- Teacher: Kristine Bella
- Teacher: Miranda Carney-Morris
Category: FTI 2025
Lewis & Clark Moodle
Search results: 286
Form and space explored through a variety of media and techniques such as wood, plaster, found object, and assemblage. Short exercises to explore materials and techniques, opening up a broader discussion about the possibilities and complexities of the three-dimensional form.
Readings, critiques, and more involved assignments leading to in-depth discussions and approaches to understanding and exploring sculpture.
Readings, critiques, and more involved assignments leading to in-depth discussions and approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
Category: Art
Form and space are explored through a variety of media and techniques such as wood, plaster, found object, and assemblage. Short exercises to explore materials and techniques are used to open up a broader discussion about the possibilities and complexities of the three-dimensional form.
Readings, critiques, and more involved assignments lead to in-depth discussions and approaches to understanding and exploring sculpture.
Readings, critiques, and more involved assignments lead to in-depth discussions and approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
Category: Art
Form and space explored through a variety of media and techniques such as wood, plaster, found, object, and assemblage. Short exercises to explore materials and techniques open up a broader discussion about the possibilities and complexities of the three-dimensional form. Readings, critiques, and more involved assignments leading to in-depth discussions and approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
Category: Art
Form and space explored through a variety of media and techniques such as wood, plaster, found, object, and assemblage. Short exercises to explore materials, techniques and critical thinking, opening up broader discussion about the possibilities and complexities of the three-dimensional form., Readings, critiques, and more involved assignments leading to in-depth discussions and expanded approaches to understanding and exploring sculpture.
- Teacher: Jess Perlitz
Category: Art
Advanced study of form and space through more self-directed assignments. Developing technical skills learned in ART 113 with an introduction
to sewing, advanced techniques, and conceptual practices. Creating sculpture
that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates to form.
to sewing, advanced techniques, and conceptual practices. Creating sculpture
that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates to form.
- Teacher: Jess Perlitz
Category: Art
Advanced study of form and space through more self-directed assignments. Developing technical skills learned in ART 113, with an introduction
to more materials. Creating sculpture that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates not only to materials & form, but also function.
to more materials. Creating sculpture that demonstrates technical proficiency and radical explorations of content, materials, and context as it relates not only to materials & form, but also function.
- Teacher: Jess Perlitz
Category: Art
Focus on critical questions of
contemporary painting by exploring a variety of
approaches to pictorial space from 20th-century
modernism through postmodernism and contemporary
practice. Students will strengthen technique and
material knowledge of working in oil paints,
identify individual working processes, expand
critical language through discussion and readings,
and develop a significant and informed body of
work.
contemporary painting by exploring a variety of
approaches to pictorial space from 20th-century
modernism through postmodernism and contemporary
practice. Students will strengthen technique and
material knowledge of working in oil paints,
identify individual working processes, expand
critical language through discussion and readings,
and develop a significant and informed body of
work.
- Teacher: Cara Tomlinson
Category: Art
Study of examples of Northeast Asian art by, visiting the sites for which the works were, originally made (including temples, tombs,, palaces, and gardens) and the spaces in which they, are currently studied and displayed (among these,, archaeological excavations, museums, art, galleries, and UNESCO World Heritage sites)., Exploration of how geography, political regimes,, religion, and technology, among other forces, work, with art to construct concepts of what it means to, be "Korean" and "Japanese," both historically and, today.
- Teacher: Dawn Odell
Category: Art
History of print in Europe from the Renaissance, through the 19th century. Lecture combined with a, hands-on workshop to experiment with printmaking, practices. All sessions will be held at a Portland, printmaking studio with an introduction to the, history and impact of different print media and, additional time in which students will make their, own prints, with the guidance of a master, printmaker. One of the sessions will also be held, at the Portland Art Museum, where students will, study examples of prints by various artists, with, the guidance of the print curator.
- Teacher: Matthew Johnston
Category: Art
The intertwined history of realism and mass media, as integral components of an emerging modernity in, the United States and Europe during the 19th, century. Focus on technical innovations and the, examination of primary writings by artists,, critics, authors, and other cultural figures to, assess their aspirations for and anxieties about, the innovations' social and cultural implications., Realism as a movement in academic art; debates, about the artistic value of mass media and the, impact on artistic practice; early mass media and, the pursuit of political change; the relationship, between art and science; the shaping of national,, racial, class, and gender identities; the, emergence of the modern commercial market and, industrial production.
- Teacher: Matthew Johnston
Category: Art
The intertwined history of realism and mass media
as integral components of an emerging modernity in
the United States and Europe during the 19th
century. Focus on technical innovations and the
examination of primary writings by artists,
critics, authors, and other cultural figures to
assess their aspirations for and anxieties about
the innovations' social and cultural implications.
