Lewis & Clark Moodle

English language study with an emphasis on, developing integrated skills in critical reading,, discussion, consensus-building, research, crafting, argumentative writing, and giving substantive, formal presentations. Exploration of authentic, content in a specific academic discipline,, abstract concepts and theories, and appropriate, field-specific terminology. Topics vary from term, to term and typically are representative of the, humanities (for example, English literature), the, social sciences (sociology, cultural anthropology,, psychology, or sociolinguistics), or the natural, sciences (such as sustainability or ecology)., Duration: second half-semester. Students take two, modular courses (AES 165 and AES 166) each term., May be taken twice for credit with change of, topic.

Advanced study of theory and methods of, reconstructing hypotheses of evolutionary history., Modern phylogenetics relies heavily on models of, molecular evolution, thus the course includes a, foundation of molecular evolutionary theory. We, discuss applications of phylogenies including, analyses of gene family evolution, the emergence, of infectious disease, biogeography, and, coevolution. The lab centers on computational, analyses.

In this course, we will focus on agroecology as a research discipline and production practice, and will focus on making explicit links between ecological theory, ecological principles, and empirical studies that contribute to the design and management of sustainable agricultural systems. We will also touch on the long-term goals of achieving agroecosystem sustainability through economic, social, and ecological contexts. Through reading, analyzing, and discussing interdisciplinary primary literature, students will explore the interactions between crop production and ecological and social systems. Students will work in teams to write a full research proposal on any topic related to agroecology.

Movements of peoples in Greek history from the, Iron Age to 1800. Genetics; asylum; economics; the, slave trade; athletics; monasticism.

Research design and data analysis, inferential, statistics. Simple and complex designs, normal, distribution, z-test, t-test, analysis of, variance, statistical power, simple regression., Overview of nonparametric and multivariate, analysis. Note: Taught in spring semester only, as, the second course of a two-semester sequence., Students who wish to pursue the thesis-option M.S., program are advised to take this sequence as early, as possible in their course of study.

Introduction to the study of market economies., Microeconomics, including supply and demand,, production theory, market structure., Macroeconomics, including economic growth,, inflation and unemployment, money and banking,, monetary and fiscal policy. Government regulation, and policy. Discrimination and poverty, imperfect, competition, environmental problems, international, competitiveness.

Introduction to the study of market economies., Microeconomics, including supply and demand,, production theory, market structure., Macroeconomics, including economic growth,, inflation and unemployment, money and banking,, monetary and fiscal policy. Government regulation, and policy. Discrimination and poverty, imperfect, competition, environmental problems, international, competitiveness.

Introduction to the study of market economies., Microeconomics, including supply and demand,, production theory, market structure., Macroeconomics, including economic growth,, inflation and unemployment, money and banking,, monetary and fiscal policy. Government regulation, and policy. Discrimination and poverty, imperfect, competition, environmental problems, international, competitiveness.

Introduction to the study of market economies., Microeconomics, including supply and demand,, production theory, market structure., Macroeconomics, including economic growth,, inflation and unemployment, money and banking,, monetary and fiscal policy. Government regulation, and policy. Discrimination and poverty, imperfect, competition, environmental problems, international, competitiveness.

Introduction to the study of market economies., Microeconomics, including supply and demand,, production theory, market structure., Macroeconomics, including economic growth,, inflation and unemployment, money and banking,, monetary and fiscal policy. Government regulation, and policy. Discrimination and poverty, imperfect, competition, environmental problems, international, competitiveness.

Theory and applications of statistics and
probability used in the study of economics.
Descriptive statistics, probability, random
variables and their distributions, statistical
inference. Applications of statistical inference
ranging from estimating the mean from a univariate
population to multiple regression analysis.

The tools of cooperative and noncooperative game
theory. Modeling competitive situations, solution
concepts such as Nash equilibrium and its
refinements, signaling games, repeated games under
different informational environments, bargaining
models, issues of cooperation and reputation,
evolutionary game theory. Application to economics
and other disciplines. Emphasis on quantitative
modeling and analytical approaches to strategic
thinking.

The tools of cooperative and noncooperative game, theory. Modeling competitive situations, solution, concepts such as Nash equilibrium and its, refinements, signaling games, repeated games under, different informational environments, bargaining, models, issues of cooperation and reputation,, evolutionary game theory. Application to economics, and other disciplines. Emphasis on quantitative, modeling and analytical approaches to strategic, thinking.

The tools of cooperative and noncooperative game, theory. Modeling competitive situations, solution, concepts such as Nash equilibrium and its, refinements, signaling games, repeated games under, different informational environments, bargaining, models, issues of cooperation and reputation,, evolutionary game theory. Application to economics, and other disciplines. Emphasis on quantitative, modeling and analytical approaches to strategic, thinking.

The operation of the financial sector and its, interrelationship with the productive sector. The, central institutions of money and banks; the, Federal Reserve System and its operation of, monetary policy; financial crises. Keynesian,, post-Keynesian, and monetarist theories and their, policy implications.

Recognizing, critically assessing, and engagng in
discussions of global economic events. Exploration
of the evolution of globalization and
international integration. Focus on analysis of
the concept of free trade, its advantages and
disadvantages. International trade relations
viewed through the prism of industrialized and
developing nations; variety of international
issues, such as environment protection, energy
policy, international labor laws and markets,
international cooperation, multinational
corporations, migration, and inequality.
Discussion of international monetary systems,
foreign exchange markets, and the role of
governments and central banks in shaping fiscal
and monetary policies of industrialized and
developing nations.

Problems of less-developed countries and proposed, solutions. Extent and nature of international, poverty and inequality, national and international, causes of underdevelopment, strategies for, development.

Critical connections among different economic
structures and dynamics on the one hand, and
political strategies and struggles for change on
the other. Economic crisis theory, theories of the
state, class and class consciousness, labor, and
social-movement struggles.

Emergence of modern economic growth in Europe. The, roots of the Industrial Revolution over the very, long term, 1000 to 1750, through the application, of basic economic theory. Causes and consequences, of very long-term economic growth. Specific, attention paid to technology, institutions,, geography, and culture as sources of economic, growth. While the geographic focus is European,, important cross-sectional work, especially with, regard to China, is undertaken.

An analysis of markets and the potential sources
of market failure. Demand theory, production
theory, market structure, factor pricing, general
equilibrium. Principles governing production,
exchange, and consumption among individual
consumers and firms.

An analysis of markets and the potential sources, of market failure. Demand theory, production, theory, market structure, factor pricing, general, equilibrium. Principles governing production,, exchange, and consumption among individual, consumers and firms.

An analysis of markets and the potential sources, of market failure. Demand theory, production, theory, market structure, factor pricing, general, equilibrium. Principles governing production,, exchange, and consumption among individual, consumers and firms.

An analysis of markets and the potential sources, of market failure. Demand theory, production, theory, market structure, factor pricing, general, equilibrium. Principles governing production,, exchange, and consumption among individual, consumers and firms.

Theories and policies of classical, Keynesian,
new classical, and new Keynesian economists;
national income accounting; IS-LM analysis;
aggregate supply and demand; money, interest
rates, and investment; government spending and
taxation; fiscal and monetary policy.

