Capstone Courses: Summer Term 2012
The information below is updated to reflect the 2012 summer term. Please refer to the PSU Class Schedule for the days, times, and location of the following courses.
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: ART AND SOCIAL CHANGE
Teaching Art and Social Change
Conrad Schumacher, email@example.com
Some of the essential questions driving the curriculum of this Capstone are: How can Art be a force for social change? What is change and how does it occur? What models of thinking do we use to reflect and structure models of change? What limits, if any, should there be to how Art affects change? What are the differences between change and voice? What are the differences between protest and change? How do Change and Art intertwine and affect our lives? What models of change should we choose and when? And, in the spirit of Paul Loeb and John Steinbeck, When if ever are we NOT responsible for one another? There's the first assignment and "final" exam: Answer these questions-and the "so what?" The working Thesis for this class is that for Art, or indeed anything/anyone, to effect change in a society the work/ideas must be palatable to the majority, real and tangible in terms of outcomes and sustainable over time. We never get far when we try to change using hate, anger, force or such "clubs." 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/be taught in underprivileged public schools. A web site 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/if it comes to the scheduling of the Art Literacy lesson-teaching component.
CAP: ASSET MAP GIS
Empowering Communities with Asset Mapping and GIS
Meg Merrick, firstname.lastname@example.org
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.
CAP: CAMP STARLIGHT
Vicki Reitenauer, email@example.com
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. 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 (firstname.lastname@example.org) for more information or to begin the registration process.
Collaborations: Boys and Girls Club
Heather Petzold, email@example.com
CRN: 81778 & 81782
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: COMMUNITY GREENWORKS
Cynthia Gomez, firstname.lastname@example.org
This Capstone offers students an analysis of social justice; a framework that promotes successful civic engagement; and an application of these principles in community settings. Students choose from several projects that best fit interests, expertise and schedules, and complete team projects with community partners addressing a pre-determined need and promoting lasting chance in the community. Projects will focus on the three areas of sustainability: social equity, the economy, and the environment.
Communities and Resources of an EcoDistrict
Barry Messer, email@example.com
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: EDIT/DESIGN DLNW OUTREACH
Edit/Design DLNW Documents for Organ Donor Outreach
Patrice Hudson, firstname.lastname@example.org
Participants will learn about editing and designing small documents, and about Donate Life Northwest (DLNW), a nonprofit agency with the mission to save and enhance lives through the promotion of organ, eye, and tissue donation. Students will expand their understanding of small document design and learn to think more critically about design decisions and the basic principles of layout, typography, color usage, and space. Participants will bring knowledge of today's popular culture as well as knowledge from their own field of study, and integrate that knowledge with editing and design principles to produce documents for public outreach use by DLNW.
CAP: EDUCATIONAL EQUITY
Zapoura Newton-Calvert, email@example.com
The Educational Equity Capstone explores a variety of issues related to educational equity, including early learning, school desegregation, school funding, standardized testing, curriculum choices, and language and bilingual education, among others. The course is designed as a partnership with Portland Parks and Recreation's University Park Community Center and St. Johns Community Center sites, located in North Portland. Students will volunteer in University Park's Homework Club program or St. John's Community Preschool. Serving students from Rosa Parks, Clarendon-Portsmouth, and Peninsula schools, University Park's Homework Club combines educational, enrichment, and recreational opportunities in a supportive, energetic environment.
PSU students can participate in a variety of service opportunities, including tutoring and mentoring one-on-one with Homework Club students, designing creative and thoughtful activities to help bridge the achievement gap, and participating in Family Night events with kids and families. St. Johns Community Preschool is an early childhood development program for children ages 3-5. Students will participate in mentoring, creating and implementing lesson plans, and working one-on-one with children and parent volunteers.
This is a "blended" or "hybrid" course, meaning that in addition to class time, there is an on-line component. Successful completion of background checks is required for participation. Volunteer hours are arranged by each individual student and vary by placement. Preschool volunteer times generally run M-F from 8:45 a.m. --2:15 p.m., and Homework Club time slots run M-Th, 2:30 p.m.--6:30 p.m.
CAP: EFFECTING CHANGE
Vicki Reitenauer, firstname.lastname@example.org
In this Capstone course, each student explores 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 that work has for the individual and for the community through reflection, dialogue, readings, activities, and collaborative projects. This course is intended to allow both students with longstanding volunteer commitments to continue those commitments in fulfillment of their Capstone requirement and students new to community service to explore how they might become affective agents for positive change in their communities. This Capstone requires instructor approval; to begin the registration process, contact Vicki Reitenauer, email@example.com, 503-725-5847.
