Capstone Courses: Fall Term 2012
The Fall 2012 schedule of Senior Capstones is now available in the PSU Class Schedule. Please check the Class Schedule for locations/times.
Please Note: Students who miss the first class and fail to notify the instructor may be dropped from the course to allow the enrollment of other students waiting for a seat in the Capstone.
CAP: ACCESS FOR EDUCATION
Creating Access to College for Low-Income Youth
Leah Cronn, firstname.lastname@example.org
This Capstone explores a variety of issues related to equal access to education, including language barriers, bilingual education, Race to the Top, school funding, standardized testing, segregation, curriculum choices, cultural differences, and lack of health care, among others. The community partner for this course is Marathon Education Partners (www.marathoneducationpartners.org), a Portland based non-profit organization, founded in 2002, that brings together over 75 low-income children (Scholars) with over 100 adults (Partners) in the community who are committed to helping these Scholars reach their goal of a college education. Scholars are selected for the program through a rigorous process of teacher/principal/community and parent recommendations, interviews, grades, and a need for financial aid. Scholars enter the program in the fourth grade and remain in the program, paired with their Partner, for 10 years. PSU students in this Capstone will play an integral part in the growth and development of Marathon Education Partners. Students may be involved in 1) designing a more formalized educational program for Scholars involved in the program, 2) developing a more structured partnership program between Scholars and their Partners, 3) proposing other community partners for Marathon to enhance its program offerings, 4) implementing other program proposals, and/or 5) directly working with Scholars through participation in recreational, cultural and volunteer activities.
CAP: ADDRESS FOOD GAP AT P:EAR
Addressing the Food Gap at p:ear
Sarah Dougher, email@example.com
p:ear is a downtown Portland organization that engages homeless and transitional youth, 15-24, using mentorship and the tools of education, art and recreation. p:ear's Kitchen and Food program provides hands-on training for youth in the areas of food preparation, nutrition, and the economics of eating. This capstone will partner with p:ear to engage students in scholarship about food culture, social justice and sustainability, developing independent research about homeless adolescents and food insecurity. Students will forge new relationships with food providers in the region to support p:ear's work, and determine other appropriate modes of engagement with the organization.
CAP: ANIMAL GRNTS: CONSERVATION
Animal Aid: Grant Writing for Wildlife Conservation in Africa
Kimberly Mukobi, firstname.lastname@example.org
Students in this Capstone will partner with the local, non-profit organization called the Kasese Wildlife Conservation Awareness Organization (http://www.kasesewildlife.org) to further its goals of creating wildlife awareness and increasing conservation efforts in Uganda (Africa) through the education of Ugandan communities. Students will participate in the various aspects of grant writing, including locating appropriate funders and ascertaining the needs of the community partner, as well as writing and reviewing grant proposals. The end project will be a portfolio of grant proposals addressing the current needs of the Kasese Wildlife Conservation Awareness Organization.
CAP: BILINGUAL EDUCATION
Raven Chakerian, email@example.com
This capstone centers on two community-service components and takes place over the fall and winter terms (two terms). First, students will volunteer as tutors/classroom aides in the bilingual Spanish/English dual immersion program at Barnes Elementary in the Beaverton School District (30 hours per term). The second community-service component of the capstone involves the preparation of an activity for inclusion in an online teachers' resource, the Spanish Curriculum Archive (SCA). Each student will prepare one activity during Winter term for inclusion in the SCA. During weekly class meetings, we will discuss the history of bilingual education in the United States, the shaping of language-related laws and policies, and the value of bilingual programs.