Theories and policies of classical, Keynesian,, new classical, and new Keynesian economists;, national income accounting; IS-LM analysis;, aggregate supply and demand; money, interest, rates, and investment; government spending and, taxation; fiscal and monetary policy.

Construction and estimation of statistical models, of the economy; using statistical models to test, economic hypotheses. Multiple regression analysis,, residual analysis, analysis of variance.

This course is divided into three sections that, will deepen students' understanding of problems, and solutions in global health economics. First:, the theory of health economics, microeconomic, tools, health behavior, demand for health care,, health insurance markets, and health-care, financing. Second section will be seminar-style, and include heavy readings on topics in global, health to gain an understanding of diseases,, health systems, and health behavior. Third:, Students will delve into empirical research in, global health economics by utilizing Demographic, and Health Survey Data (DHS) data to write papers, on chosen topics in health economics.

This course is divided into three sections that, will deepen students' understanding of problems, and solutions in global health economics. First:, the theory of health economics, microeconomic, tools, health behavior, demand for health care,, health insurance markets, and health-care, financing. Second section will be seminar-style, and include heavy readings on topics in global, health to gain an understanding of diseases,, health systems, and health behavior. Third:, Students will delve into empirical research in, global health economics by utilizing Demographic, and Health Survey Data (DHS) data to write papers, on chosen topics in health economics.

Theoretical and practical problems of
international economics; ideas and policies
governing international trade and finance. Trade
theory, foreign exchange markets, balance of
payments, transnational corporate activity.

Monetarily sovereign governments are not, constrained in the same way as economic units that, use a currency. Mechanics of monetary sovereignty, and their implications for public finances and, economic stability. Public debt, taxes, and, monetary financing. Real vs. financial constraints, and policy choices. Differences between sovereign, and nonsovereign governments.

Microeconomic strengths and weaknesses of, market-directed economic activity. Industrial, policy, discrimination in labor markets, impact, and role of trade unions, welfare economics.

Advanced research in economics. Production of a, research paper and distribution to instructor and, class members. Oral presentation of research paper, to students, faculty, and the campus community., The research paper requires students to construct,, research, write, and present rigorous analysis on, an economic question. Topics chosen by students.

Advanced research in economics. Production of a, research paper and distribution to instructor and, class members. Oral presentation of research paper, to students, faculty, and the campus community., The research paper requires students to construct,, research, write, and present rigorous analysis on, an economic question. Topics chosen by students.

Advanced research in economics. Production of a, research paper and distribution to instructor and, class members. Oral presentation of research paper, to students, faculty, and the campus community., The research paper requires students to construct,, research, write, and present rigorous analysis on, an economic question. Topics chosen by students.

Students examine legal issues related to the, teaching profession so that secondary teachers, are, literate about how the law affects them and their, students, including students with, exceptionalities. Utilizing a case-study, approach,, participants explore topics including, responsibilities and liabilities; teachers' and, students' rights; the scope and limits of, personal, freedom of expression, religion, and association, as well as personal appearance and privacy; due, process rights; discrimination and equal, protection; teacher contracts, evaluation, and, collective bargaining; and the general education, teacher's roles and responsibilities in special, education processes, with the goal of providing, all students with a free and appropriate public, education (FAPE) in the least restrictive, environment (LRE) as required by law.

Part-time student teaching experience in a, middle-school or high-school classroom under the, supervision of a mentor holding the same content, area endorsement as the teacher candidate., Candidates teach their first work sample in this, classroom. In addition, they spend a series of, full-time days in the classroom of a teacher in, another building at their second level of, authorization.

Critical and comprehensive review of education and, schooling in American society. Considers education, in its larger socioeconomic, political,, ideological, and cultural contexts and examines, race, class, gender, and culture in the formal, educational system. Analyzes issues of goals,, funding, governance, curricula, policy, staffing,, and reforms both in historical and contemporary, forms. Participants study education both as a, microcosm of society, reflecting the larger, struggles in the country, and as a, quasi-autonomous entity.

Understanding the central importance of language, and the social construction of knowledge guides, the work of this course. Teacher candidates, examine issues of diverse perspectives as well as, an integrated, process-oriented approach to, reading and writing in the subject field. The, teacher research component stresses qualitative, methods for understanding the learning environment, and the meaning-making systems of students. At, their field experience sites, preservice teachers, conduct interviews and apply ethnographic methods, as well as observation systems to diagnose the, meaning-making strategies of a selected middle or, high school student. They use this experience to, identify resources and practices for supporting, all students in improved literacy learning., Admission to Secondary Preservice Program, required.

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.

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.

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.

Research shows students perform better in schools, having strong community support. This course, defines community engagement, identifies the, critical stakeholders, and develops inclusive, involvement and collaboration strategies. District, demographic data, needs assessments, and, socioeconomic factors are used for developing, community engagement plans while taking into, account categories of diversity (cultural, ethnic,, racial, economic). Includes discussions of, successful community engagement models.

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.

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.

Research shows students perform better in schools, having strong community support. This course, defines community engagement, identifies the, critical stakeholders, and develops inclusive, involvement and collaboration strategies. District, demographic data, needs assessments, and, socioeconomic factors are used for developing, community engagement plans while taking into, account categories of diversity (cultural, ethnic,, racial, economic). Includes discussions of, successful community engagement models.

Research shows students perform better when school
leaders have strong family and community
relationships. This course defines family and
community engagement for inclusive schools,
identifies the critical stakeholders, and develops
inclusive engagement and collaborative strategies.
District demographic data and needs assessments
are used for developing family and community
engagement plans while taking into account
categories of diversity (cultural, ethnic, racial,
economic, ability). The course includes
discussions of successful family and community
engagement models.

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

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

In this course we will explore education systems, around the globe and the influences of, globalization on education practices. Students, will consider the interdependence of social,, political, economic, and cultural phenomena, within and across local and global social systems, including education systems.

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

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

Third in a series and primarily a writing
workshop, emphasizing secondary readings that
consider life as a writer after graduation,
including the world of publishing, MFA programs,
agents, and internships. Students complete a long
project (a suite of short stories; a novella; and,
potentially, the beginning of a novel). Small
class size emphasizes individualized instruction.

An advanced, integrative keystone seminar, involving primary research for all senior, environmental studies majors, and taken twice for, a total of four credits. Research capstones, (theses or alternative outcomes) are based on, each student's concentration within the major and, include both oral and written components., Students start planning their capstones during, their first enrollment in the course, and, complete them in their second enrollment., Students should have completed all other, environmental studies core courses prior to, taking this course.

An advanced, integrative keystone seminar, involving primary research for all senior, environmental studies majors, and taken twice for, a total of four credits. Research capstones, (theses or alternative outcomes) are based on, each student's concentration within the major and, include both oral and written components., Students start planning their capstones during, their first enrollment in the course, and, complete them in their second enrollment., Students should have completed all other, environmental studies core courses prior to, taking this course.

