Lewis & Clark Moodle

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.

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.

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.

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 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.

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.

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.

Leaders are responsible for fostering an inclusive
school and district culture where each and every
child is a valued and fundamental member and
participant in classrooms and the community. This
course will address how disability is socially
constructed, and how assumptions about a student's
perceived ability can be reinforced by
exclusionary school and district practices. This
course will provide opportunities for
administrators to use current, relevant research
to increase their understanding of leadership
practices that foster an inclusive school culture
for students with Special Education and TAG
designations, as well as developing and supporting
students in need of 504 plans. Additionally,
students in this class will develop the knowledge
and skills to enact high leverage practices in the
areas of effective collaboration and
communication, assessment and accountability,
social, emotional, and behavior supports,
instruction, program/service support, and
supervision and legal requirements.

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.

Critical race theory (CRT) has been one of the most important analytical developments in legal discourse over the past thirty year years, forcing us to reexamine our understanding of race in American society, and of the supposed gains of the Civil Rights movement. The mythology around seminal moments in US history, including supposed landmark cases such as Brown v. Board, has centered on a story-based narrative that largely entrenches the status quo in terms of access to opportunity - economic, educational, environmental, etc. More recently, academics have begun to apply CRT to the field of education, with significant advances in our understanding of colorblindness as racism, and implications for topics such as multicultural curriculum and educational leadership. This course will better position students to be leaders in their field, capable of critically examining and addressing emerging issues of race and access to opportunity in education.

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.

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.

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.

Close reading and analysis of films and works of, modern literature. Establishing parallels between, literary and cinematic arts, we will reflect on, the adaptation by film directors and screenwriters, of works of fiction: the movement or transition, from page to screen. Examination of how models of, criticism are shaped by formal features integral, to the art of the cinema (cinematography, editing,, performance, special effects, etc.). Recurring, topics will include genre, spectatorship,, narrative, identification, and intertextuality. A, central aim will be to specify the conventions of, a variety of literary and cinematic genres: the, thriller, crime fiction and film noir/neo-noir,, the Gothic or horror story, science fiction, and, meta-cinema or critical cinema (films about other, films). Special emphasis will be placed on "free", or "distant" adaptations of works of fiction, on, films that creatively rethink the very concept of, "adaptation."

Foundations course for the English major/minor.
Introduction to ways of reading and writing about
literature; historical development of English
literature. Middle Ages to the end of the 18th
century.

Foundations course for the English major/minor., Introduction to ways of reading and writing about literature; historical development of English literature. Middle Ages to the end of the 18th century.

Introduction to ways of reading and writing about, literature; historical development of English, literature. Middle Ages to the end of the 18th, century.

Examination of innovative techniques in cinema and
the implications they hold for determining the
meanings of particular films. Viewings of short
films, full-length independent films, and films
made within Hollywood studios that break from
narrative, generic, and stylistic conventions.
Readings in film criticism and film theory will
inform discussions, giving a basis for approaching
films from historical and cultural perspectives.
Review of some of the major influences on the
experimental American cinema, including
surrealism, expressionism, Soviet montage, and
global new wave movements.

Investigation of the literary history of animal, being and rights, chiefly in English/Anglophone, poetry and fiction circa 1770-2000 but extending, back to Homer, Genesis, Aesop, Aristotle,, Descartes, and other authors' works prior to the, outset of the animal-rights era and its key texts, by Anna Barbauld, Robert Burns, Samuel Taylor, Coleridge (esp. "The Rime of the Ancient, Mariner"), William Wordsworth, Anna Sewell (in, Black Beauty), and others. We'll explore, what such narratives reveal about the complexity, and ethical perplexity of our relationships to, nonhuman creatures, and the uncanny vistas they, help us to glimpse. We'll also read some relevant,, fairly recent animal-rights theory and philosophy,, and students will conduct some basic research.

Study of stories from antiquity that have
influenced countless generations of writers and
artists. This course traces these works'
influences in English literature, both in
early-modern translations (chiefly of Homer) and
via literary adaptations and allusions, including
a few from the Romantic and Victorian eras.
Students will grapple with awesome tales of gods
and monsters and gain a better understanding of
such foundational literary genres as epic,
tragedy, and lyric. Texts may include works by
Homer, Sappho, the King James Bible, Horace,
Virgil, and Ovid, as well as later responses to
antiquity such as Shakespeare's "Venus and
Adonis," Milton's "Samson Agonistes," Keats's "Ode
to a Nightingale," and Tennyson's "Ulysses."

An introduction to British literature written in
"the long 18th century." Covers the full range of
the period's genres - plays, poems, essays, prose
narratives - and includes many of the period's
major authors (George Etherege, John Bunyan, Aphra
Behn, William Congreve, Joseph Addison, Richard
Steele, Jonathan Swift, Anne Finch, Alexander
Pope, Eliza Haywood, John Gay, Mary Wortley
Montagu, Thomas Gray, Samuel Johnson, Oliver
Goldsmith). Particular attention paid to the
relation between satiric and sentimental
depictions of human existence.