Collaborations: Boys and Girls Club
Heather Petzold, firstname.lastname@example.org
This course focuses on the importance of service learning in our community. As a class, we will have the opportunity to discover, evaluate, and reflect on the needs of our community by creating and facilitating educational workshops, mentoring, and exploring fundraising opportunities for the Boys and Girls Club. Students will learn respect for themselves and others as part of a community and will promote teamwork, leadership and problem solving skills. Community issues to be addressed include: listening, intercultural communication, leadership, mediation, and cooperative learning skills. Each student will have the opportunity to mentor at the club site (Meyers Boys and Girls Club) for a minimum of 20 hours for the term during hours of operation (2:30-7:00 p.m. Monday through Friday). As we are working with youth, students will need to pass a background check in order to fulfill the requirements of the course (to be completed on the first day of class).
CAP: COMM EDUCATION NUHS
Gloria Totten, email@example.com
This Capstone explores developing and teaching lesson plans on basic skills such as liberal arts, math, science, and art (topics vary). Students will be required to work as an interdisciplinary team, researching information, practicing and presenting course material in a classroom setting (our community partner is New Urban High School). This course requires an out of class commitment of one full day during the end of the term - during school hours (8 am to 4 pm). Contact instructor with questions. No special instructor approval required. Blackboard used for all course materials: syllabus, handouts, assignment descriptions, reading materials.
CAP: CSE STUDIES ENV PROBLEM SOLVE
Case Studies in Envoronmental Problem Solving
Marion Dresner, firstname.lastname@example.org
CRN: 15612 (15738 ESM 450)
This class will involve students in monitoring the ecological impacts of backyard habitats that are near Portland parks. Students will work in teams in particular targeted neighborhoods. They will monitor some of the following: native and non-native plants, birds, and insects. They will learn about the ecology behind backyard restoration, the procedure for establishing backyard habitats, and assist as residents implement new habitats. They will develop presentations about benefits of restoration and promote the results of this work at neighborhood association meetings, at tables in Farmer’s markets and other venues to disseminate the information about the value of these habitats.
CAP: CURR ISSUES PREG & BIRTH
Current Issues in Pregnancy and Birth: Expanding breastfeeding support in the greater Portland area
Carrie Cohen, email@example.com
This fall the course will focus on teen pregnancy in the greater Portland area. We will be working alongside the Vancouver School District Teen Pregnancy Program to strengthen their resources and support for teen parents. Over the course of the term, we will address such questions as: in what ways are pregnancy and parenthood physiologically and socially/emotionally unique to teens? What resources exist prenatally and in the postpartum to support teen parents through this transition? We will also examine the challenges to, strategies for, and different cultural approaches to pregnancy prevention and prenatal education for this population of parents.
CAP: EDO DISTRICT
Communities and Resources of an EcoDistrict
Barry Messer, firstname.lastname@example.org
The development of an EcoDistrict requires innovation in the way we configure our physical landscapes to maximize resource efficiency; this capstone examines the opportunities for communities to participate in and learn from creating the shape of their place.
CAP: EDUCATIONAL EQUITY
Deborah Smith Arthur, email@example.com
This Capstone explores a variety of issues related to educational equity, including culturally-specific and multi-cultural programming, segregation, school funding, standardized testing, curriculum choices, language and bilingual education, and among others. Community-based learning may include being a teaching assistant in classes, tutoring and mentoring students one-on-one, and otherwise supporting the mission and goals of these two organizations and their students. This is a "blended" or "hybrid" course, meaning that in addition to class time, there is an on-line component. A successful background check may be required for participation with our community partner. Upon registration, please contact the Instructor, Deborah Smith Arthur, at firstname.lastname@example.org, for further information.
CAP: EFFECTIVE CHANGE AGENT
Being an Effective Change Agent
Heather Petzold, email@example.com
This course is for students interested in being effective change agents for the public good. Each student (individually or with others) will take the initiative before the Capstone begins to arrange a project with a community organization. This project may be an existing relationship or one sought for the purpose of this class. A minimum of three working hours per week with the organization is required. During the course, students will be supported and challenged to develop skills in speaking, listening, building relationships, and coordinating action. Through class discussions, practices, reading, and self-observations, students will recognize and explore the four University Studies goals and make meaning of how they apply to our everyday lives. Each student is expected to bring to the first day of class a confirmation letter from their community sponsor. This letter should include the student's name, the focus and timeframe of the project, a description of the types of people with whom the student will interact, and the sponsor's signature. Permission of instructor required. Contact instructor by phone (503-725-9401) or e-mail (firstname.lastname@example.org) for full details regarding course requirements.
