Capstone Courses: Summer Term
African Studies Overseas Experience: Ghana
UNST 421, Sec 501, CRN 81836
Kofi Agorsah, agorsahe@pdx.edu
This six credit summer 2009 program will offer students opportunities to experience aspects of African history and culture through the lens of the Ghanaian cultural experience. The program has three main components, which overlap in many ways: Academic Experience, students participate in talks, seminars and demonstrations on traditional social, political and religious expressions, to be given by academic and traditional specialists of both rural and urban Ghana; also undertake a field project on an approved topic or subject based on direct interaction, interviews, archival, museum and/or library research; Cultural/Learning Experience - will provide opportunities for first-hand interaction with traditional leaders office bearers, chiefs, queens and queen mothers; Historical/ Learning Experience this will involve participation in educational excursions and practical field experience of historical and traditional cultural sites such as museums, shrines and historical towns.
Art & Social Change
UNST 421, Sec 521, CRN 81798
Conrad Schumacher, cnarroti@earthlink.net
Some of the essential questions driving the curriculum of this Capstone are: How can Art be a force for social change? How is it? What limits, if any, should there be? What are the differences between change and voice? What are the differences between protest and change?
This course is open to anyone intrigued with the questions raised by public Art (and possibilities of Art) in our society. This capstone should be of particular value and interest to students who have a desire to teach, create, work collaboratively and inspire.
Students will develop Art Literacy lessons to teach in public schools. Copies of these lessons will be created and published as a teacher resource. This course will require some flexibility on the part of the students when it comes to the scheduling of the Art Literacy lesson teaching component.
Asset Mapping with GIS: Empowering Communities
UNST 421, Sec 572, CRN 81816
Meg Merrick, dkmm@pdx.edu
This capstone is about empowering communities through the use of asset mapping techniques and geographic information systems (GIS) technology. Students will work with a community partner to identify community assets and assist them in the use of GIS and other technologies that can enable them to strategically set community agendas. Students will be trained in asset mapping techniques as well as geographic information systems. No experience is required. Additional time is required outside of classroom participation.
Camp Starlight
UNST 421, Sec 518, CRN 81851
Vicki Reitenauer, vicr@pdx.edu
Students will serve as cabin counselors and activity specialists at Camp Starlight, a project of Cascade AIDS Project (CAP) that provides children infected and affected by HIV/AIDS with a week-long residential camping experience that is safe, accepting, and free of stigma. Students in this course are required to attend several class sessions at PSU before camp (10:00 am - noon on 8/11, 8/12, and 8/13); to be present full-time at camp from Friday, August 21 to Friday, August 28; and to attend a final class session at PSU on Friday, October 2 from 3:00 - 6:00 pm. In addition to their service at camp, students will work in multi-disciplinary teams to complete one or more final products in collaboration with our community partner. Registration in the course requires instructor approval; contact Vicki Reitenauer at 503-725-5847 or vicr@pdx.edu for more information or to begin the registration process.
Chiapas Mexico Women
UNST 421, Sec 502, CRN 82921
Pat Rumer, rumer@pdx.edu
This Capstone provides an opportunity to learn about Chiapas Mexico and immerse yourself in the indigenous Mayan culture. The course includes a 2 week educational experience in the city of San Cristobal de las Casas with a weekend field trip to two historic archeological sites: Palenque and Tonina.
In San Cristobal and surrounding areas you will visit weaving cooperatives, microfinance projects, natural medicine cooperative, women’s health clinics, marginalized communities and experience different approaches to community development with the focus on women as the critical player.
Some evenings will be spent learning about social, political, economic and cultural issues in Southern Mexico.
This capstone is open to PSU juniors and seniors in all majors. Spanish language skills are preferred but not required.
Citizen Involvement and Volunteer Monitoring: The Community Lab for Water Quality Education
UNST 421, Sec 519, CRN 81801
Mary Ann Schmidt, maryanns@pdx.edu
This class will develop and implement a watershed education event involving community members in the assessment of water quality. Capstone students will put on an interactive learning exhibit at a local community festival – Damascus Days; work with local land owners to obtain water samples; analyze water samples, develop a feedback system to provide volunteers and creek side landowners with information on the quality of their local surface water, and report findings to the Clackamas River Basin Council. This course involves fieldwork, 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.
Collaborations: Boys and Girls Club
UNST 421, Sec 546, CRN 81854
Heather Petzold, 2hap@comcast.net
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 Meyers 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. An additional 20 hours outside of class time will be required during operating hours. As we are working with youth, a background check will be required as well.