CAP: EFF CHANGE AGENT ONLINE
Being an Effective Change Agent - Online Course
Katherine Kangas, firstname.lastname@example.org
In this fully online course we will be exploring how to be effective change agents through volunteer work and by producing a series of radio shorts. Each student will be expected to arrange a project with a community organization before the Capstone begins. This project may be an existing relationship or one sought for the purpose of this class. A minimum of thirty hours of volunteer work is required over the course of the term. As a culminating group project, we will be writing, recording and producing a series of podcasts modeled after Radiolab shorts using stories from your volunteer experiences. These shorts will be used to supplement curriculum in a local elementary school. An in-person orientation is scheduled for Monday, June 25th from 11am - 1pm. Contact Kate Kangas by phone (503-438-5702) or email (email@example.com) to enroll.
CAP: ENHANCING YOUTH LITERACY
Enhancing Youth Literacy: Summer Support
Zapoura Newton-Calvert, firstname.lastname@example.org
The Enhancing Youth Literacy: Summer Support Capstone explores a variety of issues related to educational equity and literacy, including early learning, school desegregation, school funding, standardized testing, curriculum choices, and language and bilingual education, among others. The course is designed as a partnership that has included Portland Public Schools, Portland Parks and Recreation Homework Club sites, YEI, Upward Bound, and Portland Youth Builders. PSU students will participate in a variety of service opportunities, including tutoring and mentoring one-on-one or in small groups. This is a hybrid course, meaning that in addition to class time, there is an on-line component. Successful completion of background checks is required for participation. Volunteer hours are arranged by each individual student and vary by placement. Many placements will have flexibility Monday - Friday within school hours (8:00-3:00) or after school program hours (3:00-6:00). Please contact Zapoura Newton-Calvert at email@example.com for more information on this placement.
CAP: ENVIRON ED NATV AMER LENS
Environmental Education through Native American Lenses
Judy BlueHorse Skelton, firstname.lastname@example.org
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. We will examine impacts of colonization on land management policies and the re-emergence of Indigenous practices with land, water, and food systems management. 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. Students will gain historical knowledge of local tribes and develop relationships with community partners: NAYA (Native American Youth and Family Center), the Confederated Tribes of Siletz Indians, and NARA (Native American Rehabilitation Assn.). Using all our senses, we will taste, listen, feel, smell, see and express our relationship to the world around us. Students will further develop their own skills and understanding for incorporation into their final class project, and in their everyday lives.
CAP: GIRL POWER
Women's Oral Narratives
Sally Eck, email@example.com
CRN: 81775 & 81769
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: GIRL'S ROCK CAMP
Building girls' self esteem through music
Molly Gray, firstname.lastname@example.org
The Rock & Roll Camp for Girls is a local non-profit organization that works to build girls' self esteem through musical & performance mentorship as well as empowers/prepares young women of diverse backgrounds for leadership roles within their communities. Students in this Capstone will examine contemporary social issues related to the lives of girls today, as well as participate in Rock Camp programming and other activities in support of the camp.
CAP: GRANT WRIT NAT AMER PRESER
Grantwriting for Indigenous Sustainability
Beth Lameman, email@example.com
CRN: 82610 82611
"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: GRANTWRTNG BIKE TRNSPRT
Grant Writing: Bicycle Transportation Alliance
Annie Knepler, email@example.com
Grant writing skills are critical to the survival of non-profit organizations. In this course, we partner with Portland’s Bicycle Transportation Alliance (BTA) to help them increase their capacity by developing grants for specific projects. The BTA (http://www.bta4bikes.org/) works to promote bicycling and improve bicycling conditions in Oregon and SW Washington. Through reading, writing, research, and presentations, students in this capstone approach the issue of transport from a variety of perspectives and engage with questions concerning bicycle safety, the environment, and the economics of transportation. The class also examines issues of race, class, and gender as they relate to bicycle transportation, exploring issues of access, awareness, and infrastructure. Also, students learn the steps involved in completing a successful grant proposal, research and write grant proposals, and develop their skills as effective writers.