CAP: EFFECTIVE ENV ED
Effective Environmental Education
Matthew Collins, email@example.com
The Effective Environmental Education Capstone explores approaches to outdoor education relevant to metropolitan natural areas. Students are trained as naturalists who guide school groups on field trips through Tryon Creek State Park located in southwest Portland. Course material covers local natural history, readings and discussions of approaches to and the importance of outdoor education, and basic steps to establish an effective learning environment. To learn more about the location of the class and programs offered by the Friends of Tryon Creek go to www.tryonfriends.org.
CAP: ENHANCING YOUTH LITERACY
Enhancing Youth Literacy: Service in K-8 Public Education
Zapoura Newton-Calvert, firstname.lastname@example.org
PSU has been partnered with King School since Fall 2002. For the last 7+ years, PSU students have tutored at King with the goal of helping King students meet state and national (NCLB) benchmarks in reading and math, a primary concern of public education in Oregon. King is a Title 1, school-wide funded program, with Title I funds helping to support the entire instructional program. All King students are eligible for free breakfast and lunch. Recent challenges at King include difficultly meeting state benchmarks, especially in math and science, and the recent addition of 6th, 7th, and 8th grades.
PSU students will spend at least 3 hours per week either tutoring on-on-one or in small groups. Tutoring placements may include working as a teacher aide in the classroom, library, ESL, or middle school leadership program. Tutoring hours are generally flexible and range from 8:45 a.m. to 3:00 p.m. M-F. In addition, students will work in small groups to help organize and facilitate a Family Literacy Night for the school.
CAP: ENV ED NATV AM LENS
Environmental Education through Native American Lenses
Judy Bluehorse Skelton, email@example.com
What are Native American perspectives and how can they affect/inform environmental education? How does environment shape our lives and our relationships? How does your own heritage and culture impact who you are today and you relationships with the environment?
Environmental education in schools has focused primarily on scientific analysis and social policy. Neglected in this education is recognition of deeper cultural transformations that may need to accompany a shift to a more bio-culturally sustainable world. During our time spent in class and outdoors in natural areas, we will explore relationship-building, creative place-based projects, and analysis of current issues facing environmental education and Native American communities. Using all our senses, we will taste, listen, feel, smell, see and express our relationship to the world around us. In collaboration with our community partner, the Native American Youth & Family Center, students will further develop their own skills and understanding for incorporation into their final class projects, and in their everyday lives.
CAP: GIRL POWER
Sally Eck, firstname.lastname@example.org
In this course, we will be working with our community partner, the local non-profit feminist bookstore IN OTHER WORDS and their sister organization, The Women's Community Education Project. Our project this term is to coordinate a series of *rap sessions* with local teen girls about current issues in their lives. We will use these group conversations to encourage the girls to become a part of our ZINE project -- where they will write, edit, and publish a grassroots, mini-magazine with our class. Please take a look at the enclosed outreach plan for more detailed objectives. In preparation for this project, we will read feminist scholarship about teenage girls as well as focus groups and zine publishing methodologies.
CAP: GLBL PDX-AFRCN CHILD
Global Portland-African Children
Sam Gioia, email@example.com
Through community experience and classroom, education capstone students will learn about the academic needs and cultural adjustment of African refugee youth. Students will either support the children in a classroom setting 3-4 hours per week, or lead an after school homework club from 3-5:15 either Mondays and Wednesdays or Tuesdays and Thursdays starting the second week of class. PSU classroom education will address the historical and cultural dynamics of African refugees, contemporary issues around refugee resettlement, and the academic challenges that English learners face. This class will be taught in a hybrid format meeting only on Monday mornings. Students will utilize PSU's Desire (D2L) to Learn online program to engage in discussion of the tutoring and readings. This class provides an especially rich experience for pre-education, Social Work, Child and Family Studies, and International Studies majors. Attendance the first week of class is required in order to be part of this capstone. You may contact Sam Gioia for further information by email: firstname.lastname@example.org.