Community Greenworks I & II
UNST 421, Sec 564, CRN 81839 and UNST 421 Sec566 CRN 81860
Cynthia Carmina Gomez, gomezc@pdx.edu
Community Greenworks develops civic solutions to the green divide by connecting environmental protection to economic prospects. Students study social justice education and environmental justice and engage in green, sustainable service-learning and scholarship. They complete team projects with community partners addressing a pre-determined need and promoting lasting change in the areas of sustainability, social equity, the economy and the environment. This capstone promotes successful civic engagement wherein students choose fieldwork that best fit personal interests, expertise and schedules.
Chinese Foreign Students to Chinese Americans: Two Case studies
UNST 421, Sec 534, CRN 81807
Ann Fulton, eaf@pdx.edu
This Capstone course investigates the history of Chinese foreign students who came to America to be educated and stayed to pioneer new chapters in Chinese American History. We will research students who came to America before 1945 and students who came to America after 1980; we will use interviews and and oral histories to support our research. Our focus will be on foreign students in the Pacific Northwest, and especially Portland. Individual and group projects will be a comparative analysis of early and late twentieth century student experiences. Northwest China Council is our partner. Our goal is to provide the Council with specific historical information about these students and their contribution to both the Chinese American communities and American society.
Costa Rica
UNST 421, Sec 505, CRN 81809
Celine Fitzmaurice, celine@pdx.edu
This capstone provides an opportunity to learn about Costa Rica and immerse yourself in the culture. The course includes a 2 week service-learning experience in the city of Turrialba, Costa Rica. In Turrialba, you will conduct daily service in a community-based setting such as a school, national park, or social service organization. Evenings will be spent studying Spanish and learning about social, political, economic and environmental issues in Costa Rica. Educational field trips to other parts of Costa Rica will be scheduled during the weekends.
This capstone is open to PSU juniors and seniors in all majors. Spanish language
skills are preferred but not required.
Creating Livable Communities for an Aging Society
UNST 421, Sec 553, CRN 82573
Alan DeLaTorre, aland@pdx.edu
Portland, like the rest of the world, is witnessing an unprecedented growth in the proportion and overall number of older adults; the window of opportunity for preparing communities is shrinking rapidly. This course will assess various aspects of neighborhood livability (e.g., walkability, safety, access to services) and disseminate those findings to agencies that are involved in infrastructure planning and development (Portland’s Bureau of Planning), and service provision (Multnomah County’s Aging and Disability Services Division). Additionally, students will engage in preliminary conversations with advocacy groups (e.g., AARP, Elders in Action) about enhancing public awareness that focuses on the needs and assets of aging communities.
Direct Democracy, Society, and the Environment
UNST 421, Sec 537, CRN 81835
Joshua Binus, binus@pdx.edu
Students explore and analyze the use of ballot initiatives in Oregon's past that have attempted to regulate government, society, and the natural environment. During the term, students are introduced to various research, writing, and editing strategies and then work as researchers for the Ballot Measure Archive Project, a collaborative effort to document statewide ballot measures run since 1960. Specifically, students actively gather campaign-related historical materials such as photographs, manuscript records, audio and video recordings, maps, ephemera, and artifacts for preservation in a publicly accessible archive. Different ballot measures are researched each term, with a wide variety of topics available for study. A sample of issues covered includes: environmental (fishing, forestry, land use, water quality, hunting and trapping, recycling, and nuclear power), criminal justice (mandatory minimums, victim's rights, sentencing guidelines, evidence and parole, and death penalty), social justice (gay rights, right-to-die, and abortion rights), education, public utility regulation, campaign financing, taxes, and more.
Educational Equity/Upward Bound Summer
UNST 421, Sec 541, CRN 81804
Deborah Arthur, debs@pdx.edu
This Capstone partners with the Upward Bound program designed to enhance the educational opportunities of low-income high school students. Upward Bound is ?a year-round program designed to improve students’ academic and study skills in high school, to develop their career and educational plans, and to help them succeed in higher education. (www.ubets.pdx.edu). Students in this Capstone work in various ways to support the mission and the students of the summer Upward Bound program. Community-based learning may include being a teaching assistant in classes, tutoring students one-on-one, and participating in field trips, recreational, cultural and volunteer activities. Community-based learning may include tutoring students one-on-one, assisting in the classroom, participating in field trips, recreational, cultural and volunteer activities with students.