An advanced, integrative keystone seminar, involving primary research for all senior, environmental studies majors, and taken twice for, a total of four credits. Research capstones, (theses or alternative outcomes) are based on, each student's concentration within the major and, include both oral and written components., Students start planning their capstones during, their first enrollment in the course, and, complete them in their second enrollment., Students should have completed all other, environmental studies core courses prior to, taking this course.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

Examination of the history of trends and attitudes toward immigrants and learners of English as a second language. Topics include the psychological,
social, and political characteristics of bilingualism and biculturalism in the United States and abroad. ESOL/bilingual teaching is considered in light of laws, research findings, and second-language acquisition theory. Ensures
that educators are not only able to plan and implement programs optimal learning of all students, but also gives educators the tools to advocate for equity in their schools and school communities.

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. The, course will provide a review of language, acquisition theory and an overview of approaches, to Sheltered Instruction and English Language, Development. Candidates will learn how to identify, and use appropriate second language assessment, tools, create language objectives and content, objective, scaffold content for ELLs, integrate, technology, and design lessons that target various, levels of language proficiency. There is emphasis, on the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Participants critically examine, curriculum models in relation to student, experience.

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on-site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on-site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

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.

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.

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.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

How and whys of content-learning approaches such, as sheltered English, integrated language, teaching, applications of language experience,, whole language, and cooperative learning for, second-language learners. Provides grounding in, the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Explores materials, literacy, teaching approaches, classroom organization,, formal and alternative assessment measures,, technology integration, and the alignment of, curriculum models with English-language, proficiency levels. Participants critically, examine curriculum models, community resources,, and content in relation to student experience.

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Apprenticeship to a mentor who works in a, classroom that requires the ESOL endorsement., Practicum may be conducted in a variety of, classrooms, such as English as a Second Language, (ESL), bilingual, or English Language Development, (ELD). Practicum interns work with individuals as, well as small and large groups to practice, teaching students who are acquiring English as a, second language. As part of the practicum,, candidates are assigned an on- site mentor and a, university supervisor. Candidates are observed, teaching two ELD/ESL lessons and two sheltered, content lessons.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist Endorsement sequence and, recommended preparation for other language arts, offerings.

Interdisciplinary exploration of gender and
sexuality in connection with race, class, and
ethnicity in the United States. Investigation of
social and cultural ideas about difference and
equality in the past and present. Materials
include literature, film, memoir, poetry, feminist
philosophy, political tracts, and queer theory, as
well as classic and recent scholarly work in
history, sociology, economics, communication,
psychology, and other fields. Topics may include
mass media and consumer culture, work, law and
social policy, family, political activism and
social movements, sexuality and the body, public
health, medical research, violence, and theories
of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of social and cultural ideas about difference and, equality in the past and present. Materials include literature, film, memoir, poetry, feminist philosophy, political tracts, and queer theory, as well as classic and recent scholarly work in history, sociology, economics, communication, psychology, and other fields. Topics may include mass media and consumer culture, work, law and social policy, family, political activism and social movements, sexuality and the body, public health, medical research, violence, and theories of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and sexuality in connection with race, class, and ethnicity in the United States. Investigation of social and cultural ideas about difference and equality in the past and present. Materials include literature, film, memoir, poetry, feminist philosophy, political tracts, and queer theory, as well as classic and recent scholarly work in history, sociology, economics, communication, psychology, and other fields. Topics may include media and consumer culture, work, law and social policy, family, political activism and social movements, sexuality and the body, public health, medical research, violence, and theories of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and, sexuality in connection with race, class, and, ethnicity in the United States. Investigation of, social and cultural ideas about difference and, equality in the past and present. Materials, include literature, film, memoir, poetry, feminist, philosophy, political tracts, and queer theory, as, well as classic and recent scholarly work in, history, sociology, economics, communication,, psychology, and other fields. Topics may include, mass media and consumer culture, work, law and, social policy, family, political activism and, social movements, sexuality and the body, public, health, medical research, violence, and theories, of privilege and oppression.

Interdisciplinary exploration of gender and sexuality in connection with race, class, and, ethnicity in the United States. Investigation of social and cultural ideas about difference and equality in the past and present. Materials include literature, film, memoir, poetry, feminist philosophy, political tracts, and queer theory, as well as classic and recent scholarly work in history, sociology, economics, communication,, psychology, and other fields. Topics may include media and consumer culture, work, law and social policy, family, political activism and social movements, sexuality and the body, public health, medical research, violence, and theories of privilege and oppression.

Early histories of China and Japan from earliest, origins to the 13th century. Prehistory; early, cultural foundations; development of social,, political, and economic institutions; art and, literature. Readings from Asian texts in, translation. The two cultures, covered as, independent entities, compared to each other and, to European patterns of development.

Until the 19th century, China was the largest, wealthiest, and most technologically advanced country in the world. But the nineteenth and twentieth centuries were marred by almost continual political and military struggle. But even as imperialist attacks and internal conflict threatened China’s very existence, the Chinese showed great intellectual agility as they searched for solutions to end poverty, inequality, corruption, tyranny, and foreign aggression. China is now returning to its traditional prominence in international politics, economics, technology, and culture. This course examines the political, economic, and cultural transformations of the nineteenth and twentieth century to explain how this all happened and why China is where it is today.

Social, intellectual, political, and economic
elements of European history, 1648 to the present.
The scientific revolution, the Enlightenment,
national political revolutions, capitalism,
industrial development, overseas imperial
expansion. The formation of mass political and
social institutions, avant-garde and popular
culture, the Thirty Years' War of the 20th
century, bolshevism, fascism, the Cold War, and
the revolutions of 1989.

This survey course focuses on the shifting
political, cultural, economic, and social
developments of the United States from the
Revolutionary period through the Spanish-American
War. The themes underpinning the course will be
the contested nature of freedom and the
relationship between freedom and slavery; settler
colonialism; ideologies about manhood and
womanhood; the growth of capitalism; and the
expansion of the nation-state and the origins of
American empire. Along with attending to these
themes, the course will provide you with an
introduction to the discipline of history itself.
History is not a series of names and dates, but an
interpretive act in which we develop conclusions
based on various types of historical evidence.

The power of the United States in the world, from, the Spanish-American War to Iraq. Central themes, are freedom, the state, and empire. Overall, our, topics include the rise of imperialism; the demise, of Reconstruction and the development of, industrial capitalism; Progressivism; the World, Wars; urbanization; consumer culture; the Great, Migration; the depression and New Deal; the Cold, War; the rights revolutions of the 1950s, '60s,, and '70s; Vietnam; and the rise of the Right.

A history of Rome from the foundation of the Roman, Republic in the late 6th century B.C. to the end, of the Severan dynasty in 235 A.D. Special, emphasis on Rome's political transformation from a, republic to an empire and the effect of this, transition on Roman civilization. Topics include, Roman conquest and imperialism, religion, contact, with other Mediterranean cultures, class conflict,, law and governance, slavery, and family structure., The interpretation of primary-source materials, (especially ancient historical writings) and the, problems of reconstructing the history of a, civilization that flourished 2,000 years ago.

