theories of education) what counts as a, "just" society (critical social theory), what, counts as knowledge production/construction, (critical epistemology and critical research, design), and ultimately what it means to educate, a public for public schools (critical pedagogy)., Therefore, education research focused on any one, of these areas has implications in all of these, areas. For education research focused on problems, of (in)justice, with an interest in solving these, problems, critical theory offers intellectual, traditions and analytic tools. Using these, intellectual tools, students will recognize,, understand, discuss and apply the historical and, current tenants of critical theory to form your, own emerging conceptual framework for explaining, and describing problems of practice in school, leadership and policy, organizing, pedagogy, and, education research.

Introduction to scholarly writing and the, development of self-as-scholar in education and, the social sciences. Students gain an, understanding of the elements and processes of, scholarly writing. The course also provides, training in APA style and library and reference, resources.

Introduction to scholarly writing and the
development of self-as-scholar in education and
the social sciences. Students gain an
understanding of the elements and processes of
scholarly writing. The course also provides
training in APA style and library and reference
resources.

Students will learn the acceptable formats,, techniques, and approaches necessary for, producing a defensible doctoral dissertation as, well as the purpose and process of applying for, permission to conduct studies involving human, subjects. Students will complete a draft, dissertation proposal and a human subjects, research institutional review board (IRB), application, as well as understand their, responsibilities to their dissertation committee.

When participating in a track and field relay
race, it is important that each of the sprinters
speedily covers their portion of the race. Equally
important is the fluidity of transferring
responsibility from one runner to the next, the
critical passing of the baton, or "pasar la
batuta". It is in this moment when all of the
effort given by one runner helps jump start their
teammate in a seamless fashion, or when the work
is abruptly halted because the hand off is faulty.
This critical transfer can define the outcome of
the race. The analogy of "pasar la batuta" well
articulates the responsibility educational leaders
in P-12 and higher education settings have for
fashioning a seamless transition for students to
navigate. As it stands, the movement between
primary and secondary education into postsecondary
education is disjointed. This course will explore
why the transition across the educational pipeline
is choppy, what factors need to be considered in
order to facilitate a smoother move, and the
opportunities for leaders to foster that change.

When participating in a track and field relay, race, it is important that each of the sprinters, speedily covers their portion of the race. Equally, important is the fluidity of transferring, responsibility from one runner to the next, the, critical passing of the baton, or "pasar la, batuta". It is in this moment when all of the, effort given by one runner helps jump start their, teammate in a seamless fashion, or when the work, is abruptly halted because the hand off is faulty., This critical transfer can define the outcome of, the race. The analogy of "pasar la batuta" well, articulates the responsibility educational leaders, in P-12 and higher education settings have for, fashioning a seamless transition for students to, navigate. As it stands, the movement between, primary and secondary education into postsecondary, education is disjointed. This course will explore, why the transition across the educational pipeline, is choppy, what factors need to be considered in, order to facilitate a smoother move, and the, opportunities for leaders to foster that change.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research, methods. Through course readings, discussion, and, practical application, we examine basic designs, and methods associated with quantitative research, and become acquainted with descriptive and, inferential statistical analyses and relevant, analysis software, as well as learn how to, interpret and present statistical findings., Candidates gain the skills necessary to review and, critique quantitative research and to design and, undertake their own quantitative research.

Overview and application of quantitative research
methods. Through course readings, discussion, and
practical application, we examine basic designs
and methods associated with quantitative research
and become acquainted with descriptive and
inferential statistical analyses and relevant
analysis software, as well as learn how to
interpret and present statistical findings.
Candidates gain the skills necessary to review and
critique quantitative research and to design and
undertake their own quantitative research.

Can a single, 8-week class make you more employable? YES. Join an LC alum (and 15-year industry veteran) for an in-depth focus on all things Salesforce, the world’s #1 CRM. Customer relationship management (CRM) tools, like Salesforce, are used in every industry, in nonprofit organizations and within LC itself! This class is open to everyone, regardless of major/minor or experience.

We’ll get you fully prepared to take and pass the core Salesforce Administrator certification. Learn how to implement, grow, and maintain a Salesforce instance with clicks, not code, while enhancing your own resume with this in-demand skill set.

Upon course completion, students will
Have the knowledge and hands-on experience needed to pass the following Salesforce certification exams: Salesforce Administrator and Salesforce Associate
Understand the Salesforce ecosystem, including products, solutions available across multiple industries
Know where and how to look for Salesforce-related career opportunities

Throughout the class, you’ll engage in hands-on learning in a Salesforce Trailhead ‘playground.’ The Trailhead account, including the work done as part of this course and badges earned along the way, will be yours to keep while you continue to grow your skills.

Introduction to current trends in efforts to, address the environmental, social, and economic, challenges of the 21st century. How for-profit and, nonprofit entities, and innovative hybrids of the, two, have begun to address modern problems and, needs by supplying goods and services in new ways;, the role of government in promoting sustainability, through both traditional regulation and more, innovative approaches; how market-dependent, mechanisms such as product labels, private and, public certification schemes, and investment and, divestment strategies affect consumer behavior and, public policy. A number of guest speakers will, participate in classes over the course of the, semester.

The principles and practice of developing and
analyzing sound business models. Students will
examine the creation and delivery of value to
customers in both new and established businesses,
with an emphasis on the role of financial
statements in guiding and assessing this process.
Students will analyze and propose business model
innovations for existing organizations. The final
project requires the students to design a business
model innovation for a local organization using
the business model canvas template.

Through lectures, assigned readings, and hands-on
activities, students learn about the parallel and
synergistic processes of scientific discovery and
engineering innovation. Open-ended projects give
students experience in mutualistic teaming,
technology transfer, product development, and
marketing, as well as opportunities to learn and
apply methods inherent in effectual
entrepreneurial activities. Team-based laboratory
projects focus on the process of technology
transfer (utilizing scientific research in
commercial product development).

Emphasis on a particular theme, genre, or
movement in literature. Topic will be announced
each time the course is offered. Recent topics
have included literary representations of
childhood, Gothic literature, experimental
fiction, and films adapting fiction. May be taken
twice for credit with change of topic.

Major works in English, American, and European, fiction, from the 17th century to the present., Goals include increasing awareness of the, particular kinds of knowledge and perception that, the novel makes available; considering the variety, of ways in which novels braid moral and aesthetic, concerns; understanding how novels respond both to, everyday human experience and to previous literary, history; and heightening appreciation for the, range of pleasures that the novel can afford., Writers may include Cervantes, Sterne, Austen,, Flaubert, Kafka, Woolf, Nabokov, Kundera, Pynchon.

Major works in English, American, and European
fiction, from the 17th century to the present.
Goals include increasing awareness of the
particular kinds of knowledge and perception that
the novel makes available; considering the variety
of ways in which novels braid moral and aesthetic
concerns; understanding how novels respond both to
everyday human experience and to previous literary
history; and heightening appreciation for the
range of pleasures that the novel can afford.
Writers may include Cervantes, Sterne, Austen,
Flaubert, Kafka, Woolf, Nabokov, Kundera, Pynchon.