Realism as a movement in academic art; debates
about the artistic value of mass media and the
impact on artistic practice; early mass media and
the pursuit of political change; the relationship
between art and science; the shaping of national,
racial, class, and gender identities; the
emergence of the modern commercial market and
industrial production.
as integral components of an emerging modernity in
the United States and Europe during the 19th
century. Focus on technical innovations and the
examination of primary writings by artists,
critics, authors, and other cultural figures to
assess their aspirations for and anxieties about
the innovations' social and cultural implications.
Realism as a movement in academic art; debates
about the artistic value of mass media and the
impact on artistic practice; early mass media and
the pursuit of political change; the relationship
between art and science; the shaping of national,
racial, class, and gender identities; the
emergence of the modern commercial market and
industrial production.
- Teacher: Matthew Johnston
Category: Art
History of modern architecture from the late 18th
century to the present, focusing on the way
historical developments in architecture reflect
and influence social values and on architecture as
a unique artistic medium. Specific issues include:
entirely new types of buildings and structures for
a modern industrial and commercial society, new
building materials, the decline of craftsmanship,
the constraints and opportunities of urban
planning, and the impact of new
design/reproduction technologies. Provides a set
of architectural concepts and terms for describing
structure and space and a critical overview of the
aesthetic, technical, and social issues
confronting architects over the past two and a
half centuries. Finally, investigates how
architects themselves conceptualized the
challenges facing them as architecture responded
to and shaped an evolving modern world, through
close readings of their writings in relation to
the buildings and structures they designed.
century to the present, focusing on the way
historical developments in architecture reflect
and influence social values and on architecture as
a unique artistic medium. Specific issues include:
entirely new types of buildings and structures for
a modern industrial and commercial society, new
building materials, the decline of craftsmanship,
the constraints and opportunities of urban
planning, and the impact of new
design/reproduction technologies. Provides a set
of architectural concepts and terms for describing
structure and space and a critical overview of the
aesthetic, technical, and social issues
confronting architects over the past two and a
half centuries. Finally, investigates how
architects themselves conceptualized the
challenges facing them as architecture responded
to and shaped an evolving modern world, through
close readings of their writings in relation to
the buildings and structures they designed.
- Teacher: Matthew Johnston
Category: Art
Examination of art produced in China from the 17th, century to 1949, with a focus on work created in, four cities: Suzhou, Guangzhou, Beijing, and, Shanghai. Considerations of relationships between, the built environment and artist production;, definitions of modernity; artistic conventions and, religious beliefs of the Manchu court; impacts of, trade with Europe and America on visual culture;, responses to new reproductive technologies,, including lithography and photography; woodblock, print and film as mediums of political protest.
- Teacher: Dawn Odell
Category: Art
Examination of art produced in China from the 17th
century to 1949, with a focus on work created in
four cities: Suzhou, Guangzhou, Beijing, and
Shanghai. Considerations of relationships between
the built environment and artist production;
definitions of modernity; artistic conventions and
religious beliefs of the Manchu court; impacts of
trade with Europe and America on visual culture;
responses to new reproductive technologies,
including lithography and photography; woodblock
print and film as mediums of political protest.
century to 1949, with a focus on work created in
four cities: Suzhou, Guangzhou, Beijing, and
Shanghai. Considerations of relationships between
the built environment and artist production;
definitions of modernity; artistic conventions and
religious beliefs of the Manchu court; impacts of
trade with Europe and America on visual culture;
responses to new reproductive technologies,
including lithography and photography; woodblock
print and film as mediums of political protest.
- Teacher: Dawn Odell
Category: Art
Exploration of the creative process incorporating, studio work, readings, and discussions. Through, the language of visual art, students explore ideas, about being creative and learn how to integrate, the discipline and practice of art in ways that, extend their understanding and enhance their, capacity to solve problems. Participants employ a, variety of techniques, mediums, technologies, and, artistic forms--drawing, painting, sculpture, and, writing--to exercise their creative self and find, their voice. Students are encouraged to reflect on, insights from art history, aesthetics, and, criticism to critically evaluate their art, experience. Incorporates diverse teaching, approaches including studio work and lectures.
- Teacher: Eric Jensen
Category: Tchng, Schl Counslg and Leadrshp
In this shared community space students are encouraged to support one another, post questions, learn about upcoming events, and access important information about the program.
- Teacher: Mary Andrus
- Teacher: Kristine Bella
- Teacher: Jillynn Garcia
- Teacher: Gaelan Harmon-Walker
- Teacher: Margaret Hartsook
- Teacher: Erin Headley
- Teacher: Portia Jones
- Teacher: Maria Leija Briones
- Teacher: Erin Partridge
- Teacher: Counseling Psychology
- Teacher: Quinn Rivenburgh
- Teacher: Justin Rock
- Teacher: Missy Satterberg
- Teacher: Beth Ann Short
Category: Art Therapy Learning Community
Through the lens of art
therapy this course will examine; polyvagal theory, brain development and the
impact of trauma on the developing brain, the stages of treatment when working
with clients who have experienced trauma, methods to protect and manage self-care
to address vicarious traumatization in clinical practice, various methods to
treat trauma with different client populations and showing sensitivity to
cultural, environmental and developmental needs. Teaching methods include but
are not limited to readings, lecture, video, discussions, and experiential art
making directives.