The history of women and gender in the United, States from the colonial period to the present,, with a focus on the 19th and 20th centuries as, influenced by class, race, and region. Topics, include the transformation of a household economy, to an industrial economy; the influence of slavery, and emancipation on the experience of women, bound, and free; women's movement into low-paid "women's, work" and their designation as the primary, consumers in a consumer society; women's, involvement in social reform; changing notions of, women's (and men's) sexuality; the conflicted, history of women's suffrage; the relationship, between ideologies of gender and imperialism;, suburbanization and the "feminine mystique"; and, the rights revolutions of the 20th century.

Introduction to the study of the histories of, Indigenous peoples in North America. Through a, combination of critical reading, writing,, collaboration, and discussion, we will analyze, primary and secondary sources to explore the many, communities, places, experiences, events, and, ideas that have shaped the lives of diverse, Indigenous peoples and societies and their, encounters with one another, Europeans, and people, of African descent, from the precontact periods to, the present day.

The region that is today the US-Mexico border has been a site of cultural contact, national rivalry, and economic transformation for more than four centuries. We will examine the border as a geographical site of cultural contact, but we also investigate the broader routes of migration that extend far beyond the national boundary line. In doing so, we will cross academic disciplinary boundaries (history, literature, sociology, and anthropology) as well as engaging the work of cultural and artistic activists. This interdisciplinary approach to the history of the border allows us to appreciate its complexity and richness.

As well as studying the basic political/economic history of the border, we will explore the impact of the border on the construction of racial, national, gender and class identities. Thus, we will be seeking to understand what the border and the borderlands can teach us about ethnic and transnational relations more generally. We begin in the sixteenth century when this region was being settled by Spaniards moving north from New Spain to highlight the continuities between the colonial and national eras. However, we will spend most of our time examining the nineteenth and twentieth centuries when the US-Mexico border came into existence. Themes we will explore include race relations, capitalist development, ethnic rebellion, transculturation, migration, gender, cross-border organizing, and postmodern transborder communities.

Although stereotypes of a xenophobic China persist, in fact, for millennia China has been deeply connected to international networks of culture, economics, and politics. These include the Silk Road that supplied Roman Senators with purple dye for their togas, maritime trade that brought in Jesuits, silver, and British opium, and intellectual exchange that redefined sexuality and inspired experiments in Anarchism, Democracy, and Communism. Today China has re-emerged as a central force in the global economy while its poets, novelists, and artists retake the international stage. In this course we will use documents, diaries, letters, music, film, and images, as well as popular and scholarly books and articles to explore both China’s role in the world and how others’ perceptions of China and China’s perceptions of the world have shaped that role.

This course is about the origins and development of the modern Mexican nation. Although we will begin with Mexico’s independence from Spain in 1821, the bulk of our time will be spent covering the late nineteenth century up until the present economic and political crisis. The wide range of books and articles is designed to provide a broad view of the complexities that make up Mexican society. The course roughly breaks down into three thematic and chronological pieces.


Part I- Independence and Revolution (1821-1940), explains how the Mexican State consolidated its rule and tried to foster a sense of national identity. We will focus on the crucial 34-year era of “peace and stability” under Porfirio Díaz, as well as the bloody and interminable Revolution (1910-40) that toppled his regime.

Part II- Identity and Cultural Politics takes us back to the pre-Columbian past and up to the present to ask whether there is a Mexican “essence,” and if so, what is it. We will explore post-WWII popular culture in Mexico through an examination of indigenismo, food, film, music, and political violence.

Part III- Neoliberalism, Rebellion and Political Crisis (1982- today) will investigate the period when the debt crisis, neoliberal policies, and economic crisis have fundamentally restructured Mexican society and led to the disintegration of the “old” PRI. Finally, we will end with a survey of the political scandals and armed rebellions that have rocked Mexico and led to the decline of the PRI and the destruction wrought by the Narco War.

NOTE: Students are not permitted to enroll in the, Intellectual Property Law Survey course if they:, (a) have already taken two or more of the, following three courses: Copyright Law, Patent Law, & Policy, Trademark Law; (b) will be concurrently, enrolled in two or more of the three courses in, the same semester as the Intellectual Property, Survey; or (c) have already taken one of those, three courses and will be concurrently enrolled in, one or more of the three courses in the same, semester as the Intellectual Property Survey., , This course surveys the main areas of, intellectual property law,including state trade, secrecy and unfair competition law, and, federalpatent, copyright, trademark law. It, introduces each subject andexplores, commonalities and differences among different, systems ofintellectual property protection. A, central theme is the challenges totraditional, legal paradigms posed by new technologies and the, shift toan information-based economy. The course, is intended for all studentswho seek a basic, understanding of the laws applicable to key, assets ofmost businesses, as well as for, students interested in becomingintellectual, property specialists. Each unit of the course, includes a required hands-on exercise to, reinforce the doctrine covered during class., , Grades are based primarily on a standard, three-hour exam at the end of the semester, as, well as on satisfactory completion of the four, required hands-on exercises. Class participation, may also be considered in grading for the course.

Readings in advanced Latin. Emphasis on reading
Latin texts of the classical period. May be
repeated once with a change of topic. (See
registrar's office for assistance with registering
for a second iteration.)

Energy Resources: Law & Policy - Professor Lisa, Benjamin, , Course Number: LAW-236, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: Energy is fundamental to the, operation of modern economies and to everyday, life. It is a highly evolving and fast-changing, area of law and policy, and therefore an exciting, topic in modern legal studies. This course covers, energy resource law and policy in the United, States governing the production, transportation,, consumption, and disposal of a broad variety of, energy resources., , From this course students will be able to: 1., Identify critical issues concerning the extraction, and consumption of the world's primary sources of, energy: coal, oil, biofuels, natural gas,, hydropower, nuclear, wind, solar, and geothermal, energy; 2. Assess the basic tension between free, market trading of energy and government, regulation; 3. Analyze federalism issues and the, division of U.S. regulatory authority governing, energy production and use among federal, state,, and local government authorities; 4. Apply the, energy trilemma of security, equity, and, sustainability to a variety of energy sources and, their use., , The first half of this course will focus on a, broad range of energy sources, their extraction,, production, transportation, consumption, and, disposal. The second half of this course will, focus on hot topics in energy law and policy that, highlight the complexity of energy transactions, involved in the clean energy transition, such as, smart grid technology, development and siting of, clean energy, and the role of nuclear energy., While the course provides a basic introduction to, the electricity grid and looks at smart grid, technology, it focuses on a broad range of energy, resources. The course does not focus on the, electricity grid or electricity rate-making, as, these issues are covered in other courses such as, LAW-336 Energy Law: Electricity Regulation., , Prerequisite: none, , Evaluation Method: Assignments; final exam, , Capstone: no, , WIE: no

Energy is fundamental to the, operation of modern economies and to everyday, life. It is a highly evolving and fast-changing, area of law and policy, and therefore an exciting, topic in modern legal studies. This course covers, energy resource law and policy in the United, States governing the production, transportation,, consumption, and disposal of a broad variety of, energy resources., , From this course students will be able to: 1., Identify critical issues concerning the extraction, and consumption of the world's primary sources of, energy: coal, oil, biofuels, natural gas,, hydropower, nuclear, wind, solar, and geothermal, energy; 2. Assess the basic tension between free, market trading of energy and government, regulation; 3. Analyze federalism issues and the, division of U.S. regulatory authority governing, energy production and use among federal, state,, and local government authorities; 4. Apply the, energy trilemma of security, equity, and, sustainability to a variety of energy sources and, their use., , The first half of this course will focus on a, broad range of energy sources, their extraction,, production, transportation, consumption, and, disposal. The second half of this course will, focus on hot topics in energy law and policy that, highlight the complexity of energy transactions, involved in the clean energy transition, such as, smart grid technology, development and siting of, clean energy, and the role of nuclear energy., While the course provides a basic introduction to, the electricity grid and looks at smart grid, technology, it focuses on a broad range of energy, resources. The course does not focus on the, electricity grid or electricity rate-making, as, these issues are covered in other courses such as, LAW-336 Energy Law: Electricity Regulation.