Effecting Change
UNST 421, Sec 547, CRN 81829
Vicki Reitenauer, vicr@pdx.edu
In this hybrid course (which meets once per week and involves extensive online communication), each student will explore what it means to work for community change by engaging in a committed community service experience of at least 3 hours per week with a community partner of her/his choice and exploring the meaning of that work through reflection, dialogue, readings, activities, and collaborative projects. This course is intended to allow students with longstanding volunteer commitments to continue those commitments in the fulfillment of their Capstone requirement, although students new to community service are welcome in the course as well. Students will enter the course with their community partners chosen and their work plans developed and approved by a representative of their community partner, in consultation with the instructor. Registration in the course requires instructor approval; contact Vicki Reitenauer at 503-725-5847 or vicr@pdx.edu for more information or to begin the registration process.
Environmental Activism: Greening of Mexican Families
UNST 421, Sec 504, CRN 81821
Michael Taylor and Jack Corbett, motaylor@pdx.edu
This international capstone explores how Mexican families and communities are demonstrating environmental awareness by opting for sustainable approaches to maintain clean water, local food production, and a healthy environment in the face of political and economic challenges. Students will travel to Oaxaca, Mexico August 29 - September
12 to live with local families and participate in environmental activism.
Students will experience the rich cultural heritage of Oaxaca through home-stays, visits to rural communities, and field trips to archaeological sites. Students will work with community members in support of efforts to secure sustainability through innovation as well as the conservation of tradition. Daily language instruction will be provided by local teachers while in the city of Oaxaca. This capstone is open to PSU juniors and seniors in all majors. While Spanish language proficiency is not a requirement, language preparation is preferred.
Environmental Education through Native American Lenses
UNST 421, Sec 544, CRN 81831
Judy BlueHorse Skelton, judybluehorse@comcast.net
“For millennia the world’s Indigenous Peoples have acted as guardians of the web of life for the following seven generations. They have successfully managed complex reciprocal relationships between diverse biological ecosystems and multitudinous human cultures. Awareness of Indigenous Knowledge is reemerging…” Original Instructions: Indigenous Teachings for a Sustainable Future, 2008.
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 impact who you are today?
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, feel, smell, see and express our relationship to the world around us. We will also contemplate our choices for interacting with the world around us in the future. Students will further develop their own skills and understanding for incorporating into a final class project and in their everyday lives.
Forgotten in the Heart of Portland
Jennifer Schuberth, jschub@pdx.edu
This class meets Tuesday and Thursday evenings from 6:00 – 8:00 from June 23th through August 13th. Students must be available to attend the orientation program at the Macdonald Center on Thursday, June 25th from 3-6 and be prepared to commit at least 3 hours per week as volunteers for the duration of the course. The Macdonald Center has situated itself in the heart of Portland’s Old Town in order to respond to the specific needs of a community of the marginalized that is bordered by the bustle and prosperity of Downtown and the Pearl District. This Capstone will partner PSU students with those programs that the Macdonald Center has established to challenge the social isolation that frequently intensifies the dilemmas faced by those who are homeless, mentally ill, or suffering from addictions. The final project is still to be determined. In the past, for example, the class designed and introduced a recycling program that both the residents and the staff of the Center could implement.
Global PDX: African Children
UNST 421, Sec 512, CRN 81857
Sam Gioia, gioia@pdx.edu
This capstone will involve PSU students in tutoring during African refugee children in a summer program sponsored by the African Women’s Coalition and Lutheran Community Services. Capstone students will meet in their PSU classroom Mondays and Wednesdays from 2 to 4:40 to learn about the cultural and academic dynamics that affect the education of these children. Topics will include: immigration, cultural orientation to various African countries, and basic practices for effective tutoring with English learners.
Students must be available for tutoring either Mondays and Wednesdays from 10 to noon or Tuesdays and Thursdays from 10 to noon one day a week between July 5th and August 13th. This capstone is open to students from all majors. It provides a particularly rich experience for students majoring in Black Studies, Social Work, Child and Family Studies, International Studies, Education, and the social sciences. Contact Sam Gioia (gioia@pdx.edu) for further information on this capstone.
Global PDX: Migrant Children
UNST 421, Sec 510, CRN 81855
Sam Gioia, gioia@pdx.edu
This class will involve PSU students as assistants in diverse classrooms that include many Latino children and children from migrant families in the Forest Grove area during a summer school sponsored by Forest Grove School District. Capstone students will meet in their PSU classroom Tuesdays and Thursdays from 2 to 4:40 to learn about the cultural and academic dynamics that affect the education of these children. Topics will include: immigration, the history of Latino’s in the US and in Oregon, and the theory and practice of helping children to learn in a language that is not spoken in their homes. Capstone students do not need to be proficient in Spanish or in teaching skills. They must attend a school training in Forest Grove on the morning of June 18 and be able to assist in a classroom at the summer program in Forest Grove from 8 to 12:30 on one day a week (Monday through Thursday) from June 22 to July 23. This capstone is open to students from all majors. It provides a particularly rich experience for students majoring in Spanish, Social Work, Child and Family Studies, International Studies, Education, and the social sciences. Contact the instructor, Sam Gioia (gioia@pdx.edu) for further information on this capstone.