Category: Art Therapy Learning Community
Through the lens of art therapy this course will
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
- Teacher: Mary Andrus
Category: Couns, Therapy and School Pych
Through the lens of art therapy this course will
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
examine: polyvagal theory, brain development and
the impact of trauma on the developing brain; the
stages of treatment when working with clients who
have experienced trauma; methods to protect and
manage self-care to address vicarious
traumatization in clinical practice; various
methods to treat trauma with different client
populations; and showing sensitivity to cultural,
environmental and developmental needs. The course
examines the impact of racial trauma, oppression
and historical and generational trauma to help
students address injustice and support healing.
Teaching methods include but are not limited to
readings, lecture, video, discussions, and
experiential art making directives.
- Teacher: Mary Andrus
Category: Couns, Therapy and School Pych
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
Category: Graduate School Fall 2018
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
Category: Graduate School Fall 2019
This course is intended to increase the student's understanding of the issues and dynamics in counseling across social and cultural lines. Students will explore the nature of society and culture and how these impact the counseling process. Students will broaden their scope of diversity awareness and knowledge including systems of power and privilege. Attention will be given to developing an understanding of the intersectionality of gender, class, race, and ethnicity in working with diverse populations in a counseling context.
- Teacher: Marie Mellberg
Category: Graduate School Fall 2020
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
Category: Graduate Fall 2021
This course is intended to increase the student's
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
- Teacher: Portia Jones
Category: Graduate School Fall 2024
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context. Admission to Art Therapy, Program required.
- Teacher: Portia Jones
- Teacher: Marie Mellberg
Category: Couns, Therapy and School Pych
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context.
- Teacher: Marie Mellberg
Category: Graduate Fall 2021
This course is intended to increase the student's
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
understanding of the issues and dynamics in
counseling across social and cultural lines.
Students will explore the nature of society and
culture and how these impact the counseling
process. Students will broaden their scope of
diversity awareness and knowledge including
systems of power and privilege. Attention will be
given to developing an understanding of the
intersectionality of gender, class, race, and
ethnicity in working with diverse populations in a
counseling context.
- Teacher: Portia Jones
Category: Graduate School Fall 2024
This course is intended to increase the student's, understanding of the issues and dynamics in, counseling across social and cultural lines. , Students will explore the nature of society and, culture and how these impact the counseling, process. Students will broaden their scope of, diversity awareness and knowledge including, systems of power and privilege. Attention will be, given to developing an understanding of the, intersectionality of gender, class, race, and, ethnicity in working with diverse populations in a, counseling context. Admission to Art Therapy, Program required.
- Teacher: Portia Jones
- Teacher: Marie Mellberg
Category: Couns, Therapy and School Pych
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and cultures, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Francesca Debiaso
Category: Couns, Therapy and School Pych
Career development theories; current career, trends, concerns, and programs/interventions for, diverse client populations; career counseling, strategies, tools, and resources (including, Web-based resources); facilitation of client, awareness, choice, and action with respect to, career-related issues; integration of career, counseling with mental health and addictions, treatment. Emphasis is on developing a broad view, of career as lifestyle, the mutual impact of, career and cultures, and the practical application, of theory and information in a professional, counseling context.
- Teacher: Gregory Kaplan
Category: Couns, Therapy and School Pych
Catalog description:
Dolls and puppets have a long lineage in human life and culture. Dolls and puppets take many forms from simple paper dolls to ornate, kinetic and sculptural creations. In therapy, dolls and puppets can serve as self-representation, a form of narrative storytelling, a means to explore identity, and a stimulus for exploring interpersonal dynamics. This two day course will introduce a variety of doll and puppet techniques for use with a wide range of client populations and settings—not just youth, but across the lifespan. Topics covered include 1. survey of historical doll and puppet creation around the world, 2. representation and symbolism of human forms in art therapy, 3. Techniques for 2-D and 3-D dolls and puppets, 4. Applications of Dolls and puppets in art therapy 5. Use of found and reclaimed materials, and 6. Emotional, ethical and cultural considerations.
Course Description:
This experiential course will incorporate active making and experiential exercises in the use of dolls and puppets in art therapy. Students will explore a wide range of materials and engage in discussion about the application of these materials to use in art therapy for clients across the life and health span. Dolls and puppets have the capacity to serve many roles in the therapeutic context during the process of creation, use of storytelling and play, and reflection on the completed forms. Students will create a resource for their future practices through a ‘doll journal’ and they will also consider the application to a population or setting of interest.