Energy Law: Electricity Regulation - Professor, Melissa Powers, , Course Number: LAW-336, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: This course will expose students to, the legal, economic, structural, and social issues, involved in electricity regulation and policy., Covered topics include: the history and evolution, of regulation of electric utilities as monopolies,, utility ratemaking, traditional state jurisdiction, over utilities, the Federal Power Act, electricity, restructuring, electricity transmission, and an, introduction to renewable power policies., , Prerequisite: none, , Evaluation Method: Evaluation will be based on a, combination of quizzes taken throughout the, semester, class participation, answers to written, discussion questions submitted every other week,, and a final exam (multiple-choice, short answer,, or true/false with explanations). Students should, be prepared to complete and submit work throughout, the semester, as the majority of the course grade, will not be based on the final exam., , Capstone: no, , WIE: no, , The American Bar Association accreditation, standards require students to regularly attend the, courses in which they are registered. Lewis &, Clark expects students to attend classes regularly, and to prepare for classes conscientiously., Specific attendance requirements may vary from, course to course. Any attendance guidelines for a, given class must be provided to students in a, syllabus or other written document at the start of, the semester. Sanctions (e.g., required withdrawal, from the course, grade adjustment, and/or a, failing grade) will be imposed for poor, attendance.

This course will expose students to
the legal, economic, structural, and social issues
involved in electricity regulation and policy.
Covered topics include: the history and evolution
of regulation of electric utilities as monopolies,
utility ratemaking, traditional state jurisdiction
over utilities, the Federal Power Act, electricity
restructuring, electricity transmission, and an
introduction to renewable power policies.

NOTE: This course is available as an In-Person, Section for in-person students or an Online, Section designed for LLM Distance Students. Each, section has its own course description and each, section has a different professor. See the note, below about eligibility for the Online Section for, JDs, MSLs, and residential LLMs., , Environmental Justice - Professor Lisa Benjamin, , Course Number: LAW-342 In-Person Section, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: The Environmental Justice movement, demands fair treatment in the context of, environmental protection for all people,, regardless of race, ethnicity, gender, religious, affiliation, economic status, national origin and, education level. It looks at environmental issues, through the lens of discrimination and assesses, how that discrimination shapes both vulnerability, and resilience. This course examines the, Environmental Justice movement and the, disproportionate impacts borne by vulnerable, constituents in the domestic and international, context of government regulation, corporate, activity, climate and energy concerns, and, environmental degradation. Readings include, selected cases, law review articles, case studies,, executive orders, legislation, and UN, declarations., , In addition to the course texts and supplemental, readings, we will also view select documentaries, and hear from guest speakers from community-based, organizations working to address racial and, socioeconomic disparities., , Prerequisite: none, , Evaluation Method: Paper; class participation;, in-class presentations, , Capstone: with Professor permission in advance, , WIE: yes, , , , Environmental Justice - Professor Catherine, O'Neill, , Course Number: LAW-342 Online LLM & Online MSL, Section, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: This section will be offered online., This class will explore the causes of and, solutions to environmental racism and injustice., It will consider disparities faced by communities, of color, indigenous peoples, and low-income, groups in access to and control over the, environmental requisites for health and, well-being. The class will examine various legal, tools' potential to help bring about environmental, justice, highlighting the appropriateness of, different tools for different contexts. Students, will be expected to view the class videos and, participate in online discussion in the time, frames allotted., , Prerequisite: none, , Evaluation Method: The class will be evaluated, based on class participation and writing, assignments., , Capstone: no, , WIE: no, , Notes for LC JDs, residential MSLs, and, residential LLMs:, , Lewis & Clark JDs, residential MSLs, and, residential LLMs are permitted to take some, courses online within the limits of LC's distance, learning policy. Those students should consult the, distance learning policy prior to signing up for, distance learning courses., , Students who are on campus are asked to take the, in-person version of the class when both an, in-person and online version of the same class are, offered in the same semester, but may petition the, Associate Dean of Students, Libby Davis, to take, the online version if they have a compelling, reason for doing so: eadavis@lclark.edu, , JD students at other law schools may be able to, take online courses if space permits and permitted, by their home school. Contact Associate Dean of, the Environmental Law Program, Janice Weis, at, jweis@lclark.edu

Fall & Spring Course Description


The Environmental Justice movement
demands fair treatment in the context of
environmental protection for all people,
regardless of race, ethnicity, gender, religious
affiliation, economic status, national origin and
education level. It looks at environmental issues
through the lens of discrimination and assesses
how that discrimination shapes both vulnerability
and resilience. This course examines the
Environmental Justice movement and the
disproportionate impacts borne by vulnerable
constituents in the domestic and international
context of government regulation, corporate
activity, climate and energy concerns, and
environmental degradation. Readings include
selected cases, law review articles, case studies,
executive orders, legislation, and UN
declarations.


In addition to the course texts and supplemental
readings, we will also view select documentaries
and hear from guest speakers from community-based
organizations working to address racial and
socioeconomic disparities. The class will be
graded principally on the basis of a final
research paper, along with class participation and
presentations.


Summer 2024 Course Descripton


This section will be offered online.
This class will explore the causes of and
solutions to environmental racism and injustice.
It will consider disparities faced by communities
of color, indigenous peoples, and low-income
groups in access to and control over the
environmental requisites for health and
well-being. The class will examine various legal
tools' potential to help bring about environmental
justice, highlighting the appropriateness of
different tools for different contexts. Students
will be expected to view the class videos and
participate in online discussion in the time
frames allotted.

The Columbia River - the legendary Great River of the West - is a signature natural resource of the, Pacific Northwest. It drains an international, watershed the size of France, encompasses unsurpassed scenic landscapes, and once supported the greatest concentration of chinook salmon in the world. Development of the river's resources has helped to power one of the United States' most vibrant regional economies. Increasingly, however, exploiting the Columbia Basin's vast economic potential has come into conflict with sustaining its environment and cultures. This course explores the numerous environmental, legal, and institutional problems surrounding use and management of the Columbia Basin's natural resources, including its valuable Pacific salmon runs. The course includes examination of a cross-section of natural resource issues central to the identity and economy of the Northwest: Indian treaty fishing rights, dam building and operations, statutes such as the Northwest Power Act and Endangered Species Act, and regulations governing diverse issues ranging from protecting the Columbia Gorge's magnificent scenery to conflicts and interconnections between hydropower dams and renewable energy facilities. Classes will include guest lectures from experts and practitioners directly involved in Columbia Basin resource issues.