CAP: GRANTWRITING: ENV ADVOCACY
Grantwriting for Environmental Advocacy
Celine Fitzmaurice, email@example.com
Course Description: Grant writing skills are critical to the survival of many non-profit environmental organizations. In this course you will learn grant writing skills by developing real proposals for a local environmental non-profit. The rich history of citizen-based environmental advocacy will play a central role in class discussions and reflective writing assignments throughout the term.
Grantwriting for Sustainability
Tracy Dillon, firstname.lastname@example.org
A grant is a proposal that seeks funds to solve a problem and normally is directed by a nonprofit organization [IRS 501(c)(3) designation] to a federal, state, or local government agency, a foundation, or a corporation. In this capstone, you will join a team of students and produce a grant for a community partner who needs your help in securing funding to advance its mission. You should expect to gain valuable experience with the grant writing process. Grant writing involves several steps including preparing or revising a business plan for your partner, identifying potential grant sources for the projects available, and finalizing a grant that follows protocol required by the funding source. Because grant writing is a dynamic process that does not follow academic timelines, we can expect the need for a little flexibility regarding which of these tasks will require the most attention. Some of the projects available to us this term will emphasize research, for example, rather than drafting final text or identifying funding sources. The important outcome is that you, as a participant in the class, will have a chance to learn the fundamentals of grant writing and to help produce a living grant that you can showcase as part of your professional portfolio. The course also challenges you to think about the topic of sustainability from a disciplinary perspective.
CAP: IMMIGRATION & WORKFORCE
Immigration & Workforce
Andrew Reed, email@example.com
Immigration in the Workforce is a Senior Capstone focusing on immigration, sociocultural behavior, and workforce development. Students will assist a non-profit workforce development or social services agency. Outside of class, students will tutor or teach for immigrants as they transition to life in the United States, or do other projects related to immigration in Portland.
CAP: JUVENILE JUSTICE
Deborah Arthur, firstname.lastname@example.org
This Capstone partners with the Multnomah County Department of Community Justice, Juvenile Services Division. Through work in the community, as well as through supportive academic activities, students will have the opportunity to deeply explore current issues in juvenile justice. Successful background checks are required for participation in this Capstone. Please contact the Instructor at above email upon registration.
CAP: LEADERSHIP & MENTORING
Developing Leadership, Interpersonal, & Communication Skills through Mentoring in Education
Sarah Bunton, email@example.com
This course explores education as a key influence on an individual's social and economic future and investigates opportunities to contribute to the educational process in a leadership capacity. Through course material, students are exposed to leadership development, theory, and skills, as well as related topics like educational capital, social responsibility, and communication. During service activities like tutoring and mentoring at the Harriet Tubman Leadership Academy for Young Women, students will be challenged to use and develop communication, relationship-building, and leadership skills. Each student will be involved in activities at the school for 20 hours over the term and those experiences will serve as a foundation for discussion and reflection. The course's community partner is a Portland Public School and requires a background check before interacting with students (to be completed on the first day of class).
CAP: LINK GENERATN:COMM & AGING
Linking the Generations, Communication, Aging and Society
Cindy Koonz, firstname.lastname@example.org
Students will engage with older adults to complete a variety of life history projects. Students will address their assumptions and stereotypes toward the aging population and will reflect upon personal barriers and successes in the intergenerational communication process. Communication issues will be addressed in the areas of intrapersonal, interpersonal, and intercultural communication. In addition to the community work, the course will focus on interdisciplinary discussions, lectures, and activities to increase awareness of the older population. This is an evening course with travel to an off campus site and a background check required. Fingerprinting also may be required. Blackboard will open upon registration. Login to complete the paperwork prior to the start date. Processing can delay work in the community.