Dolls and puppets have a long lineage in human life and culture. Dolls and puppets take many forms from simple paper dolls to ornate, kinetic and sculptural creations. In therapy, dolls and puppets can serve as self-representation, a form of narrative storytelling, a means to explore identity, and a stimulus for exploring interpersonal dynamics. This two day course will introduce a variety of doll and puppet techniques for use with a wide range of client populations and settings—not just youth, but across the lifespan. Topics covered include 1. survey of historical doll and puppet creation around the world, 2. representation and symbolism of human forms in art therapy, 3. Techniques for 2-D and 3-D dolls and puppets, 4. Applications of Dolls and puppets in art therapy 5. Use of found and reclaimed materials, and 6. Emotional, ethical and cultural considerations.
Course Description:
This experiential course will incorporate active making and experiential exercises in the use of dolls and puppets in art therapy. Students will explore a wide range of materials and engage in discussion about the application of these materials to use in art therapy for clients across the life and health span. Dolls and puppets have the capacity to serve many roles in the therapeutic context during the process of creation, use of storytelling and play, and reflection on the completed forms. Students will create a resource for their future practices through a ‘doll journal’ and they will also consider the application to a population or setting of interest.
- Teacher: Erin Partridge
Category: Couns, Therapy and School Pych
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Greta Binford
- Teacher: Margaret Metz
Category: Fall 2020
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Greta Binford
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Fall 2022
An introduction to core principles that underlie
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie all of biology, illustrated through evidence-driven examples centered on integrative, organismal biology and organisms' interactions with the biotic and physical environment. We will explore the evolution of life, flow of information within and among individuals, the influence of structure on function at scales from individuals to ecosystems, the transformations of energy and matter in space and time, and the dynamic systems that characterize Earth and its inhabitants. Topics will vary according to faculty expertise. See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Margaret Metz
Category: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie all of biology, illustrated through evidence-driven examples centered on integrative, organismal biology and organisms' interactions with the biotic and physical environment. We will explore the evolution of life, flow of information within and among individuals, the influence of structure on function at scales from individuals to ecosystems, the transformations of energy and matter in space and time, and the dynamic systems that characterize Earth and its inhabitants. Topics will vary according to faculty expertise. See department website for specific section details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
- Teacher: Emma Wear
Category: Biology
An introduction to core principles that underlie
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
all of biology, illustrated through
evidence-driven examples centered on integrative
organismal biology and organisms' interactions
with the biotic and physical environment. We will
explore the evolution of life, flow of information
within and among individuals, the influence of
structure on function at scales from individuals
to ecosystems, the transformations of energy and
matter in space and time, and the dynamic systems
that characterize Earth and its inhabitants.
Topics will vary according to faculty expertise.
See department website for specific section
details. Can be taken before or after BIO 202.
- Teacher: Greta Binford
- Teacher: Margaret Metz
Category: Biology
Welcome to our January 2025 Clinical Supervision for Professional
Counselors 4-day, 30 hour training! All the materials for our four-day
training will be available for your review, so please feel free to read
ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and
"off-line" Moodle assignments, each of which we'll review and clarify
along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, January 23, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Welcome to our January 2025 Clinical Supervision for Professional
Counselors 4-day, 30 hour training! All the materials for our four-day
training will be available for your review, so please feel free to read
ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and
"off-line" Moodle assignments, each of which we'll review and clarify
along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, January 23, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Welcome to our August 2025 Clinical Supervision for Professional Counselors 4-day, 30 hour training! All the materials for our four-day training will be available for your review, so please feel free to read ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and "off-line" Moodle assignments, each of which we'll review and clarify along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, July 10, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Category: Ctr. for Community Engagement
Welcome to our August 2025 Clinical Supervision for Professional Counselors 4-day, 30 hour training! All the materials for our four-day training will be available for your review, so please feel free to read ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and "off-line" Moodle assignments, each of which we'll review and clarify along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, July 10, 2025 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Category: Ctr. for Community Engagement
Welcome to our May 2024 Clinical Supervision for Professional
Counselors 30 hour training! All the materials for our four-day
training will be available for your review, so please feel free to read
ahead if you'd like. Our training will be distance-based, and consist of both live Zoom and
"off-line" Moodle assignments, each of which we'll review and clarify
along the way.
This training is designed to be both educational and interactive, with a high level of trainee participation encouraged! Feedback from recent Zoom trainings have helped shape this course into a (hopefully) well-paced and user-friendly experience, while still capturing all of the essential elements of the full clinical supervision training.
I look forward to meeting each of you during our first morning of introductions. After a brief survey of your accumulated supervisory experiences, we will move into our training activities. Thank you in advance for your engagement and participation. "See" you on Thursday, May 16, 2024 at 8:30 am!