CAP: GRANTWRITING-OPAL SCHOOL
Grant Writing: OPAL SCHOOL
Judith Patton, firstname.lastname@example.org
Students in this Capstone will partner with Opal School (http://www.portlandcm.org/). Students will write proposals to fund special projects determined by Opal School representatives and the class. Class uses an experiential approach: that is, students learn to write compelling grants by engaging in the process of writing actual proposals to be used by Opal School in its pursuit of funding.
Opal School of the Portland Children’s Museum is a private preschool (ages 3-6) and public charter elementary school (grades K-5). Opal School serves as a resource for teacher-research by supporting and provoking fresh thinking about learning environments that inspire playful inquiry, creativity, imagination and the wonder of learning in children and adults.
Grantwriting: Improv Theater - Super Project Lab
Judith Patton, email@example.com
Students in this capstone will partner with Super Project Lab. SPL’s mission is to use performance, outreach, and strategic partnerships to connect and educate our community. They foster individual growth, promote connectivity, and build community through the lessons of improvisational theater. People of all ages and walks of life can benefit from the lessons of improvisational theater. SLP teaches those in need of life-changing, pro-social skills by bringing improv-based curriculums into schools, nursing homes, hospitals, prisons, backyards, and basements… wherever the call takes them. Class uses an experiential approach: that is, students learn to write compelling grants by engaging in the process of writing actual proposals to be used by SPL in its pursuit of funding support.
CAP: IMMIGRATION IN WORKFORCE
Immigration in the Workforce
Andy Reed, firstname.lastname@example.org
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 Smith Arthur, email@example.com
This Capstone partners with the Multnomah County Department of Community Justice, Juvenile Services Division. Through your work in the community, as well as through supportive academic activities, you will have the opportunity to deeply explore current issues in juvenile justice. Successful background checks are required for participation in this Capstone. This is a hybrid (partially online) course. Please contact the instructor at firstname.lastname@example.org upon registration to receive important information about background checks.
CAP: LNKNG GENERATNS
Linking the Generations, Communication, Aging and Society
Cindy Koonz, email@example.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 an 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.
CAP: LRN FROM PERSONS
Learning From Persons with Disabilities (Mt. Hood Capstone)
Ann Fullerton, firstname.lastname@example.org
CRN: 81794, 81795,81817, & 81818
Interested students must call (503) 725-3380 or go to http://www.pdx.edu/sped/kiwanis as soon as possible to apply. Students must have instructor approval to enroll. This course spans spring and summer terms and grades are posted in summer term. Seniors graduating in spring term cannot include this course in their degree coursework because it is not graded until summer term. Students must complete an online training course and then spend two weeks living at the campsite with a weekend break (see below). Meals and lodging provided. Students can register for this class in either the spring or summer terms.
81817 for Section OU1 June 23 – July 6
81818 for Section OU2 July 7 – July 20
81794 for Section OU3 July 21 – Aug 3
81795 for Section OU4 Aug 4 – Aug 17
CAP: LRNING GARDEN & CIVIC AFF
Learning Gardens and Civic Affairs
Judy Bluehorse Skelton, email@example.com
In this Capstone, we will work with two community partners: Learning Gardens Laboratory that serves the Brentwood-Darlington neighborhood in SE Portland; and the Confederated Tribes of Siletz Indians tribal offices in
outer southeast Portland. Class time will focus on issues of food security, significance of cultural/traditional foods, and community involvement in civic affairs. We will explore food systems and their role in addressing community health and social justice. We will participate in hands-on gardening activities, and develop materials or conduct research to assist in the design, promotion, understanding and management of urban gardens. Some scheduled class meetings will take place off campus at the Learning Gardens and Siletz tribal office sites, so please schedule accordingly. Some physical outdoor work and additional service time outside of class is required.
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: MEDIEVAL PORTLAND
Anne McClanan, email@example.com
Medieval Portland is a partially on-line capstone dedicated to researching and spreading the understanding of real medieval objects housed in Portland area collections. The focus this summer will be to research and produce support materials on medieval art at the Portland Art Museum and the Portland State Library Special Collections, and then to use this research as the foundation for making podcasts to teach about these artworks. We will investigate issues such as artistic technique, the history of collecting, and the religious and cultural meanings of these works. Please note that you will need to be available to meet with your team members in person to produce the podcasts. No background in art history is needed, but strong research and writing skills are a must. After registering for the class, please contact the instructor to set up an appointment.