CAP: LIVING BEYOND WAR
Living Beyond War: Challenge to Change Our Thinking About War
Deborah Kaufman, email@example.com
Students will be challenged to examine their assumptions about war and to become part of an alternative solution to conflict--personally, in our community, and in the world. This course will teach students about the foundational ideas of Beyond War, and give them opportunities to practice and process the ideas through reading, writing, dialogue and other class activities. Students will support the organization through dialogue, reading and writing projects, and community building. Regular attendance and openness to diverse views are important for success in this class, as well as the willingness to take the initiative to build community.
Marketing - Non-Profits
JoAnn Siebe, firstname.lastname@example.org
In this Capstone, students will work with the Community Partner as a marketing resource team. Students will expand their understanding of customer-centered marketing and the “Eight P’s” of Non Profit Organization (NPO) marketing. Participants will bring knowledge from their own field of study, integrate marketing principles, and support our Community Partner's goals and objectives.
CAP: MED FOR GLBL HEALING
Meditation for Global Healing
Julie Porter, email@example.com
Qigong is an ancient Chinese meditative healing practice that encompasses a philosophy of living with a quiet mind, open heart, and in service to others. This capstone provides an opportunity to explore the personal and community implications of this healing practice and mindfulness meditation. You will learn meditation forms and their underlying philosophies while exploring the concept of personal awareness and social responsibility. Working with a community partner gives you the chance to be of service to others and learn about their needs in the context of the course material.
CAP: MEDIA LITERACY
Mark Oldani, firstname.lastname@example.org
Media literacy is the study of the effect that various modes of communication have on the information that is being transmitted. Students will learn about the impact of commercial media on themselves and their community and develop various approaches to address the impact of media individuals, relationships, and various environments and communities. Students will work directly with community and media organizations, the general public, and/or high school or middle school teachers to research and prepare units of study on the issues surrounding media literacy.
CAP: MULTIMEDIA CAPSTONE
Robert Bremmer, email@example.com
CRN: 15208, 15209
The Multimedia capstone is a fully online Capstone. Students will develop skills in dynamic group communication at multiple levels through learning to build a promotional and/or educational website and blog for a community partner or community issue. We divide into six functional areas: Client Liaison/Research, Content Development, Creative, Technical, Marketing and Coordination. Students interact with the public or client and each other, gather information and knowledge, develop content and design and build the look and feel as well as navigational structure, and make decisions about how best to present the clients' needs in a focused manner, and how best to harness technology to develop the project. The marketing component seeks to increase readership and site use. At the conclusion of the class students will possess a journal which shows how they learned and grew though the development of a final product starting from the conceptual idea stage, and will be able to show at least one working URL with web analytics in use within the intended community. In order to register for this course, you must e-mail PSU Distance Learning at firstname.lastname@example.org.
CAP: NATIVE AMER GRANT WRIT CAP
Grantwriting for Indigenous Sustainability
Beth Lameman, email@example.com
CRN: 15210 & 15211
Students in this capstone will write a grant to support the operations of a nonprofit organization that promotes sustainable practices. You should expect to gain valuable experience with the grant writing process and to produce a ""living grant"" that you can include in a career development portfolio. We will have several partners, each with multiple grant writing needs. You can work independently on a single project, or you can team up. All instruction is online, so your time is free to work at your own pace and to meet your community partners occasionally at mutually convenient times. You must contact PSU Distance Learning in order to register for this course. Please e-mail firstname.lastname@example.org to request registration.