Grantwriting
UNST 421 Sec 507 CRN 82895
Victoria Parker Pohl, parkerv@pdx.edu
With an intention of producing funding for improvement of its connection with local community, this class will partner with the Portland State University’s Women’s Resource Center. Utilizing best practices for grantwriting, the students will find and study likely funders for designated programs within this organization and prepare grant cycle files and proposals based on this research. As seekers of legitimate funding, students will learn to differentiate funding sources, process research, assess needs, and utilize the language of effective proposals. The community partner will gain access to to sources of funding and potential funds that match WRC’s goals and mission.
Grant Writing for Nonprofit Organizations - motiveSpaceCOALITION
UNST 421, Sec 520, CRN 81803
Judy Patton, pattonj@pdx.edu
Students in this Capstone course partner with The motiveSpaceCOALITION, an all-volunteer nonprofit group of progressive architects, developers, and citizens in Portland, Oregon, dedicated to the investigation and research of innovative, bottom-up, non-speculative models for sustainable housing development. In particular, they are interested in collaborative, cohousing, and cooperative housing as viable and healthy precedent models within our current economic crisis. Class uses an experiential approach: that is, students learn how to write compelling grant proposals by engaging in the process of writing real proposals to be used by our community partner in its pursuit of funding.
GrantWriting for Nonprofit Organizations - Oregon Symphony Orchestra
UNST 421, Sec 549, CRN 81840
Judy Patton, pattonj@pdx.edu
Students in this Capstone course partner with The Oregon Symphony Orchestra. The Oregon Symphony currently has 76 professional musicians on contract, and is led by Music Director Carlos Kalmar. Each year it engages dozens of guest conductors and artists, both popular and classical, to perform with the orchestra. The Oregon Symphony produces more than 80 concerts a year, mostly at the Arlene Schnitzer Concert Hall in Portland. It programs a wide range of music to suit many tastes and preferences. It presents two end-of-summer outdoor concerts in Portland and travels regularly for performances in Salem, Newberg and smaller communities elsewhere in the state. It also provides an award-winning program of educational and community engagement activities. Class uses an experiential approach: that is, students learn how to write compelling grant proposals by engaging in the process of writing real proposals to be used by our community partner in its pursuit of funding.
Health and Migration in Oaxaca, Mexico
UNST 421, Sec 528, CRN 81838
Margaret Everett, everettm@pdx.edu
Increasingly, migrant workers in Oregon and other western states are arriving from southern Mexico, especially from the indigenous communities in the southern state of Oaxaca. Migration impacts the health of this population in complex ways, and challenges health care systems on both sides of the border. This capstone course takes students to Oaxaca, Mexico to study the cultural, economic and social forces that impact health in both sending and receiving communities. We focus particular attention on diabetes and other chronic illnesses related to changes in diet and activity patterns among this translational population, but students will also have the opportunity to learn about the relationship between migration and HIV, and to visit with organizations that work on prevention in this area.
Immigration & Workforce
UNST 421, Sec 555, CRN 81853
Andrew Reed, andrew.reed@ci.portland.or.us
Classroom topics will include immigration, socio-cultural behavior and issues, and workforce development. Students will assist a non-profit workforce development agency called SE Works Inc. Outside of class, students will help to develop and maintain a website for immigrants as they transition to life in the U.S.
Immigration & Workforce
UNST 421, Sec 556, CRN 81852
Andrew Reed, andrew.reed@ci.portland.or.us
Classroom topics will include immigration, socio-cultural behavior and issues, and workforce development. Students will assist a non-profit workforce development agency called SE Works Inc. Outside of class, students will help to develop and maintain a website for immigrants as they transition to life in the U.S.
Interpretation of Sustainability
UNST 421, Sec 568, CRN 82579
Stephanie Wagner, stephanie@tryonfriends.org
Many businesses and organizations, including Oregon State Park, have developed progressive plans to move their organizations toward sustainability. Often times sustainable practices are not shared with the public. This class will investigate the sustainability action plans from a variety of organizations, including Nike, Burgerville, Oregon State Parks and Weyerhaeuser. Students will then develop interpretive programs or exhibits, for Tryon Creek State Park, crafted to inform park visitors and inspire them toward adopting personally sustainable behaviors. Students will also receive Oregon Parks and Recreation Department Core Interpretive Training Certification.