This course explores legal schemes
for securing and using water rights in surface
water and groundwater for private and public uses
in the United States. We will examine the riparian
and prior appropriation doctrines of water
allocation, groundwater management regimes, the
public rights to water, and federal and tribal
water management and regulation of water
resources. We will also consider the evolving role
of science, economics, and policy in water
allocation law. The paper requirement for this
class qualifies as a substantial paper for
purposes of the Certificate in Environmental,
Natural Resources, and Energy Law but does not
qualify for the WIE writing requirement.

Industrial Animal Agriculture Law - Professor, Joyce Tischler, , Course Number: LAW-451, , Course Type: Highly Specialized, , Credits: 2, , Enrollment Limit: 20, , Description: This course examines the legal, framework underlying the use of animals for food., The course will familiarize students with the, conditions in which animals are raised,, transported, and slaughtered, as well as address, federal and state laws that currently affect, matters such as animal welfare, environmental, impacts, global food sustainability, cultural and, religious values, free speech, health concerns,, international trade, and economic considerations., The course will also discuss legal issues related, to the production, distribution, and consumption, of animal-derived foods, including legislation,, litigation, regulation, ballot initiatives, and, consumer campaigns. The course will incorporate, discussion of current social and legal, developments, and students will be asked to, participate in discussions and debates about these, issues., , Prerequisite: none, , Evaluation Method: Final exam and class, participation, , Capstone: no, , WIE: no

Summer Only: Law Practice Management - Assistant Dean Devra, Hermosilla, Course Number: LAW-497 , Course Type: Foundational , Credits: 2 , Enrollment Limit: Determined by the Registrar , Description: The course provides a practical view, of how to start, operate, and manage your legal, practice - with a focus on law firm and solo, practice, while also incorporating other practice, settings. Topics explored include: understanding, practice fundamentals, law practice as a business,, law firm structures and logistics, financial, management, timekeeping, billing, and trust, accounts, marketing plans, client management,, human resources, practice tools and technology,, issues surrounding professionalism and reputation, management, common ethical issues and obligations,, key resources for Oregon attorneys, and the basics, of risk management and professional liability., Students will explore course topics by researching, and drafting interim assignments and a small, firm/solo business practice plan, which will be, submitted at the end of the course. Class, participation individually and in groups is, strongly encouraged. While particularly relevant, to students planning on a career in small firm or, solo practice, this course will benefit any new, attorney. Graded on a CR/NC basis. , Prerequisite: none , Evaluation Method: Final project; class, participation , Capstone: no , WIE: no , , , , , The course provides a practical view of how to, start and operate a small firm/solo legal, practice. Topics include: choosing a firm, structure and entity type; selecting a location;, determining staffing needs; developing in-depth, financial and marketing plans; an overview of law, firm economics and trust accounting; establishing, efficient office systems; using technology;, common ethical issues; key resources for Oregon, attorneys; and the basics of risk management and, professional liability. Students will explore, course topics by researching and drafting interim, assignments and a small firm/solo business, practice plan, which will be submitted at the end, of the course. Class participation individually, and in groups is strongly encouraged. Grading is, on a pass/no pass basis. While particularly, relevant to students planning on a career in, small firm or solo practice, this course will, benefit any new attorney.

Development of diversity awareness and knowledge, necessary to practice family therapy from, liberation and social justice based frameworks., This includes interrogating multiple embedded, systems of power and privilege relative to, interconnections of identity and social position., Focus is on helping students become capable family, therapists in diverse global and multicultural, contexts, including becoming aware of their own, beliefs, biases, and prejudices relative to, culture, race, ethnicity, gender, age, sexual, orientation, socioeconomic status, physical or, mental ability, religion or spirituality, health, or legal status, or nation of origin, or other, marginalized and underserved communities.

Development of diversity awareness and knowledge, necessary to practice family therapy from, liberation and social justice based frameworks., This includes interrogating multiple embedded, systems of power and privilege relative to, interconnections of identity and social position., Focus is on helping students become capable family, therapists in diverse global and multicultural, contexts, including becoming aware of their own, beliefs, biases, and prejudices relative to, culture, race, ethnicity, gender, age, sexual, orientation, socioeconomic status, physical or, mental ability, religion or spirituality, health, or legal status, or nation of origin, or other, marginalized and underserved communities.

Development of diversity awareness and knowledge, necessary to practice family therapy from, liberation and social justice based frameworks., This includes interrogating multiple embedded, systems of power and privilege relative to, interconnections of identity and social position., Focus is on helping students become capable family, therapists in diverse global and multicultural, contexts, including becoming aware of their own, beliefs, biases, and prejudices relative to, culture, race, ethnicity, gender, age, sexual, orientation, socioeconomic status, physical or, mental ability, religion or spirituality, health, or legal status, or nation of origin, or other, marginalized and underserved communities.

Engages with the roles of music in movements for
women's rights, LGBTQ equality, civil rights,
labor reform, and nation building. Will entail
critical listening, examination of primary and
secondary sources, and research papers.

This course equips students with the tools for, doing ethnographic fieldwork in Portland music, scenes. Topics unfold over three stages. First, a, prefield introduction to research design,, politics, and ethics. Second, an infield focus on, skill sets for participating in, observing, and, documenting the social life of a music-centered, scene. Third, a postfield emphasis on, relationships, rights, responsibilities, and, representational strategies. In class, we discuss, readings from anthropology, ethnomusicology,, sociology, performance studies, and folklore,, along with individual work in progress.

For nonmajors. Essential concepts used to describe
and understand the physical universe. Conservation
of energy, second law of thermodynamics, entropy,
theory of relativity, wave-particle duality of
matter.

For nonmajors. Essential concepts used to describe, and understand the physical universe. Conservation, of energy, second law of thermodynamics, entropy,, theory of relativity, wave-particle duality of, matter.

For nonmajors. Essential concepts used to describe, and understand the physical universe. Conservation, of energy, second law of thermodynamics, entropy,, theory of relativity, wave-particle duality of, matter.

Second semester of a rigorous one-year
introductory physics course aimed at life science
and chemistry majors. Electrostatics, magnetism,
induced currents and fields, electrical circuits,
wave motion and sound, light, optics, wave
properties of matter, atomic physics, nuclear
physics. Students may not earn credit for both
PHYS 142 and PHYS 152. Lecture, lab.

Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.

Introduction to the central questions in
comparative politics. Fundamental differences in
the organization of states, democratic political
institutions (presidentialism versus
parliamentarianism, for example), and domestic
social forces (for example, social capital, ethnic
versus nonethnic identities). The impact of
political organization on economic performance and
social peace.

Introduction to the central questions in, comparative politics. Fundamental differences in, the organization of states, democratic political, institutions (presidentialism versus, parliamentarianism, for example), and domestic, social forces (for example, social capital, ethnic, versus nonethnic identities). The impact of, political organization on economic performance and, social peace.