CAP: MEDITATION GLOBAL HEALING
Meditation For Global Healing
Julie Porter, firstname.lastname@example.org
CRN: 81813 & 81814
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: MIGRANT CHILDREN
Sam Gioia, email@example.com
This capstone supports a summer academic program sponsored by Beaverton School District. Capstone students will assist in a classroom one day a week (M-Th) between June 25 and July 26 from 8:30am to 2pm. They will work with certified teachers on classes for English Language Development and credit recovery for high school aged youth from migrant families. The PSU class meetings will be once a week with extensive use of online discussion boards. Our class time will address historical, cultural, academic, and linguistic issues affecting Latino youth. Students must attend a pre-service orientation on June 22 and be prepared to tutor through the end of July. This capstone does not require Spanish language proficiency. It is excellent preparation for pre-education students as well as students studying social work, child and family studies, psychology, sociology and other majors.
CAP: MRKTG FOR NON PROFITS
Marketing For Non-Profits
JoAnn Siebe, firstname.lastname@example.org
In this Capstone, students will work with the Community Partner, the International Center for Traditional Childbearing (ICTC), whose mission is to reduce infant mortality, promote breastfeeding and increase the number of black midwives and birth workers. The poor birth outcomes among Black women in Portland and nationally are a major concern. However, public attention to this national health issue is neither high profile nor sustained. ICTC believes that a multi-level strategy will improve birth outcomes and build capacity in the African American/black community, which is necessary to combat and eventually eradicate this public health problem. Students will expand their understanding of customer-centered marketing and the "Eight P's" of social marketing. Participants will bring knowledge from their own field of study, integrate marketing principles and support ICTC's vision.
Robert Bremmer, email@example.com
CRN: 82612 & 82613
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: MUSEUM OF THE CITY
Museum of the City
Chet Orloff, email@example.com
The Museum of the City is a virtual museum of cities. A museum currently being created for PSU that students will help operate, its mission is to inform visitors about the design and development of cities past, present, and future. It also shares the University's mission: “Let Knowledge Serve the City.” Students in the class will be associate curators, helping create exhibits and social-media content for the electronic galleries of the Museum. While headquartered at PSU, the Museum of the City is an international project, working with partners in over 20 countries worldwide.
CAP: NATURAL FOOD INDUSTRY
The Natural Food Industry and the Cooperative Business Model
Pedro Ferbel-Azcarate, firstname.lastname@example.org
This Capstone will provide an orientation to the cooperative business model and the natural food industry. Students will gain hands on experience working with the community partner, People's Food Cooperative, on various food system related inquiries and 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.
CAP: NATURE IN THE NEIGHBORHOOD
Nature in the Neighborhood
Mitch Cruzan, email@example.com
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 capstone has been 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. This Capstone requires instructor approval; to begin the registration process, contact Mitch Cruzan, firstname.lastname@example.org.
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 community outreach products.
CAP: RESEARCH & SOCIETY
Research and Society
Mitch Cruzan, email@example.com
Are you a Science Major thinking of applying to graduate school? Complete your senior capstone and develop your post-graduate plans in one course! This capstone will enable students to translate their experiences and knowledge with science to the public through engagement with local education organizations and museums. This Capstone requires instructor approval; to begin the registration process, contact Mitch Cruzan, firstname.lastname@example.org.
CAP: RESEARCH EXP SCI MAJORS
Research Experiences in Science
Erik Bodegom, email@example.com
The purpose of this Senior Capstone will be to provide linkages between the student's academic training in the sciences, specifically in physics and the application of this knowledge in the broader community. In particular, students will obtain experience in solving real life problems as future scientists and educated citizens. Through an initial phase the students will be educated as to the expectations of the proper methods to solve issues presented by our community partners. This initial phase will focus on presentation, documentation, and ethics expected by the community partners and the broader scientific community.
CAP: SEXUAL & GENDER MIN YOUTH
Sexual & Gender Minority Youth
Molly Gray, firstname.lastname@example.org
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: SEXUAL ASSAULT
Sexual Assault Education Theater
Eden Isenstein, email@example.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.
CAP: SKILL EFFECTIVE COLLABORATOR
Skills For Being an Effective Collaborator
Laurel Singer, firstname.lastname@example.org
The ability to collaborate is increasingly recognized as an essential professional and personal skill. In addition, solutions to some of the most critical and pressing issues confronting our communities are only possible when diverse stakeholders are able to come to together to collaborate. Students will have the chance to further deepen their knowledge and enhance their skills in collaboration as they work in teams to study a specific case where a collaborative approach was used to solve a community problem. This term, students will take a field trip to southern Oregon to interview stakeholders involved in a multi-sector collaborative project facilitated by the National Policy Consensus Center at Portland State University to develop an alternate energy source (a biomass facility) for the region.