Juvenile Justice
UNST 421, Sec 525, CRN 81841
Deborah Arthur, debs@pdx.edu
This Capstone partners with the Multnomah County Department of Community Justice, Juvenile Services Division. Through work in the community, including developing and facilitating skill building workshops for and with delinquent youth, as well as through supportive academic activities, students will have the opportunity to deeply explore current issues in juvenile justice. Successful background checks will be required for students to be able to work directly with youth, although are not required for participation in this Capstone.
Learning from Persons with Disabilities (Kiwanis Camp)
mhkc@pdx.edu, http://www.pdx.edu/sped-coun/kiwanis.html
This Capstone is a two week, live-in course providing outdoor recreation for children and adults with disabilities. With coaching from experienced educators, students form a team of counselors and support campers to enjoy swimming, fishing, canoeing, hiking, adventure activities, art, music, etc. This course is for seniors who want to broaden their repertoire of skills for working with people and their understanding of the personal, social, and economic issues experienced by persons with disabilities in our community. This capstone involves personal teaching and care giving responsibilities. Students must apply to be a counselor and receive department approval to enroll. Students can learn more by visiting the course website at: http://www.pdx.edu/sped-coun/kiwanis.html and calling (503) 725-3380. Students attend an orientation & training session May 16 and then spend two weeks on-site during the summer with time off the week-end in-between. Course sections during spring/summer of 2009:
XU1 May 16, June 22 – July 3 Mt Hood site
XU2 May 16, July 4 July 17 Mt. Hood site
XU3 May 16, July 18 – July 31 Mt. Hood Site
XU4 May 16, August 1 – August 14 Mt Hood site
Learning Gardens and Civic Affairs
UNST, 421, Sec 587, CRN 81843
Stephanie Blackman, blackman@pdx.edu
Students in this Capstone will do community outreach work for the Learning Gardens Laboratory that serves the Brentwood-Darlington neighborhood in SE Portland. Students will be working to enhance community participation in the gardens, and their work may include developing materials to assist in the promotion, understanding and management of the garden, conducting research to support outreach efforts, and/or directly working with kids, their parents, and community members, to include them in the work of the garden. Students will also gain experience tending the garden. Class time will focus on issues of our food system and civic involvement. Some scheduled class meetings will take place off campus at the Learning Gardens, so please schedule accordingly. Some physical outdoor work and additional service time outside of class (about four hours per week) will be required.
Linking the Generations, Communication, Aging and Society
UNST 421, Sec 532, CRN 81811
Cindy Palmer, teachcin16@hotmail.com
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 off campus site and a background check required. Fingerprinting also may be required. Contact instructor upon registration to complete paperwork prior to start date. Processing can delay work in the community.
Living Beyond War
UNST 421, Sec 562, CRN 82577
Debbie Kaufman, kaufmand@pdx.edu
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, principles for everyday living, and prepare them to facilitate discussions challenging others to change their thinking about war. Topics will include: the interdependent nature of our living system; the effects of using war as a method for resolving problems; alternatives to war, including nonviolent conflict resolution processes; and, cooperation and collaboration among peoples and nations. Projects will include various roles in researching, developing and editing materials for the organization.
Marketing for Micro Enterprises
UNST 421, Sec 524, CRN 82567
JoAnn Siebe, siebeconsulting1@mac.com
During this Capstone, PSU students will work with the Community Partner, the Micro Enterprise Services of Oregon (MESO), as a marketing resource team. During class sessions students will examine literature, film and other resources that speak to different aspects of marketing for micro businesses. They will discuss the marketing challenges facing these businesses. Students will work collaboratively on mutually agreed upon projects that are beneficial and satisfying to both PSU and the Community Partner.
Media Literacy
UNST 421, Sec 539, CRN 81846
Mark Oldani, oldani@pdx.edu
Media literacy is the study of the effect that various modes of communication have on the information that is being transmitted. The investigation of issues related to media crosses disciplinary boundaries and is a focus of some of the current K-12 curriculum. Students will learn about the impact of commercial media on themselves and their community and develop various approaches to address the impact of media on their community. Students will work directly with members of the community including 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.
Multimedia Production
UNST 421, Sec W9, CRN 82112
Robert Bremmer, bremmer@pdx.edu
The Multimedia capstone develops 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. Two examples are: www.womenshealthawareness.blogspot.com which was a one term project and www.ecomerge.blogspot.com which is an ongoing online class project. Both these examples have links to additionally built websites. This class is taught in both an on-campus and fully online version.
