This course addresses the general question: Why do animals behave the way they do? Answering this question involves a consideration of both the proximate and ultimate issues of animal behavior. The emphasis in this course is on integration of proximate and ultimate analyses. Throughout the semester, we will use lectures, laboratories, and selected readings to both survey important topics in animal behavior and learn how to perform rigorous research in behavioral biology.
An introduction to core principles that underlie, all of biology, illustrated through, evidence-driven examples centered on integrative, organismal biology and organisms' interactions, with the biotic and physical environment. We will, explore the evolution of life, flow of information, within and among individuals, the influence of, structure on function at scales from individuals, to ecosystems, the transformations of energy and, matter in space and time, and the dynamic systems, that characterize Earth and its inhabitants., Topics will vary according to faculty expertise., See department website for specific section, details. Can be taken before or after BIO 202.
An introduction to core principles that underlie
all of biology, illustrated through
evidence-driven examples centered on interactions
among molecules and cells within organisms. We
will explore mechanisms of inheritance and
mutation fundamental to the evolution of life,
flow of information from DNA through proteins to
cellular and organismal function, the relationship
between structure and function at scales from
molecules to individuals, the transformations of
energy and matter through biochemical and
physiological pathways, and the dynamic systems
within and between cells. Topics will vary
according to faculty expertise. See department
website for specific section details. Can be taken
before or after BIO 201.
Advanced study of current issues in biology, as determined by student and/or faculty interest. May extend existing areas of the curriculum or
explore new subjects. Offering contingent on student interest and faculty availability.
Advanced study of current issues in biology, as
determined by student and/or faculty interest. May
extend existing areas of the curriculum or explore
new subjects. Offering contingent on student
interest and faculty availability. Lab component.
DISABILITY STUDIES AND UNIVERSAL DESIGN:
Every educator will encounter students who meet the criteria for disability within public education and grapple with how to successfully foster learning, equity and inclusion in diverse classrooms and schools. This online course, introduces Disability Studies in Education-- a liberation movement discipline distinct from Special Education-- that offers unique insight into these endeavors and proposes Universal Design as a guiding principle.
Disability Studies proposes that "disability" is contextualized within particular social, cultural and political environments according to the acceptable limits of human variability in those environments. This contrasts with the "medical, model," which positions disability as a deficit inherent to an individual, to be rehabilitated, remediated or cured. Contrasting these two different theoretical models helps us to explore the ideology that may underlie ableism, stigma and privilege. Our inquiry will include lived experience and counter culture narratives associated with various disability groups. We will conclude by investigating how we may employ the principle of Universal Design to create embracive learning environments where all students feel valued and empowered, as well as how we may work to dismantle systemic barriers to equity and inclusion within Education.
Disability Studies intersects with other critical disciplines such as Critical Race Studies, Feminist Studies and Gender Studies, all of which foreground lived experience and de-center dominant narratives that cast particular individuals or groups as the "Other." These intersections are also considered in the course, shedding light on the persistent over-representation of minorities in Special Education and exploring whether disablement may function as a mechanism of marginalization for various groups.
Through assigned readings and communal online discussion among professional peers, we will investigate the philosophical, pedagogical, and pragmatic approaches to dis/ability, equity, and, inclusion in education. Teachers, counselors, administrators, psychologists, specialists and academics should all emerge from this course with the historical context, intellectual framework, and practical skills to deepen their professional practice and help promote social justice-both within the sphere of education and in the wider world.
This page is a listing of current reading materials for Counseling Psychology courses. If an instructor does not have a Moodle course of their own, this page will have any supplementary readings that aren't in the assigned textbook(s).
Special topics in counseling, therapy and school
psychology. Students may obtain a course
description from the department office or website.
Direct instruction and support for the process of, preparing a thesis and/or other research or grant, proposals. Includes both a colloquium and, individual consultations with a thesis chair (or,, if not writing a thesis, another faculty member)., The colloquium will focus on the refinement of, research questions, the specifics of research, design, and the Human Subjects in Research, application process. Consultations with thesis, committee chair or other faculty member will focus, on the development of a manuscript that clearly, details the purpose of the research, summarizes, relevant literature, and identifies the proposed, design and methodology for the research project.
This course provides an introduction to
ecopsychological theory and surveys research that
supports the theoretical foundations of nature
based practices found in Ecotherapy, Wilderness
Therapy, and other Nature-based therapies. The
course also surveys related concepts, findings and
practices in psychology and counseling/therapy
that provide a foundation for conservation and
sustainability work, environmental education,
advocacy, and activism.
This course provides an opportunity to explore
ecopsychology concepts and nature based practices
in the context of a multi-day outdoor experience.
Topics include backcountry safety, outdoor
leadership, wilderness philosophy and
conservation, benefits of immersion in natural
settings and retreats from modern technologies;
multicultural rites of passage; and techniques for
counseling/therapy in the outdoors. The course
typically features an off-campus weeklong or
multi-weekend residential format including tent
camping along with other activities such as day
and/or overnight hiking; mindfulness and team
building exercises; and other nature based and/or
adventure based activities. Outdoor experience not
required. There is a course fee.
This is an online course for administrators/school leaders who need credits toward their Continuing Administrator License (CAL) or other licensing requirements. It is a broad overview of the ever-changing technology landscape with a focus on using 21st Century Skills and Web 2.0 tools. Participants will receive hands-on experience using educational and management technologies directly tied to administrator tech standards. Participants will learn how to make informed decisions about technology while increasing their personal skills.
