Lewis & Clark Moodle

We will cover a variety of foundational and contemporary issues in human neuroscience, and will engage in discussion of scientific methods and techniques used to investigate the relationship between the function of brain systems, behavior, and cognition. The course will primarily emphasize functional neuroanatomy, higher cognitive and emotional function (cognitive and affective neuroscience), the neurobehavioral underpinnings of pathology in humans (clinical neuroscience), and an emerging field known as “positive” neuroscience. Laboratory sections will supplement lecture and reading topics with demonstrations and experience with neuropsychological, cognitive neuroscience, and psychophysiological research techniques. Both the lecture and laboratory portions of this course strongly stress experimental design, data analysis, and scientific reasoning. However, we also get to play with brains. Brains are pretty rad.

We will cover a variety of foundational and contemporary issues in human neuroscience, and will engage in discussion of scientific methods and techniques used to investigate the relationship between the function of brain systems, behavior, and cognition. The course will primarily emphasize functional neuroanatomy, higher cognitive and emotional function (cognitive and affective neuroscience), the neurobehavioral underpinnings of pathology in humans (clinical neuroscience), and an emerging field known as “positive” neuroscience. Laboratory sections will supplement lecture and reading topics with demonstrations and experience with neuropsychological, cognitive neuroscience, and psychophysiological research techniques. Both the lecture and laboratory portions of this course strongly stress experimental design, data analysis, and scientific reasoning. However, we also get to play with brains. Brains are pretty rad.

This is the Moodle page for the lab portion of Psy 355. I have them separated to make info a bit easier to find. You can link to the main course page from here (and vice versa).

This is the Moodle page only for the lab portion of Psy 355 (it gets too confusing to have them both combined).

Theory and data in the psychological development
of females, their attitudes, values, behaviors,
and self-image. Alternative models for increasing
gender-role flexibility and allowing all humans to
explore their full potential. Research
methodology, changing roles, androgyny, gender
schema, extent and validity of gender differences.
Influence of culture, socialization, and
individual differences on women and men.
Relationship between the psychology of gender and
principles of feminism.

How does our connection to nature shape our mental and physical health? What role do green/blue spaces, wilderness, and environmental conditions play in human well-being? This course explores the intricate relationship between health psychology and nature, examining how our environments influence stress, disease, resilience, and overall psychological functioning. Through readings, lectures, and discussions, we will analyze the benefits of nature exposure, the consequences of environmental degradation, and the psychological dimensions of climate change, including eco-anxiety and climate grief. We will consider diverse perspectives, including Indigenous knowledge systems, evolutionary psychology, and public health frameworks, to understand how nature affects human flourishing across different cultural and socioeconomic contexts. Learning in this course is not a passive process; it requires active engagement with course materials, self-reflection, and collaborative dialogue. Students will be expected to critically engage with scientific research and real-world applications, integrating their own experiences and insights as we construct a shared understanding of the role nature plays in shaping human health. Together, we will explore how fostering a deeper connection with the natural world can serve as both a personal and collective strategy for well-being and sustainability.

Relations between culture and human behavior.
Examination of topics in psychology from a
multicultural, multiethnic perspective, with
special emphasis on cultural influence on research
methods, self-concept, communication, emotion,
social behavior, development, mental health.
Cultural variation, how culture shapes human
behavior, and psychological theories and practices
in different cultures.

Challenges of delivering effective mental health, interventions in complex systems. Barriers to, accessing evidence-based care, the role of, AI-driven interventions, ethical and legal, considerations in treatment. Interventions for, vulnerable populations, including individuals, experiencing homelessness, incarceration, and, involuntary treatment.

In-depth study of current issues and topics in
psychology. Central theoretical, empirical,
practical issues of each topic. May be taken twice
for credit with change of topic.

What are the brain mechanisms that help us to form meaningful social relationships, to overcome adversity, to create, or to be brave and optimistic during challenging times? In this course, we will explore foundational and contemporary issues in Positive Neuroscience, an emerging field that examines the neurobiological and neurocognitive correlates of healthy, proactive behaviors and traits that allow individuals to flourish. We will primarily focus on research employing event-related potential and functional neuroimaging methodology, but students’ individual backgrounds and interests will also shape what we discuss. This seminar-style course has an investigative learning component designed to give participants experience with virtually all aspects of the research process.

Application of psychological theories and, principles to real-world problems and issues in, sustainability resilience. In-depth examination of, topics such as health, child development, environmental philosophy, social cognition,, environmental morality, environmental justice, activism, and climate resilience studied from a, psychological perspective. Intensive 400-level, capstone course with an applied psychological, focus. Exploration of how local concerns can be, addressed with practical and achievable solutions.

Application of psychological theories and, principles to real-world problems and issues in, sustainability resilience. In-depth examination of, topics such as health, child development,, environmental philosophy, social cognition,, environmental morality, environmental justice,, activism, and climate resilience studied from a, psychological perspective. Intensive 400-level, capstone course with an applied psychological, focus. Exploration of how local concerns can be, addressed with practical and achievable solutions., Sophomore standing required.