This course focuses on the law relating to civil liberties—specifically the areas of criminal defendants’ rights and freedom of expression. It is centered around two questions: first, how, and to what extent, should we as a society protect the rights of the criminally accused; second, what are the normative justifications for freedom of expression, and what, if any, restraints should be placed upon this right? We use the case law method. I also employ both the Socratic Method and “cold calling” as described below. This course is not a prerequisite for law school. However, because this course covers some of the material as would a law school course, and because I use pedagogical methods similar to law professors, this course should provide you with some familiarity as to what law school courses are like.

Theories of how first and second languages, (written and spoken) are acquired, the importance, of first-language development and its, relationship to the acquisition of other, languages, and the relationship of language to, cognitive development. Understanding of these, issues is used to promote a school environment, that honors diverse perspectives and maximizes, language learning potential and ensures respect, for communities whose languages or varieties of, English differ from standard school English., Required for the Reading Interventionist and ESOL, endorsements. The initial course in the Reading, Interventionist endorsement sequence and, recommended preparation for other language arts, offerings.

Investigation of the oft-made claim that "religion, causes much of the world's violence," exploring, the best arguments for and against this, proposition framed by maximalist claims that, religion is inherently prone to inspiring, violence, and minimalist claims that religion is, either peaceful or subordinated to other (e.g.,, economic or political) concerns. Consideration of, various definitions of "religion" to see how it, might motivate a range of behaviors both peaceful, and violent. Attention given to pervasive, religious phenomena (such as sacrifice,, conversion, holy/just war, and apocalypticism), that might inspire violence, as well as, theological and ethical frameworks that may, counteract violence. In a multi-stage, guided, research project, students will pursue case, studies of specific instances of violence, apparently related to religion, thereby testing, and employing the analytical lenses developed in, the course.

This course will survey the beliefs, practices, and cultural manifestations of the religious traditions of East Asia: Confucianism, Daoism, Chinese folk religion, Mahayana Buddhism, and Shamanism. As we study each tradition in historical context, students will be asked to keep in mind several questions of overarching concern. These themes will inform students’ written reading responses, preparation for class discussion, and essays:

The self and its transformation: How have various East Asian religions understood the self and its potential for spiritual development? What paths for self-cultivation and liberation are offered by these traditions?

Religion and the state: What kinds of relationships have existed between religion and the state in East Asia?

Religious mixing and competition: What has been the relationship between different religious traditions within a particular cultural milieu? In what ways are they competing, and in what ways are they reconciled?

Religion and modernity: How has modernity affected the function and jurisdiction of religion in East Asian countries?

The course is not meant to comprehensively represent East Asian religious traditions, but rather to examine closely a few examples that richly illustrate the complexity of the above questions. Nonetheless, students will develop a strong foundation of knowledge about the religious landscape of East Asia, and a basic understanding of the doctrines and practices of various traditions.



Exploration of the history of religious transmission and mutual influence between Korea and Japan, which are separated by a mere 670 miles of sea. Primary and secondary source readings and, lectures are interspersed with visits to temples, shrines, museums, and sacred natural sites. During, three and a half weeks in Korea we will encounter its religious repertoire of Confucianism, Daoism,, Buddhism, and shamanism. We will next travel to Japan following the development of Confucianism, Daoism, and Buddhism in their more or less diffuse and/or institutionalized forms. Understandings of enlightenment and the afterlife, religious mixing, and religion-state relationships will be examined.

Cultural, industrial, political, and economic, implications of digital technology and innovation, on cultural expression, media storytelling,, democracy, globalization, and news gathering and, dissemination. New media theory and investigation, of meaning, knowledge, and power related to, digital technologies. Investigation of the nature, of production of consumption and active audiences.

How does science and technology influence contemporary culture? How does it shape and constrain public discourse? And who do we become when we use these “tools”? These are just a few of the questions this course will explore. We will examine the role of argument and persuasion in the history, evolution, and dissemination of science and technology with the purpose of gaining a stronger understanding of their capacities for influence, manipulation, connection, fabrication, and irreversible transformation. At every stage students will be asked to consider how techno-scientific phenomena influence everything from public discourse to structures of social formation to our bodies and environments. We will study great moments of invention, carefully examine those moments in-practice and in-context, and wrestle with how reality is remade in their wake. The general trajectory of this course is two-fold: the first half of the course is focused on the different critical/rhetorical approaches to the study of science and technology; in the second half we then pivot to focus primarily on developing your individual capstone papers.

Development of reading and speaking skills at the, postintermediate level. Introduction to the, language of the Russian press. Learning reading, techniques and strategies, expanding vocabulary,, and improving ability to discuss social and, cultural issues of contemporary society. Topics, may include education, the arts, religion, crime,, economy, ecology, gender roles, other social, issues. May be taken twice for credit with change, of topic.

This course introduces students to the history and, foundational philosophies of student affairs as a, profession in American postsecondary education. It, examines the integration of student affairs in the, governance and administrative structure of higher, education and explores the diverse roles student, affairs professionals play in two- and four-year, private and public colleges and universities. The, course also introduces students to the function of, a practitioner-scholar in the context of the field, and conveys the sense of purpose and culture of, student affairs with a focus on the roles held, within various offices and departments. Finally,, contemporary issues and trends will be explored, through guest speakers, student affairs, professionals who will introduce their functional, areas and discuss the nature of the issues they, face.

This three-semester hour course introduces, students to financial, economic, and budgetary, issues within Higher Education with particular, emphasis on student affairs. Students will review, the primary political, economic, and social issues, influencing higher education finance; examine, revenue streams and expenditure patterns; survey, tuition and financial aid policies; develop the, ability to examine and analyze financial, information; and assess the budget as an, instrument of strategic planning, resource, allocation, and control. This course is grounded, in literature, theories, and examples specific to, higher education. The goal for this class is to, provide students with the knowledge and abilities, that empower them to make appropriate decisions as, higher education leaders. Through assigned, readings, lectures, and webcast materials, and by, active course participation, including completion, of assigned activities, students will have the, opportunity to demonstrate their familiarity with, the following topics: financing higher education;, political influences; higher education revenue, sources and uses; and institutional budgeting and, planning.

This three-semester hour course introduces, students to financial, economic, and budgetary, issues within Higher Education with particular, emphasis on student affairs. Students will review, the primary political, economic, and social issues, influencing higher education finance; examine, revenue streams and expenditure patterns; survey, tuition and financial aid policies; develop the, ability to examine and analyze financial, information; and assess the budget as an, instrument of strategic planning, resource, allocation, and control. This course is grounded, in literature, theories, and examples specific to, higher education. The goal for this class is to, provide students with the knowledge and abilities, that empower them to make appropriate decisions as, higher education leaders. Through assigned, readings, lectures, and webcast materials, and by, active course participation, including completion, of assigned activities, students will have the, opportunity to demonstrate their familiarity with, the following topics: financing higher education;, political influences; higher education revenue, sources and uses; and institutional budgeting and, planning.

This three-semester hour course introduces, students to financial, economic, and budgetary, issues within Higher Education with particular, emphasis on student affairs. Students will review, the primary political, economic, and social issues, influencing higher education finance; examine, revenue streams and expenditure patterns; survey, tuition and financial aid policies; develop the, ability to examine and analyze financial, information; and assess the budget as an, instrument of strategic planning, resource, allocation, and control. This course is grounded, in literature, theories, and examples specific to, higher education. The goal for this class is to, provide students with the knowledge and abilities, that empower them to make appropriate decisions as, higher education leaders. Through assigned, readings, lectures, and webcast materials, and by, active course participation, including completion, of assigned activities, students will have the, opportunity to demonstrate their familiarity with, the following topics: financing higher education;, political influences; higher education revenue, sources and uses; and institutional budgeting and, planning.