CAP: PERFORM ARTS ADVOCACY
Performing Arts Advocacy
Suzanne Savaria, email@example.com
Speaking about and advocating for the performing arts is possible for everyone. This course will give you a general working knowledge of the history of classical music, drama and dance, as well as examine the local organizations who bring these arts to audiences in the Portland area. We will look at the role of arts education and the responsibility of advocating for and supporting the arts. You will gain hands on experience in the business of putting on a performance and sustaining artistic organizations through volunteer time at local performing arts organizations. Through interviews, reflection and research, you will create a final project and present to a panel of local business people with recommendations for effective and continued advocacy of the arts.
CAP: PORTLAND'S WATER
Catherine Howells, firstname.lastname@example.org
Our community partner for this class is the Portland Water Bureau. This class will focus on the Bull Run watershed (the source of Portland's drinking water) and the workings of the Portland Water Bureau. We will research the history of the water system, water quality, current issues, and other topics that peak our interest during the term. The class will work with the Water Bureau to develop information products for the public.
CAP: PROMOTING SUSTAINABILITY
Promoting Sustainable Living
Amy Minato, email@example.com
In light of looming environmental crises, what can individuals do to change direction? In this course we collectively examine our society to determine which cultural values support, and which inhibit, sustainability. Students develop and facilitate sustainability opportunities tailored to youth for Northwest Earth Institute (NWEI) and the Center For Earth Leadership (CERL), local non-profit organizations that empower individuals and organizations to transform culture toward a sustainable and enriching future.
Class discussion centers on the first two books in the Northwest Earth Institute series, Voluntary Simplicity and Choices for Sustainable Living. Each student creates an entry for a youth manual on sustainability using NWEI materials. Working with the Center for Earth Leadership and using the created manual, students provide these sustainability activities to local youth groups.
CAP: REPORTING LIVE
Kate Kangas, firstname.lastname@example.org
Reporting Live connects 6th and 7th grade classrooms in Portland with PSU study abroad students while they’re overseas. Through a rich exchange of email, blog posts, photography, video, and Skype conversations, the study abroad student will “report live” to their classroom using peace journalism practices, and together as learners, they will engage a new place and people in a connected and interactive way.
This six credit course is available to any student who is participating in a Fall term study abroad program through PSU’s Education Abroad Office. For more details, please see: http://www.pdx.edu/capstone-reportinglive/
CAP: RISE - REFUGEE SUPPORT AND EDUCATION
Refugee Support and Education: Paving the Way to Citizenship
Colleen Kaleda, email@example.com
This course will delve into the modern refugee experience through direct contact with refugees served by two Portland nonprofits: Refugee and Immigrant Support and Education (RISE) and the Immigrant Refugee Community Organization (IRCO). Students will work as volunteer teaching assistants in a classroom setting in Portland and Vancouver, WA community centers where refugees attend RISE pre-citizenship classes; students will also work in an after-school tutoring program for 5th-8th graders run by IRCO at five East Portland middle schools. Students will work under the direction of the professor, program instructors, and various RISE and IRCO staff. Refugees enrolled in the programs are from Africa, Asia, Eastern Europe and Latin America. As a final product, students will develop teaching materials for RISE and IRCO. Supplemental readings and assignments will help students better understand the experience of refugees around the world and in America today.
CAP: SCI INQ OUTDOORS
Science Inquiry in the Outdoors
Rick Hugo, firstname.lastname@example.org
CRN: 14256, 14257, 14258, & 14259
In this course you will volunteer as a Science Mentor with Wolftree, Inc., an award-winning non-profit science education organization. Wolftree brings children in grades 4-12 out of the classroom for small group, hands-on field experiences. Wolftree's primary field site is in the foothills of Mount Hood, with other sites located 60 to 90 minutes from Portland. You are responsible for your own transportation, although carpools can usually be arranged. You will also spend several of your "field" days in classrooms preparing students for their outdoor experiences. You'll volunteer one full day per week (Tuesday - Friday) - please enroll in the appropriate course section. All sections will also meet on Mondays to discuss topics related to science inquiry and pedagogy.