This course is an exploration of the strategies, methodology, philosophy, and classroom organizational structure that have been found to benefit content and literacy outcomes for ELL (English language learner) students. Language experience, cooperative learning, and constructivist strategies are practices that will be examined and modeled during this course. Students will revisit first and second language acquisition, as well as sheltered instruction models, used to adapt curriculum for ELL students at all grade levels. The practices learned in this course ensure development of language proficiency by accessing content and cognitive language. Participants learn the use of authentic assessments that allow students to demonstrate learning in ways not dependent on high levels of English. Exploration of ELP (English Language Proficiency) standards and strategies will deepen student understanding of the relationship between oral language and content learning. Participants will experience a wide range of methodologies and reflect on how they impact student and teacher learning.
A reference desk and discussion space for Grad School faculty.
A reference desk and discussion space for Grad School staff.
The Lewis & Clark Community Counseling Center is a clinical training facility for graduate students completing degree programs in the Department of Counseling Psychology. Student-trainees work under faculty supervision to provide therapy services to clients from Oregon and Washington area. Lewis & Clark faculty instructs and supervises trainees in practicum and internship courses at the Center.
The Center offers individual, couples, family, and group therapy to address a broad range of mental health, addiction/substance use, and relational concerns. Additionally, the center offers outreach and consultation services including workshops and seminars. Clients are generally from the community at large.
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Principles underlying behavioral development and
change, physiological processes that mediate
psychological functioning, processes of human
perception and cognition, approaches to
understanding functional and dysfunctional
personality characteristics of individuals,
counseling and psychotherapy techniques,
application of psychological principles to social
phenomena.
Principles underlying behavioral development and, change, physiological processes that mediate, psychological functioning, processes of human, perception and cognition, approaches to, understanding functional and dysfunctional, personality characteristics of individuals,, counseling and psychotherapy techniques,, application of psychological principles to social, phenomena.
Principles underlying behavioral development and, change, physiological processes that mediate, psychological functioning, processes of human, perception and cognition, approaches to, understanding functional and dysfunctional, personality characteristics of individuals,, counseling and psychotherapy techniques,, application of psychological principles to social, phenomena.
Issues in defining abnormality; classification and
description of abnormal behaviors; societal
reactions to abnormal behavior; theory and
research on causes, treatments, and prevention of
pathology; major psychopathologies including
physical symptoms and stress reactions; anxiety,
somatoform, and dissociative disorders; sexual
dysfunctions; addictions; sociopathy and other
personality disorders; schizophrenia; mood
disorders.
This short exam for graduating biology majors will help the department assess the effectiveness of our current curriculum.
A Colloquium is an academic seminar on a broad, field of study, usually led by a different, lecturer at each meeting. This Colloquium will be, focused on the broad field of School Psychology,, and all candidates across all three cohorts of, the school psychology program are required to, attend in order to address, together, relevant, topics of the profession that concern us all. The, Colloquium meets four times per academic year,, with a different topic as the focus for each, meeting. These four topics include: 1) Issues in, Practicum and Internship Supervision; 2), Variations of the Practice of School Psychology;, 3) Alumni Relations and Mentorship; and 4), Cross-Professional Collaboration. The School, Psychology Colloquium challenges school, psychology candidates to address issues of, concern across all three cohorts while, simultaneously providing mentorship across these, cohorts through conversation, guidance, and, shared information. Course goals for participants, include: a. Engaging with the data, research and, theory regarding topics of shared concern in the, field of school psychology b. Gaining an, understanding of the practices of mentorship,, supervision and on-going professional development, in the field of school psychology c. Gaining an, understanding of the variation and different, forms of practice within the field of school, psychology at the local, national and, international level. d. Engaging with related, professionals in the field of education regarding, topics of shared concern in an effort to better, differentiate and integrate as working, professionals.
A Colloquium is an academic seminar on a broad, field of study, usually led by a different, lecturer at each meeting. This Colloquium will be, focused on the broad field of School Psychology,, and all candidates across all three cohorts of, the school psychology program are required to, attend in order to address, together, relevant, topics of the profession that concern us all. The, Colloquium meets four times per academic year,, with a different topic as the focus for each, meeting. These four topics include: 1) Issues in, Practicum and Internship Supervision; 2), Variations of the Practice of School Psychology;, 3) Alumni Relations and Mentorship; and 4), Cross-Professional Collaboration. The School, Psychology Colloquium challenges school, psychology candidates to address issues of, concern across all three cohorts while, simultaneously providing mentorship across these, cohorts through conversation, guidance, and, shared information. Course goals for participants, include: a. Engaging with the data, research and, theory regarding topics of shared concern in the, field of school psychology b. Gaining an, understanding of the practices of mentorship,, supervision and on-going professional development, in the field of school psychology c. Gaining an, understanding of the variation and different, forms of practice within the field of school, psychology at the local, national and, international level. d. Engaging with related, professionals in the field of education regarding, topics of shared concern in an effort to better, differentiate and integrate as working, professionals.
Didactic class instruction, practicum placement,, and clinical training related to work as a, professional school psychologist. Covers the, application of psychological therapies with, children, adolescents, and families in educational, settings, as well as skills involved in collecting, data for consultation and assessment at the, practicum site. Foci will include the development, and application of diversity awareness and, knowledge including systems of power and, privilege; awareness of one's own beliefs, biases,, and prejudices; and methods/skills for working, with those who are diverse in culture, race,, ethnicity, gender, age, sexual orientation, or, physical or mental ability. In weekly seminars,, students review research, theory, and practice., Students also present audio and/or video, recordings of their counseling for supervisory, review.
This is a Moodle course shell for a question bank.