Museum of the City: Creating Exhibits on the Renewal and Development of Portland, 1959-2009, with PDC
UNST 421, Sec 563, CRN 81815
Chet Orloff, corloff@pdx.edu
Building on the Portland Development Commission’s (PDC) 50 years of work of revitalizing many areas of the city, students in the Museum of the City Capstone will help document and, particularly, illustrate the history of urban renewal in Portland, with a special focus on recent years' efforts to create a "sustainable city" (a PDC goal). Students will serve PDC and the Planning Bureau, other city agencies, and the citizens of Portland in a class project that will answer such questions as “How has PDC helped implement the City’s plans for urban renewal and creating a 'sustainable city'?” and “What are the qualities that have shaped the development of Portland since 1959?” Students will emerge from this Capstone with a working knowledge of Portland’s recent history, an appreciation for urban design, an understanding of interpreting urban history for the general public, and numerous perspectives on what contributes to a livable community.
Music in the Schools
UNST 421, Sec 570, CRN 81828
Susan Booth Larson, susanblarson@gmail.com
Help with the lack of music education in summer Schools Uniting Neighborhood education programs. Learn about the current system of education in Oregon, develop lesson plans using age-appropriate and active learning strategies, and teach about music around the world to students aged 5-13.
Nature in the Neighborhood
UNST 421, Sec 565, CRN 81817
Mitch Cruzan, cruzan@pdx.edu
The Nature in the Neighborhood (NITN) project grew out of the needs expressed by PSU students who desired avenues of involvement in local environmental issues, and the needs of local resource management agencies (THPRD, METRO, Portland Parks) that lacked resources to develop inventories and surveys of natural resources in the Portland area. This summer this capstone has be redesigned to serve majors in Biology and ESR. The course content and goals will assume students have an adequate background in ecology. In collaboration with METRO, we will focus our efforts this summer on work with Metro to evaluate factors promoting the spread of invasive false brome, and its impact on native plant communities. We will be developing research questions, designing data collection protocols, contributing to ongoing site monitoring, collecting and analyzing data, and writing final reports on our findings. To accomplish the broader goals of this project we will be forming multiple working groups, the number of which will depend to some degree on the interests and goals of participants in this capstone.
Neighborhood Leadership Academy
UNST 421, Sec 548, CRN 82569
Suzanne Atkin, satkin@workplaceharmony.com
A collaborative effort between the City of Beaverton and Portland State University, The Neighborhood Leadership Academy brings together neighborhood residents, PSU students and community leaders in an interactive environment geared towards increasing citizen involvement in neighborhood affairs. This course provides students and citizens with the knowledge and skills needed to become effective neighborhood and community leaders. Objectives of the course include:
• Learn how city government works and what the role is of an active informed citizen.
• Understanding and experiencing effective communication, group decision making and building community partnerships.
• Learning and experiencing public speaking and conversations.
• Helping to organize a neighborhood improvement project such as an alley cleanup or neighborhood cleanup.
PDX Civil Rights Project
UNST 421, Sec 569
Felicia Williams, fwilliam@pdx.edu
The Civil Rights movement changed the way people thought about race and equal opportunity in America. This course will examine how the movement happened in Portland as students record oral histories from people who fought for civil rights in Oregon. There will be a total of three interviews: one unrecorded pre-interview, one two-hour interview, and one one-hour follow-up interview. The interviews will then be transcribed, indexed, and archived. Copies of all materials will be provided to the narrators.
Portland’s Water
UNST 421, Sec 514, CRN 81797
Catherine Howells, chowellspdx@yahoo.com
Our community partner for this class is the Portland Water Bureau. This class will focus on the early development of Portland’s public water supply (1883-1950). We will study and research the needs for a public water supply, the site selection for the water supply, the surveying, engineering, and building of the gravity-fed system and dams, and the protection of water quality. Guest lecturers from the Portland Water Bureau will discuss the historical background and engineering, and there will be a mandatory field-trip to the Bull Run watershed. The class will work with the Portland Water Bureau to develop an information product for the Water Bureau. This product could be a photographic display, a brochure, materials for classrooms -- the Capstone students will decide (with input from the Water Bureau) what they will create.