Wolftree's innovative curriculum is based on following student curiosity rather than leading formal presentations. This course is designed for aspiring educators and scientists, although students from any major will benefit from practicing the Socratic style of dialogue. No specific science background is required. You will be required to complete a criminal background check BEFORE the course begins. As with any Capstone, students are highly encouraged to contact the instructor before enrolling to discuss the course responsibilities and activities.
CAP: SEXUAL ASSAULT THEATER
Sexual Assault Education Theater
Eden Isenstein, email@example.com
In this class, students will learn about the dynamics of sexual assault as they practice using theater as a tool for social change. Students will develop a short plays about sexual assault and its prevention based on classroom readings, discussions, prior learning, and lived experiences. This play will then be performed for various campus audiences based on the Theater of the Oppressed Open Forum model, in which audience members are invited to stop and shift the action by joining the play, thereby practicing strategies for facing challenging situations and "rehearsing for the future."
CAP: SEXUAL MNRTY YTH
Sexual & Gender Minority Youth
Molly Gray, firstname.lastname@example.org
CRN: 14250 & 14234
It is estimated that 1 in 10 individuals identify as a sexual minority. Often an already challenging stage in identity development, gay, lesbian, bisexual, transgender & questioning (LGBTQ) youth face a set of issues unique to their daily lives. We examine the paths sexual and gender minority youth navigate in society, exploring such questions as: What challenges do LGBTQ youth encounter? How do they cope, survive, find understanding & celebrate themselves amidst homophobia and intolerance? How do LGBTQ experiences vary across difference such as race, ethnicity, class, religion, gender and expression? Has the growing strength of political mobilization and visibility of LGBTQ issues affected and/or included the needs of youth? How can youth needs be brokered by social services, families, and the community at large? Our community partner will be the Sexual Minority Youth Resource Center (SMYRC).
CAP: SOCIAL JUSTICE EDUCATION
Local Justice: Social Justice Education For Adolescents
Cynthia Gomez, email@example.com
This course is an advanced exploration of diversity and social justice in the United States and provides students with a framework for understanding specific forms and the interlocking systems of oppression; a process to explore how oppression affects our lives; a pedagogical framework for teaching and training about concepts of oppression and diversity; and an application of these ideologies and skills in community settings.
CAP: STREET ROOTS
Street Roots: Exploring Issues of Homelessness
Colleen Kaleda, firstname.lastname@example.org
Students will work as volunteer journalists for Street Roots, Portland's community newspaper that explores issues of poverty and homelessness. In teams, students will interview, report, write and take photographs for the paper. Other coursework will include book reviews of texts on homelessness, an international phone exchange with a street-paper journalist in Africa and lots of class discussion and written reflection for a deeper understanding of homelessness at the local, national and global level.
CAP: STUDENT DEBT POLICY & ADV
Student Debt: Economics, Policy and Advocacy
Mary King, email@example.com
This course provides an overview of the social, economic and political contexts and impacts of student debt in the U.S., examining parallels with credit card, mortgage and developing nation debt, investigating policy options and grass-roots advocacy strategies for policy change in partnership with Jubilee Oregon and the Working Families Organization. Working collaboratively, students will pursue projects to support new campaigns to raise awareness about student debt and to advocate for “Debt-Free Higher Education in Oregon.” Instructor approval required for enrollment in order to balance the class; please contact Mary King (firstname.lastname@example.org) for a short set of questions on your interest in the course, academic background and skills.
CAP: SUS FOOD SYSTEM & ED FARM
Sustainable Food Systems and Educational Farms
Megan Hubbs, email@example.com
CRN: 14255 & 14262
The time is ripe to be part of the growing sustainable food movement! This class addresses the current food issues that face urban citizens by holistically engaging students in the many layers of Portland's local food and farm culture. Students will critically analyze the state of our current food systems while being engaged in positive solutions to agricultural-related issues. The community partner and classroom is the Learning Gardens Lab, where students will gain hands-on farming experience, experientially explore their personal connection to food and the land, participate in the Learning Garden programs, and positively contribute to food security in our greater community. Students will also build relationships within the local food network through field trip experiences. *Due to the nature of this course, it will be held at Learning Gardens Lab (SE 60th Ave & Duke) with the exception of the first class, which will be held at the designated PSU classroom.