James Gurule, MA, LPC
Adjunct Faculty
- Teacher: Center for Community Engagement
- Teacher: James Gurule
Multidisciplinary approaches to studying a diverse, world of ideas, methods, and perspectives. Theme, and content vary by section, but all seminars, display historical and disciplinary breadth and, focus upon topics in the liberal arts tradition., Past spring section themes have included the Art, of War, Am I My Brother's Keeper?, and, Understanding How We Understand the Mayans.
COURSE OVERVIEW, THIS SECTION:
What is the self? How do we come to know the self? What is consciousness and where does it reside? These questions have fascinated philosophers and scientists for centuries. In the age of virtual reality and artificial intelligence, they have become more relevant than ever. Legal scholars, neuroscientists, and ethicists are embroiled in inquiry about the rights and responsibilities of artificial intelligence and downloaded consciousness (also known as “whole brain emulations”). But how do experts determine the answers to these questions, and what assumptions are best left behind? This course will draw on scientific journals, the popular press, and internet sources to examine identity in the virtual age. In the course of our quest, we will expand our ability to locate, think about, and make arguments with data.
While the heart of this E&D section is in Psychological Science, we will use a broad and interdisciplinary approach. We will use numbers and data visualization to explore virtual identities and bring these resources in conversation with long standing philosophical case studies such as Plato’s Allegory of the Cave. We will also draw on scholarship grounded in the social sciences regarding inequalities in our digital lives, particularly as they impact racial and sexual minorities. Alongside these content questions, we will evaluate the role quantitative reasoning can play in shaping the future of human-tech interaction.
COURSE OVERVIEW, THIS SECTION:
What is the self? How do we come to know the self? What is consciousness and where does it reside? These questions have fascinated philosophers and scientists for centuries. In the age of virtual reality and artificial intelligence, they have become more relevant than ever. Legal scholars, neuroscientists, and ethicists are embroiled in inquiry about the rights and responsibilities of artificial intelligence and downloaded consciousness (also known as “whole brain emulations”). But how do experts determine the answers to these questions, and what assumptions are best left behind? This course will draw on scientific journals, the popular press, and internet sources to examine identity in the virtual age. In the course of our quest, we will expand our ability to locate, think about, and make arguments with data.
While the heart of this E&D section is in Psychological Science, we will use a broad and interdisciplinary approach. We will use numbers and data visualization to explore virtual identities and bring these resources in conversation with long standing philosophical case studies such as Plato’s Allegory of the Cave. We will also draw on scholarship grounded in the social sciences regarding inequalities in our digital lives, particularly as they impact racial and sexual minorities. Alongside these content questions, we will evaluate the role quantitative reasoning can play in shaping the future of human-tech interaction.
- Teacher: Diana Leonard
Category: Spring 2020
“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.
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.
- Teacher: Read McFaddin
Category: Core Curriculum
“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.
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.
- Teacher: Read McFaddin
Category: Core Curriculum
Overview of feminist theoretical perspectives,, methods, and therapies, which, though broad and, diverse, nonetheless-share a common focus on, addressing the impact of gender socialization and, cultural expectations on individuals and society., Emphasis is placed on diversity, ethics, and, advocacy. Covers feminist counseling of women,, men, and families. Students assist in the, development of content for this course, which is, taught within a feminist pedagogical framework.
- Teacher: Amy Rees
Category: Graduate Fall 2021
This course provides an opportunity for students, to do in-depth exploration of specialized topics, or practices related to ecopsychology and to gain, experience in various roles such as counselor,, therapist, educator, activist, consultant, or, researcher. Course focus and format varies given, year and instructor. This course integrates critical geography into the practice of family therapy/counseling focusing on the impact of space and place; offering "family cartography" as a therapeutic tool. Participants explore 1) privacy, personal space, social interactions, 2) safety in community and social life, 3) relationships between social class and mobility, 4) dynamics of boundaries and resistance, and (5) relevance of these for case conceptualization and treatment planning.
- Teacher: Carmen Knudson-Martin
Category: Graduate Spring 2021
Sexualities are not simply something we possess;, they are constructed, performed, restricted and, controlled, all within the historical and cultural, setting in which we live. This course will examine, the intersections among sexuality, culture,, gender, and the body. Our goal will be to explore, a variety of sexualities emphasizing the, multifaceted nature of power, privilege, and, oppression inherent in human sexuality. There will, be a specific focus on the role counseling/therapy, plays in cultivating sexual discourses and the, impact those discourses have on our lives. For, example, students will learn to critically, investigate how and why some sexual behaviors, become pathologized and later normalized by mental, health practitioners. Finally, an important part, of this course includes the consideration of our, own histories and vulnerabilities as they, influence our capacity to support others' sexual, health.