This class explores the following propositions, from the tradition of critical pedagogy: learning, is a shared and collective process that is shaped, by social structures and norms of social, interaction; higher education institutions, fundamentally shape the process of learning, as, well as what counts as knowledge; higher education, institutions can sustain and reproduce inequitable, political and economic relationships; higher, education institutions can also provide, opportunities to resist oppression, build, autonomy, and create a more just society. This, class will explore the central concepts and, arguments that underlay these claims, and consider, their implications for student affairs, practitioners who seek to create inclusive, learning environments that lead to equitable, educational outcomes.

This course is designed to build upon Student, Development Theory I and is considered to be, second in a two-part series. Coursework will, enhance students' understanding of processes of, student learning, growth, and development during, college. Special focus will focus on recent, theories including diversity in development and, the extent to which these theories are used to, guide empirical research and institutional, decision-making.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Strategies for interacting and working with, diverse communities as identified by race,, ethnicity, gender, class, sexual orientation, age,, disability, or religion. Addresses methods for, positively impacting social and cultural diversity, and equity issues including the possible effects, of culture, race stereotyping, family,, socioeconomic status, gender, sexual identity,, language, and values on student development and, progress in the school setting. Content and, methodology emphasize small-group activities,, collaboration, and use of data to create equity, for all students. Candidates practice taking an, active role in supporting all students and focus, on eliminating the achievement gap.

Global immigration dynamics from a variety of, perspectives. Theoretical perspectives on the, causes and consequences of migratory movements., Topics include neoclassical economic models,, historical-structural models, family and network, models, transnationalism, migrants' rights,, citizenship and migration policies, borders and, their enforcement.

Sociological and anthropological analysis of how, the notions of racial and ethnic groups, nations, and nationalities, indigenous and nonindigenous, groups, and states and citizenships have evolved, cross-culturally. How they might be reconfiguring, in the present context of economic globalization,, mass migrations, and diasporic formations. Causes, and consequences of the recent resurgence of, ethnicity and the content, scope, and proposals of, ethnic movements.

Sociological and anthropological analysis of how, the notions of racial and ethnic groups, nations, and nationalities, indigenous and nonindigenous, groups, and states and citizenships have evolved, cross-culturally. How they might be reconfiguring, in the present context of economic globalization,, mass migrations, and diasporic formations. Causes, and consequences of the recent resurgence of, ethnicity and the content, scope, and proposals of, ethnic movements.

The premise of our course presupposes an intellectual and analytical stance that is open to meaning. We will work to understand how a range of things--material, affective, and conceptual—come to represent value and values though diverse modes of exchange and consumption practices. This is not a course in economics, so the instrumentality of money (as a unit of account) and exchange (as monetary instruments) will not be paramount. Instead, we will focus on the ways that people act and what they say about participating in the exchange of goods and services. The Thinginess of Value indexes the socio-cultural plasticity involved in expressing self- and communal interests through commodities.

Critical exploration of the invention, rise, and, current moment of global development projects, aiming to end poverty, improve living standards,, and ensure the freedoms of individuals in the, Global South, drawing largely on scholars from, the region to problematize mainstream, understandings of and solutions to social and, economic development. First, an exploration of, how "development" has been defined, measured, and, understood over the past century, from colonial, conceptions to post-development rejections of the, term. Second, reading of several exemplary, critical analyses of development thinking and, practice, focused on questions of international, aid, microfinance, cash transfers, and the global, economic system.

Dynamics of social change in Latin America, with a, particular focus on revolutionary transformations., Comparative analysis of social change in Cuba,, Guatemala, Peru, Mexico, and other countries. An, introduction to key concepts from development, theory, social movements research, cultural, studies, and political economy analysis.

Examination of the role, meanings, and, consequences of various forms of (financial) debt, in contemporary society, drawing primarily on the, work of sociologists and anthropologists, but also, including historical, legal, and political-economy, perspectives on debt and indebtedness. Analyzes, various forms of financial debt including how, credit/debt relates to broader social, institutions, its social consequences, and the, links between debt and inequality. Themes explored, will vary each semester but may include student, loans, mortgages and the mortgage crisis, race and, racial inequalities enacted through finance, debt, as a development solution, credit cards,, bankruptcy, debt collection, pawnshops, and legal, debt.

Introduction to anthropological and sociological, scholarship that uses affect as a theoretical, device to explore social meaning in emotions, the, body, and spoken language. The course is oriented, through feminist intellectual traditions that, problematize perceptions of objective knowledge, production. Literature will include theoretical, articles, programmatic essays, and ethnographic, monographs. Case studies will emphasize affect in, the production of racial, gendered, classed, and, laboring identities within a framework of, neoliberal social, economic, and political, restructuring.

The second of a three-part assessment sequence, that addresses psycho-educational, social,, emotional, and behavioral assessment of children, and adolescents from birth through age 21. In this, course, the focus is on gaining competency with, the skills and tools needed to collect, interpret, and present data using psycho-educational, assessments involving cognitive, academic, and, adaptive measures.

Theory and practice of consultation, which is, fundamental to the delivery of mental health, services in schools. Covers models of behavioral, and instructional consultation in schools and with, families. In-school observations facilitate, students' understanding of consultation in, schools. Emphasis is on identifying ways to, collaboratively assess and intervene in, problematic behavioral and instructional, situations. Addresses issues of cultural,, linguistic, and socioeconomic differences.

Theory and practice of consultation, which is, fundamental to the delivery of mental health, services in schools. Covers models of behavioral, and instructional consultation in schools and with, families. In-school observations facilitate, students' understanding of consultation in, schools. Emphasis is on identifying ways to, collaboratively assess and intervene in, problematic behavioral and instructional, situations. Addresses issues of cultural,, linguistic, and socioeconomic differences.

This course will provide a strengths-based orientation to serving multilingual learners, emphasizing social justice. Content areas will include language acquisition models and the nature of second-language acquisition and proficiency, knowledge and skills to work with linguistically and culturally diverse families, multilingual curricular models and practices, instructional approaches and resources for educators, a history of multilingual education in the US, and legal, ethical, and professional practice considerations.

Developing a conceptual framework for teaching, social studies in a democratic society through a, social justice framework. Focuses on different, ways of organizing instruction and assessing, learning in middle- and high-school content, areas. Candidates examine historical and, contemporary issues in teaching social studies,, including philosophy, content, and method., Includes planning, organization, and assessment, in subject areas. Pays attention to national and, state standards and differentiation of, instruction, linking them to teaching and, assessment. Engages teaching candidates in, meaningful learning experiences responsive to, individual differences, interests, developmental, levels, and cultural contexts. Candidates learn, to assess, document, and advocate for the, successful learning of all students and school, stakeholders. Candidates write the teaching plan, for their December teaching. Admission to, Secondary Preservice Program required.