CAP: TUTOR-MENTOR NAT AM YTH
Tutor/Mentor Native American Youth
Anmarie Trimble, firstname.lastname@example.org
CRN: 14218, 14219, 14223, & 14235
This capstone course works with the Native American Youth & Family Center (NAYA) to help fulfill its mission of empowering youth via education, community involvement, and cultural programming by creating positive learning experiences. Capstone students will learn about and practice tutoring and mentoring high school students as part of NAYA's High School Summer Institute, which serves Portland-area students from diverse cultural backgrounds. Capstone students will support NAYA youth in learning various academic disciplines (with a strong emphasis in math and language arts), and possibly attend field trips and participate in recreational activities. No previous tutoring or mentoring experience is needed, and the course is open to all majors. After initial training, PSU students will meet weekly at NAYA (see www.nayapdx.org for location) to assist the Summer Institute teachers, youth advocates, and volunteers. Training activities will include tutoring training, as well as discussions on readings that explore connections between diversity, education, culture, and service learning. Individual writing assignments include personal reflective projects, a final reflective narrative, and possibly some research to help NAYA staff develop curriculum.
BACKGROUND CHECKS: Because we are working with underage students, background checks will be required of all students in this Capstone.
CLASS SCHEDULE: All students must register for the weekly Friday training session AND for a separate NAYA session on an afternoon of your choice. (See PSU registration schedule for available times.)
TRANSPORTATION: Students are required to attend both PSU and NAYA sessions. There is public transport to NAYA via Tri-Met bus #75.
CAP: VOLUNTEER STREAM MONITOR
Quality Assurance for Volunteer Stream Monitoring
Mary Ann Schmidt, email@example.com
Students will work in partnership with the Clackamas River Basin Council to monitor over twenty stream sites both public and private. Local land owners will provide access to their stream-side properties in order for students to collect and analyze water samples. Students will provide landowners with information on the quality of their local surface water, and also report their river basin-wide project results to the Clackamas River Basin Council. This course involves field and lab work, communication of scientific information to a lay audience, and exploration of the role of public education and volunteer mobilization to monitor and improve water quality. Potential students for my summer capstone should to aware that due to the field schedule they should not schedule a class to begin right after our class session on Tuesdays 8-10:20AM. In addition, Capstone students will put on an interactive learning exhibit at a local community festival, Damascus Days
CAP: VOTER RIGHTS/REGISTRATION
Registration, History and Activism
This Capstone will engage students in the activism and history of voting rights during the 2012 election season. It partners with the Bus Project Foundation, a non-partisan, community-based organization dedicated to creating a vibrant democracy by engaging Oregonians in civic and political life. Students will learn the history of voting rights in the US while working with the Bus Project Foundation to register and conduct outreach to voters.
CAP: WOMENS PRISON GARDENS
Women's Prison Gardens
Deborah Rutt, firstname.lastname@example.org
Creating a Larger Purpose: Organic Gardens in Women's Prisons
Students in this Capstone will review, research and reflect on the impact of the incarceration of women, the unique needs of female inmates and the diversity of individuals in correctional facilities through structured activities, required readings, video, dialogue and reflective writing. Through the study of existing prison garden programs, students will develop a model for a garden program at Coffee Creek Correctional Facility (CCCF) and identify available resources and potential community partners. Working in teams, students will create a presentation on one aspect of a prison garden program for potential stakeholders.
Class time will focus on issues affecting incarcerated women, the larger prison system, and prison gardens as a tool for healing and change for female inmates. Specific educational tools and methodologies will be used to engage students in collaborative, meaningful dialogue and exchange.