Public Relations for Nonprofits
UNST 421, Sec 557, CRN 82575
Walt Amacher, wseditor@aol.com
In recognition of the need for governmental agencies and nonprofits to access their constituency, this Capstone provides communications training for a selected organization including the following: formation of an organizational communications program, creation of informational and promotional materials, and practical experience in working with the media. Students will learn basic communication theory and apply it to an organization. In addition to textbook materials and class presentations, this course includes guest lecturers and field trips to media outlets.
Reducing Toxic Air Pollution in Portland
UNST 421, Sec 551, CRN 82571
Dean Atkinson, atkinsond@pdx.edu
Oregon DEQ (Department of Environmental Quality) is using an innovative geographic approach to reduce toxic pollutants in the air we breathe. Air toxics are pollutants suspected or known to cause serious health problems including cancer, birth defects, organ damage and respiratory irritation. Young children, older adults, and people with asthma, lung or heart disease may be more sensitive to the effects of air toxics. As part of this geographic approach, DEQ has identified the Portland region as our first location for developing an area-wide air toxics risk reduction plan. In planning air toxics reductions we are looking at risk holistically from all sources in the Portland Region, and developing an area-wide plan to reduce risk from businesses, engines, and residential activities such as wood burning, in proportion to their contribution to the problem. DEQ is naming the project “Portland Air Toxics Solutions” or “PATS.” Under PATS, DEQ will work with a broad group of partners and an advisory committee to develop and implement a ten year air toxics emission reduction plan. Student participants will be involved in facilitation of the mission of the PATS team through research and public dissemination.
Sexual Assault on the College Campus
UNST 421, Sec 535, CRN 81834
Eden Isenstein, edennaomi@gmail.com
Students in this class will work with the Portland State University Women's Resource Center and their community partners to combat sexual assault. The class will work in teams on projects such as, research, awareness raising/prevention, direct action, and fundraising. Lecture and discussion topics are from a multidisciplinary approach including, advocacy, medical system, criminal justice system, offender management, community response, higher education, and more. By the end of the term students will be able to articulate the definitions and dynamics of sexual violence as well as current issues in the field. Students will also have gained experience and understanding in what it takes to respond to and prevent sexual assault.
Social Marketing
UNST 421, Sec 521, CRN 81824
JoAnn Siebe, siebeconsulting1@mac.com
During this Capstone, PSU students will work with the Community Partner, Donate Life Northwest (DLNW), as a marketing resource team. During class sessions students will examine literature, film and other resources that speak to different aspects of social marketing. They will discuss the marketing challenges facing DLNW. Students will work collaboratively on mutually agreed upon projects that are beneficial and satisfying to both PSU and the Community Partner.
Solid Waste Reduction, Reuse, and Recycling
UNST 421, Sec 554, CRN 82574
Shanna Eller, ellers@pdx.edu
This Capstone partners with governmental organizations in the Portland Metropolitan Region to increase solid waste reduction, reuse, and recycling through community research, education, and outreach. Capstone students may be involved in activities ranging from designing resources to educate residents, to assisting business meet the requirements for mandatory business recycling, to researching how to reduce waste, increase recycling, and implement composting at public events.
Stormwater Pollutant Reduction through Urban Retrofits
UNST 421, Sec 567, CRN 82578
Torrey Lindbo, torrey.lindbo@cigresham.or.us
Urban stormwater runoff can lead to degradation of streams and rivers by increasing both the concentration and volume of pollutants. Students will work with City of Gresham staff to improve water quality through community outreach and hands-on reduction of stormwater volume by disconnecting downspouts, building rain gardens and other infiltration techniques. Treating stormwater near the source is one of the most effective ways to reduce pollutant volume and concentrations.
Sustainable Food Systems and Educational Farms
UNST 421, Sec 522, CRN 81837
Megan Kupko, greenfarmmama@gmail.com
*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.
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 experiences at Ecotrust, Zenger Farm and the Oregon Food Bank.
The Natural Food Industry and Cooperative Business Model, Sec 1
UNST 421, Sec 543, CRN 81832
Pedro Ferbel-Azcarate, pferbel@yahoo.com
This Capstone will provide an orientation to the cooperative business model in the booming natural food industry. Students will gain hands on experience working with the community partner, People’s Food Cooperative, on various business related inquiries including financial analyses, marketing studies, and plans for short and long term growth. We will address different business strategies in the natural food industry and for cooperative businesses, specifically, and make the connection to broader themes including health and nutrition, food security and food politics, environmental sustainability, urban design, and community development.