- Teacher: Matthew Geraths
Category: Couns, Therapy and School Pych
Microeconomic strengths and weaknesses of, market-directed economic activity. Industrial, policy, discrimination in labor markets, impact, and role of trade unions, welfare economics.
- Teacher: Clifford Bekar
Category: Economics
Ecotherapy is the field of inquiry concerned with
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
- Teacher: Ali Archer
Category: Couns, Therapy and School Pych
Ecotherapy is the field of inquiry concerned with
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
the human-nature relationship and includes a
substantial body of evidence demonstrating the
physical and psychological benefits of interacting
with nature. A basic tenet of the field is that
our inner worlds and the outer world are
intimately connected. The need for nature still
resides in our bodies, minds, and spirit. From an
ecotherapy perspective, a central challenge of our
time is the integration of our connection with
nature with our scientific culture and our
technological selves. As such, ecotherapy has a
role to play in addressing such issues as the
decreased presence of nature in our lives; the
exponential growth of technology in daily living;
and the impact of global climate change. This
course guides students toward self-reflection
regarding their environmental identity and their
"sense of place". It also explores the motivations
for integrating ecological perspectives into
academic and professional work.
- Teacher: Ali Archer
Category: Fall 2024
Ecotherapy is the field of inquiry concerned with, the human-nature relationship and includes a, substantial body of evidence demonstrating the, physical and psychological benefits of interacting, with nature. A basic tenet of the field is that, our inner worlds and the outer world are, intimately connected. The need for nature still, resides in our bodies, minds, and spirit. From an, ecotherapy perspective, a central challenge of our, time is the integration of our connection with, nature with our scientific culture and our, technological selves. As such, ecotherapy has a, role to play in addressing such issues as the, decreased presence of nature in our lives; the, exponential growth of technology in daily living;, and the impact of global climate change. This, course guides students toward self-reflection, regarding their environmental identity and their, "sense of place". It also explores the motivations, for integrating ecological perspectives into, academic and professional work.
- Teacher: Ali Archer
Category: Couns, Therapy and School Pych
Ecotherapy is the field of inquiry concerned with, the human-nature relationship and includes a, substantial body of evidence demonstrating the, physical and psychological benefits of interacting, with nature. A basic tenet of the field is that, our inner worlds and the outer world are, intimately connected. The need for nature still, resides in our bodies, minds, and spirit. From an, ecotherapy perspective, a central challenge of our, time is the integration of our connection with, nature with our scientific culture and our, technological selves. As such, ecotherapy has a, role to play in addressing such issues as the, decreased presence of nature in our lives; the, exponential growth of technology in daily living;, and the impact of global climate change. This, course guides students toward self-reflection, regarding their environmental identity and their, "sense of place". It also explores the motivations, for integrating ecological perspectives into, academic and professional work.
- Teacher: Christopher Russo
Category: Couns, Therapy and School Pych
This course in Ecotherapy focuses on broadening, and deepening the practice of counseling and, therapy by extending the psychotherapeutic context, to include the natural world in which we live. We, will further our survey of research that supports, the theoretical foundations of ecotherapy found in, environmental and conservation psychology,, ecopsychology, evolutionary psychology, and, biophilia. Specific practices and methods that, incorporate nature into the therapeutic process, will be explored and students will have the, opportunity to practice these techniques. We will, further explore the restorative effects of direct, contact with nature, the psychological impact of, "a sense of place", the concepts of a Nature, Language and Human Rewilding, and contemporary, influences that affect the human-nature, relationship. Ethical issues unique to the, practice of ecotherapy and incorporating, ecotherapy with special populations will be, discussed. Admission to Ecotherapies Certificate, required.
- Teacher: Pilar Hernandez-Wolfe
Category: Couns, Therapy and School Pych
Discussion, critique, and application of current, research on adolescent development, understood, from psychosocial, culturally responsive, and, justice-oriented perspectives. Explores theories, of cognitive, relational, sexual, moral, and, spiritual development with an emphasis on the, middle- and high-school student's construction of, identity as it is shaped by culture, ethnicity,, gender, linguistic heritage, race, sexual, orientation, and socioeconomic status. Examines, strategies for promoting resilience and engaging, students in learning experiences that are, responsive to development levels and cultural, contexts. Also investigates insights from, neuropsychology and the impact on adolescent, well-being as a result of risk-taking behaviors,, societal (mis)interpretations of youth, and the, ubiquity of digital media.
- Teacher: Lina Darwich
Category: Graduate School Summer 2017
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
Category: Educational Leadership
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
Category: Educational Leadership
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Ben Kates
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Ben Kates
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.
- Teacher: Dawn Montgomery
Category: Graduate School Spring 2016
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. 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.