Broad survey of human-computer interaction (HCI)., Project-based exploration of the processes for, creating technologies that expand human capability, (functionality) while adapting to the abilities of, users (usability). HCI topics including cognition,, perception, personality, learning, and motivation,, as well as social, developmental, abnormal, and, educational psychology studied from a, psychological perspective. Primary source, materials from the fields of psychology, computer, science, and allied disciplines.

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

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

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

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

Advanced undergraduate seminar examining current, theoretical and empirical advances in social, psychology. Extensive reading and discussion of, primary sources focusing on three selected topics:, social cognition, social influence, and group, relations. Topics may include emotion, social, judgment, the self, nonverbal communication,, attitude change, advertising and marketing,, stereotyping and prejudice, conflict resolution,, interpersonal relationships, group dynamics.

History of the field. Psychological, literary,
anthropological, sociological, and historical
approaches to the study of religion. Readings by
major theorists. Should normally be taken no later
than the junior year.

History of the field. Psychological, literary, anthropological, sociological and historical, approaches to the study of religion. Readings by major theorists. Should normally be taken no later than the junior year.

History of the field. Psychological, literary,, anthropological, sociological, and historical, approaches to the study of religion. Readings by, major theorists. Should normally be taken no later, than the junior year.

History of the field. Psychological, literary,, anthropological, sociological, and historical, approaches to the study of religion. Readings by, major theorists. Should normally be taken no later, than the junior year.

A comparative and theoretical exploration of the, various manifestations of mysticism and religious, experience in different contexts and traditions., Includes classical and current theories of the, nature of mysticism and its relation to asceticism, and other aspects of religious belief and, practice, drawing on sociology, anthropology,, psychology, philosophy, and cognitive science., Interrogation of the nature and epistemological, status of experience. Numerous case studies,, including sustained attention to Sufism, the, Islamic mystical tradition. This course is, cross-listed with RELS 458. Students taking the, 300-level version of this course will complete a, guided research project, identifying and mastering, the range of scholarly positions on a theme,, critical issue, or essential primary text, and, will produce a technically sound research paper., The course can only be taken once and cannot be, repeated at the 400 level.

A comparative and theoretical exploration of the
various manifestations of mysticism and religious
experience in different contexts and traditions.
Includes classical and current theories of the
nature of mysticism and its relation to asceticism
and other aspects of religious belief and
practice, drawing on sociology, anthropology,
psychology, philosophy, and cognitive science.
Interrogation of the nature and epistemological
status of experience. Numerous case studies,
including sustained attention to Sufism, the
Islamic mystical tradition. This course is
cross-listed with RELS 358. Students taking the
400-level version of this course will complete a
more comprehensive research paper, defending an
original thesis and offering critical judgments of
relevant arguments and evidence. The course can
only be taken once and cannot be repeated at the
300 level.

Application of major theories from media, film,, and cultural studies (e.g., psychoanalysis, genre, study, formalism, auteur study, national cinemas), to a given set of media texts. Close analysis of, media texts in context, taking into consideration, technological, aesthetic, and industrial shifts.

Application of major theories from media, film,, and cultural studies (e.g., psychoanalysis, genre, study, formalism, auteur study, national cinemas), to a given set of media texts. Close analysis of, media texts in context, taking into consideration, technological, aesthetic, and industrial shifts.

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.

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.

Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change.

Overview of the history, systems, roles and
functions of school psychologists. Readings in
contemporary issues and historical events provide
the foundation for graduate preparation in school
psychology. Students observe the work of school
psychologists and discuss the profession in a
seminar format. This course is a practicum in
school-based systems, and includes overviews of
the theories and practices for school-based
emotional, behavioral, social, and academic
change.

Overview of the history, systems, roles and, functions of school psychologists. Readings in, contemporary issues and historical events provide, the foundation for graduate preparation in school, psychology. Students observe the work of school, psychologists and discuss the profession in a, seminar format. This course is a practicum in, school-based systems, and includes overviews of, the theories and practices for school-based, emotional, behavioral, social, and academic, change. Admission to School Psychology Program, required.

This course focuses on developmental theory and, research as applied to the process of learning, and education, age three to twenty-one. Emphasis, will be placed in the following areas: candidates, gaining knowledge to both differentiate and, integrate multiple theoretical views on, development; candidates gaining a better, conceptual understanding of commonalities and, differences in development; and, candidates, gaining a better practical understanding of how, to help children and adolescents address the, developmental challenges they face, particularly, in schools. In this course, child and adolescent, development will be viewed through theories and, research in the areas of interpersonal, emotional, cultural, cognitive, and physical, development.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

Consideration of the applicable ethical and legal
issues for school psychologists in mental health
and school settings. Students develop skills in
counseling, consultation, assessment, and
intervention planning.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

Consideration of the applicable ethical and legal, issues for school psychologists in mental health, and school settings. Students develop skills in, counseling, consultation, assessment, and, intervention planning.

This course will address the social-emotional and, behavioral needs of students in schools, and, strategies to support student well-being. Content, will include identification, diagnosis, treatment, planning, intervention, and progress monitoring;, developmental, social, and cultural influences on, diagnoses and interventions; and an ecological and, social-justice-oriented approach to case, conceptualization and intervention.