The Natural Food Industry and Cooperative Business Model, Sec 2
UNST 421, Sec 550, CRN 82570
Pedro Ferbel-Azcarate, pferbel@yahoo.com
This Capstone will provide an orientation to the cooperative business model in the booming natural food industry. Students will gain hands on experience working with the community partner, People’s Food Cooperative, on various business related inquiries including financial analyses, marketing studies, and plans for short and long term growth. We will address different business strategies in the natural food industry and for cooperative businesses, specifically, and make the connection to broader themes including health and nutrition, food security and food politics, environmental sustainability, urban design, and community development.
Tutor/Mentor Native American Youth
UNST 421, Sec 540, CRN 82568
Anmarie Trimble, atrimble@pdx.edu
This capstone course works with the Native American Youth & Family Association (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 and practice tutoring and mentoring middle school and high school students as part of NAYA's Summer High School Institute and its Middle School Math & Science Camp (MSAP). Capstone students will support NAYA youth in learning various academic disciplines (with a strong emphasis in math and science), 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 work with the camp teachers, academic specialists, and volunteers. Training activities will include tutoring training, as well as discussions on readings exploring Native American culture, educational issues, and service learning. Individual writing assignments include personal reflective projects, a final reflective narrative, and possibly some research to help NAYA staff develop camp curriculum. A background check is required of all students in this Capstone. Transportation notice: Students will be responsible for their own transportation to and from NAYA. Public transport is available.
Tutoring Adult ESL students
UNST 421, Sec 515, 81799
Michelle Culley, mculley@pdx.edu
Capstone students will tutor small groups of adult English as a Second Language learners for 2.5-3 hours a week at one or more community centers in the Portland Area. Capstone students must be proficient speakers of English. Students must contact Michelle Culley (mculley@pdx.edu) prior to registration. Tutoring times will vary and will be assigned on a first come, first serve basis. In addition, all capstone students will meet from 12:45-15:45 every Wednesday on the PSU campus for coursework on ESL strategies and immigration issues.
Urban Day Camp: Addressing the Summer Learning Gap Through Youth Literacy Projects
UNST 421, Sec 552, CRN 82572
Zapoura Rose Calvert de Ramos, zapoura@pdx.edu
Since the implementation of the No Child Left Behind Act in 2001, the achievement gap has been at the forefront of discussions about school equity. A significant contributor to the achievement gap is the summer learning gap. According to researchers on the subject, achievement gaps by family socioeconomic status (SES) and race/ethnicity widen more during the summer months than during the school year? (Alexander, Entwisle, and Olson). This is often due to the lack of academic enrichment activities available to students in these demographics. A recent (2007) study by the Nellie Mae Foundation indicates that building on existing networks, for example the Capstone service learning network, is one of the best ways to support summer learning programs and to close this gap (Miller 28). Urban Day Camp: Addressing the Summer Learning Gap is designed as a partnership between Portland Parks and Recreation’s University Park site, located in North Portland, and Portland State University. The Urban Day Camp is a program serving students from Rosa Parks and Clarendon-Portsmouth that combines educational, enrichment, and recreational opportunities in a supportive, energetic environment. Capstone students in this partnership will work with Day Camp staff in the following ways:
• Early literacy learning (story time, students ages 4-6)
• Assisting staff in a tutor role in math/science/character building courses (students ages 7-12)
• Developing and teaching weekly afternoon reading/writing projects (computer-based, book binding, story writing, poetry) for small groups of students (ages 7-12)
• Mentorship and relationship building with students (ages 4-12) and multi-generational camp staff (junior counselors, middle school and early high school students, counselors, older high school and college students, and staff).
• Planning, organizing, and producing an end-of-summer Family Literacy Night, an evening sharing writing work done throughout the term, hearing local spoken word artists, and providing information on further local enrichment opportunities related to writing and spoken word poetry.
Us and Them: A History of Intolerance in the United States
UNST 421, Sec 511, CRN 82894
Beth Stafford, beth@pdx.edu
During this six-credit term we will explore events in our history when intolerance arose from the fear, suspicion and anger of ordinary people--the same impulses that still cause discord today--and will be brought face-to-face with the negative and often tragic consequences of prejudice and hate. But we will also learn about the hope and heroism that true moral conviction inspires.
This course is based on the assumption that racism, sexism, and hatred of others still exists. The class material, including novels, essays, lectures and films, confront issues that are relevant now and in the future. They delineate the shape and complexity of issues of intolerance, and demand a response from concerned students.
Exposure to intolerance will include both historical and fictional accounts of the struggles of alienated groups throughout our country's history to the present time, and will lead to class discussions and writings reflecting on important issues the works evoke. Besides the required course work, students will engage in community outreach projects of your choice with our partner, The Oregon Food Bank, and should plan to devote at least 32 hours to their community service work during the term.