- Teacher: Vicki Nishioka
Category: Graduate School Spring 2017
This foundational course is designed to introduce, the theories, practices, core responsibilities,, and issues associated with leadership and social, justice in educational organizations. Aspiring, principals and other educational practitioners, move toward acquiring and affirming requisites and, capacities to engage in social justice praxis, (critical reflection and action) towards improving, conditions and culture in schools in authentic and, collaborative ways. Candidates learn about, instructional, organizational, community, ethical,, and sociopolitical functions of leadership. Using, research and reflection, candidates analyze and, clarify internal and external conceptions of and, attitudes toward leadership at the intersection of, social injustice including but not limited to:, systemic racism, whiteness as privilege and power,, gender and class biases, ableism, and deficit, minded decision-making to guide them in leadership, work.
- Teacher: Loretta Benjamin-Samuels
- Teacher: Lisa McCall
Category: Graduate Spring 2021
This foundational course is designed to introduce
the theories, practices, core responsibilities,
and issues associated with leadership and social
justice in educational organizations. Aspiring
principals and other educational practitioners
move toward acquiring and affirming requisites and
capacities to engage in social justice praxis
(critical reflection and action) towards improving
conditions and culture in schools in authentic and
collaborative ways. Candidates learn about
instructional, organizational, community, ethical,
and sociopolitical functions of leadership. Using
research and reflection, candidates analyze and
clarify internal and external conceptions of and
attitudes toward leadership at the intersection of
social injustice including but not limited to:
systemic racism, whiteness as privilege and power,
gender and class biases, ableism, and deficit
minded decision-making to guide them in leadership
work.
- Teacher: Yolanda Coleman
- Teacher: Lisa McCall
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
Category: Educational Leadership
Study of the principles of ethical leadership and, working successfully in the larger political,, social, economic, legal, and cultural environment, of an educational system. Examination of landmark, legal cases, federal policies, state and local, laws, and regulations impacting school systems., Exploration of social justice avocation through, access and equity issues that promote equitable, learning for students. Discussions of the roles, and responsibilities of policy makers and, stakeholders.
- Teacher: Megan Barrett
Category: Educational Leadership
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Megan Barrett
Study of the principles of ethical leadership and
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
working successfully in the larger political,
social, economic, legal, and cultural environment
of an educational system. Examination of landmark
legal cases, federal policies, state and local
laws, and regulations impacting school systems.
Exploration of social justice avocation through
access and equity issues that promote equitable
learning for students. Discussions of the roles
and responsibilities of policy makers and
stakeholders.
- Teacher: Megan Barrett
Category: Educational Leadership
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.
- Teacher: Dawn Montgomery
Category: Graduate School Spring 2016
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.
- Teacher: Dawn Montgomery
- Teacher: Matsya Siosal
Category: Tchng, Schl Counslg and Leadrshp
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.
- Teacher: Dawn Montgomery
Category: Tchng, Schl Counslg and Leadrshp
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.
- Teacher: Dawn Montgomery
Category: Educational Leadership
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., 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.
- Teacher: Joel Hoff
Category: Educational Leadership
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.
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.
- Teacher: Joel Hoff
Category: Educational Leadership
Causes and consequences of "natural disasters"
(earthquakes, volcanic eruptions, landslides,
tornadoes, hurricanes, fires, tsunamis), with a
focus on the interplay between the human and
physical landscapes that make these events so
deadly and imbued with diverse meanings.
Perspectives drawn from the humanities, social
sciences, and natural sciences to examine both
historical events whose consequences have played
out and recent dramas whose aftermaths are still
unfolding. Contrast of impacts and perceptions of
these events with select examples of anthropogenic
disasters (Chernobyl, Bhopal, Deepwater Horizon);
anticipation of future natural disasters and
consideration of the science of living with risk.
Projects emphasize local and regional issues.
(earthquakes, volcanic eruptions, landslides,
tornadoes, hurricanes, fires, tsunamis), with a
focus on the interplay between the human and
physical landscapes that make these events so
deadly and imbued with diverse meanings.
Perspectives drawn from the humanities, social
sciences, and natural sciences to examine both
historical events whose consequences have played
out and recent dramas whose aftermaths are still
unfolding. Contrast of impacts and perceptions of
these events with select examples of anthropogenic
disasters (Chernobyl, Bhopal, Deepwater Horizon);
anticipation of future natural disasters and
consideration of the science of living with risk.
Projects emphasize local and regional issues.
- Teacher: Elizabeth Safran
Category: Environmental Studies
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of, anthropogenic disasters (Chernobyl, Bhopal, Deep, Water Horizon); anticipation of future natural, disasters and consideration of the science of, living with risk.
- Teacher: Elizabeth Safran
Category: ENVS Archives
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of, anthropogenic disasters (Chernobyl, Bhopal, Deep, Water Horizon); anticipation of future natural, disasters and consideration of the science of, living with risk.