CAP: STREET ROOTS
Street Roots: Exploring Issues of Homelessness
Colleen Kaleda, email@example.com
This course will explore and expose various issues surrounding poverty and homelessness through direct contact with non-profits, businesses, government and the homeless community. Students will research, write and photograph stories for publication in Street Roots, Portland's homeless newspaper. Specific topics will be tailored to student interest and developed in conjunction with the Editor-in-Chief of Street Roots. Subjects may include economic/business impact; social and cultural impacts; mental health; hunger; unemployment; and impacts on women and children.
CAP: SUMMER YOUTH ENRICHMENT
Summer Youth Enrichment: Bridging the Achievement Gap
Zapoura Newton-Calvert, firstname.lastname@example.org
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 1). 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). "Summer Youth Enrichment: Bridging the Achievement Gap" is designed as a partnership between PSU and various Portland summer programs for youth (partners have included the Portland Parks and Recreation Urban Day Camp and the Portland Schools Foundation 9th Grade Counts Program). Capstone students in this partnership will work with community partners as tutors, mentors, and leaders within summer educational enrichment settings. Volunteer hours are arranged by each individual student and vary by placement. Many placements will have flexibility M-F and within school hours (8:00-3:00) or after school program hours (3:00-6:00). Please contact Zapoura Newton-Calvert at email@example.com for more information on this placement.
CAP: SUS FOOD SYSTEM & ED FARM
Sustainable Food Systems and Educational Farms
Megan Hubbs, firstname.lastname@example.org
CRN: 81771 & 81807
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: SUSTAINABILITY OUTDOORS
Communicating Sustainability Through the Forest
Matthew Collins, email@example.com
Spend your summer at Tryon Creek State Park, located just 15 minutes from PSU. Learn to effectively educate for sustainability through non-formal, outdoor experiences. Students will examine current practices in education for sustainability and outdoor and environmental education. Students will then use this information to create informative, engaging programs for Nature Day Camp participants. Student learning will benefit from discussion, team work, outdoor experiences, and practical application. This class meets Tuesday and Thursday afternoons from 1:00 – 4:00 pm at the Tryon Creek State Park Nature Center. More information is available at www.tryonfriends.org or by contacting the course instructor, Matthew Collins, at firstname.lastname@example.org.
CAP: TUTOR/MENTOR NAT AM YTH
Tutoring & Mentoring Native American Youth
Annmarie Trimble, email@example.com
CRN: 81758, 81784, 81785, 81787, 81788, & 81789
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 Monday training session AND for a separate NAYA session on a morning or 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: TUTORING ADULT ESL
Tutoring Adult ESL at Portland Community College
Michelle Culley, firstname.lastname@example.org
Capstone students will tutor adult English as a Second Language learners for 2 - 3 hours a week in local Community College ESL classes. Capstone students must be proficient speakers of English. Students must contact Michelle Culley prior to registration. Tutoring times vary, please contact Michelle for specifics. 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. This Capstone requires instructor approval; to begin the registration process, contact Michelle Culley, email@example.com.
CAP: VOLUNTEER STREAM MONITORING
Quality Assurance for Volunteer Stream Monitoring
Mary Ann Schmidt, firstname.lastname@example.org
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: WOMEN'S PRISON GARDENS
Women's Prison Gardens
Debbie Rutt, email@example.com
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, 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. 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.
Students will have the option of visiting the prison garden with instructors outside of scheduled class time. The facility is 20 minutes from Portland and carpooling will be available. Any student wishing to visit or volunteer in the garden will be required to complete a Department of Corrections background check during the first week of class. Garden visitation is not a requirement of the course. Students choosing not to visit the prison garden will be asked to complete other service work related to the class topic.
CAP: WORKFORCE & IMMIGRATION
Studying the impact of immigration on the workforce
Andy Reed, firstname.lastname@example.org
Immigration in the Workforce is a Senior Capstone focusing on immigration, sociocultural behavior, and workforce development. Students will assist a non-profit workforce development agency called Human Solutions. Outside of class, students will tutor or teach ESL or workforce development classes, or conduct other projects to assist immigrants as they transition to life in the United States.