- Teacher: Elizabeth Safran
Category: ENVS Archives
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of, anthropogenic disasters (Chernobyl, Bhopal, Deep, Water Horizon); anticipation of future natural, disasters and consideration of the science of, living with risk.
- Teacher: Elizabeth Safran
Category: ENVS Archives
Causes and consequences of "natural disasters", (earthquakes, volcanic eruptions, landslides,, tornadoes, hurricanes, fires, tsunamis), with a, focus on the interplay between the human and, physical landscapes that make these events so, deadly and imbued with diverse meanings., Perspectives drawn from the humanities, social, sciences, and natural sciences to examine both, historical events whose consequences have played, out and recent dramas whose aftermaths are still, unfolding. Contrast of impacts and perceptions of, these events with select examples of anthropogenic, disasters (Chernobyl, Bhopal, Deepwater Horizon);, anticipation of future natural disasters and, consideration of the science of living with risk., Projects emphasize local and regional issues.
- Teacher: Elizabeth Safran
Category: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
Category: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
- Teacher: James Proctor
- Teacher: Elizabeth Safran
Category: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
- Teacher: James Proctor
Category: ENVS Archives
Advanced analysis of environmental problems and, solutions, situating them in time, space, and, biophysical/human context to provide greater, appreciation for their complexity as well as to, help devise successful responses. Development of, interdisciplinary conceptual and analytical skills, via inclusion and integration of topics including, environmental change, biophysical and human, drivers, related social movements, and, environmental politics and policy. Lectures,, regular assignments, individual and team research, projects, and field trips.
- Teacher: Jessica Kleiss
Category: ENVS Archives
Situates our understanding of forests in space and
time, focusing primarily on the ecology, history,
management, and controversy surrounding Pacific
Northwest coniferous forests and comparing these
nearby forests with others across the globe.
Field-intensive, with one overnight and two
daylong forest excursions, and fieldwork in
forests adjacent to Lewis & Clark. Students will
gain skills in tree and forest measurement, a more
variegated understanding of our region's forested
landscape, an opportunity to engage firsthand with
people who approach these forests in differing
ways, and a group-sourced context via multiple
small-team projects on forests in other parts of
the world. Lectures; reading discussions; guest
panels; fieldwork and field trips; team projects.
time, focusing primarily on the ecology, history,
management, and controversy surrounding Pacific
Northwest coniferous forests and comparing these
nearby forests with others across the globe.
Field-intensive, with one overnight and two
daylong forest excursions, and fieldwork in
forests adjacent to Lewis & Clark. Students will
gain skills in tree and forest measurement, a more
variegated understanding of our region's forested
landscape, an opportunity to engage firsthand with
people who approach these forests in differing
ways, and a group-sourced context via multiple
small-team projects on forests in other parts of
the world. Lectures; reading discussions; guest
panels; fieldwork and field trips; team projects.
- Teacher: James Proctor
Category: Environmental Studies
Digital field scholarship is a new cross-disciplinary Lewis & Clark initiative spanning the arts and sciences (see bit.ly/lc-dfs). Participating students in ENVS 490 will cultivate skills in field geospatial data collection, analysis, and communication using a variety of cutting-edge tools, and deepen their understanding of how space and place apply to their area of study by pursuing field-based DFS projects.
- Teacher: James Proctor
Category: ENVS Archives
A planning space for ENVX symposium.
- Committee Member: Elizabeth Safran
Category: Environmental Studies
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Danica Jensen Weiner
Category: Graduate School Summer 2019
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Alejandra Favela
- Teacher: Danica Jensen Weiner
Category: Graduate School Summer 2019
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Sarika Mosley
Category: Graduate School Summer 2019
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2019
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
Category: Graduate School Summer 2019
This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.
- Teacher: Alejandra Favela
- Teacher: Danica Jensen Weiner
- Teacher: Sarika Mosley
Category: Graduate School Summer 2017
This course is an exploration of the strategies, methodology, philosophy, and classroom organizational structure that have been found to benefit content and literacy outcomes for ELL (English language learner) students. Language experience, cooperative learning, and constructivist strategies are practices that will be examined and modeled during this course. Students will revisit first and second language acquisition, as well as sheltered instruction models, used to adapt curriculum for ELL students at all grade levels. The practices learned in this course ensure development of language proficiency by accessing content and cognitive language. Participants learn the use of authentic assessments that allow students to demonstrate learning in ways not dependent on high levels of English. Exploration of ELP (English Language Proficiency) standards and strategies will deepen student understanding of the relationship between oral language and content learning. Participants will experience a wide range of methodologies and reflect on how they impact student and teacher learning.
- Teacher: Erin Ocon
- Teacher: Amber Tatge
- Teacher: Yasin Tunc
Category: Graduate School Summer 2019