Capstone Courses: Winter Term 2012
The information below is updated often. Please refer to the PSU Class Schedule for the CRNs, days and times of the following courses. Additionally students who miss the first class and fail to notify the instructor may be dropped from the course to allow the enrollment of other students waiting for a seat in the Capstone.
CAP: ACCESS FOR EDUCATION
Creating Access to College for Low-Income Youth
Leah Cronn, email@example.com
PSU students in this Capstone will play an integral part in the growth and development of Marathon Education Partners. Students may be involved in 1) designing a more formalized educational program for Scholars involved in the program, 2) developing a more structured partnership program between Scholars and their Partners, 3) proposing other community partners for Marathon to enhance its program offerings, 4) implementing other program proposals, and/or 5) directly working with Scholars through participation in recreational, cultural and volunteer activities. Please contact Leah Cronn at firstname.lastname@example.org for more information.
CAP: AQUA INVASIV SPECIES
Detection and Prevention of Aquatic Invasive Species
Angela Strecker, email@example.com
Globally, freshwater ecosystems are at risk from a number of anthropogenic stressors. One of the foremost stressors is the spread and establishment of aquatic invasive species. Lake Oswego is an urban waterbody that is being met with a number of environmental challenges, and invasive species are a major concern to Lake Oswego Corporation, the lake managers. An important element of managing invasive species is early detection, thus students will be expected to review the biology and spread of aquatic invasive species, determine which species are likely to be invasive in Lake Oswego (and the greater region), design sampling protocols for early detection, field test the protocols, and write a report for Lake Oswego Corporation summarizing their findings. Students will also develop public relations materials to help educate lake users and residents on aquatic invasive species identification and prevention of spread. Students are expected to have a background in ecology and attend a one day field trip to Lake Oswego. Interested students must e-mail the professor in order to register for this course.
Collaborations: Boys and Girls
Heather Petzold, firstname.lastname@example.org
This course focuses on the importance of service learning in our community. As a class, we will have the opportunity to discover, evaluate, and reflect on the needs of our community by creating and facilitating educational workshops, mentoring, and exploring fundraising opportunities for the Boys and Girls Club. Students will learn respect for themselves and others as part of a community and will promote teamwork, leadership and problem solving skills. Community issues to be addressed include: listening, intercultural communication, leadership, mediation, and cooperative learning skills. Each student will have the opportunity to mentor at the club site (Meyers Boys and Girls Club) for a minimum of 20 hours for the term during hours of operation (2:30-7:00 p.m. Monday through Friday). As we are working with youth, students will need to pass a background check in order to fulfill the requirements of the course (to be completed on the first day of class).
CAP: COMMNTY ART FOR SOCIAL CHANGE
Community Based Art as a Force for Social Change
Jen Delos Reyes, email@example.com
What can art do? This course will examine the potential that creative acts have to effect social, political, local and personal change through the social application of art in the context of an arts program geared towards homeless and transitional populations facilitated and directed by PSU students. Through examining art historical context this course will look at the ideas surrounding community art, dialogical art, new genre public art, and art and social practice. Through reflecting critically on a wide variety of movements and approaches to socially engaged art making and discussing the works of artists such as Stephan Willats, Michael Rakowitz, Temporary Services, Suzanne Lacey, Tim Rollins and K.O.S, and Group Material, the class will gain a rich understanding of this way of working and apply their investigations by creating an art workshop program for the population at the Bud Clark Commons that will culminate in an exhibition of the art work created through that class. We are partnered with the Bud Clark Commons, a cornerstone of the City’s 10 Year Plan to End Homelessness, to explore how art can be used to serve this transitional population and bring awareness of these issues to the local community. We hope that through this art program offered through the Bud Clark Commons we can begin to break down barriers of poverty, homelessness, power and privilege through art and outreach. Students taking this course must arrange their own transportation to the Bud Clark Commons site. Students will also be responsible for attending the weekly arts program at BCC that takes place outside of class time.
CAP: COMM ED NUHS
Communication Education: NUHS
Gloria Totten, (503) 725-5384, firstname.lastname@example.org
This Capstone explores developing and teaching lesson plans on basic skills such as liberal arts, math, science, and art (topics vary). Students will be required to work as an interdisciplinary team, researching information, practicing and presenting course material in a classroom setting (our community partner is New Urban High School). This course requires an out of class commitment of one full day during the end of the term - during school hours (8 am to 4 pm). Contact instructor with questions. No special instructor approval required. D2L used for all course materials: syllabus, handouts, assignment descriptions, reading materials.
CAP: COMMUNITY GREENWORKS
Cynthia Gomez, email@example.com
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.
CAP: COMMUNITY PSYCHOLOGY I
Keith Kaufman, firstname.lastname@example.org
This two quarter Capstone focuses on applications of basic psychological knowledge and methods to community problems. Students join a work team providing consultation to a community organization or agency. Students have an opportunity to choose from a number of field projects in cooperation with community agencies engaged in social service in the fields of health, education, corrections, welfare, and others. Projects result in products of
value to community agencies such as program evaluations, climate studies or volunteer recruitment videos. Students develop consultation and group skills, work collaboratively with community partners, and learn about the field of community psychology.
CAP: DOC SUSTAIN PRACTICES
Documenting Sustainability in the Pacific Northwest
James Hillegas, email@example.com
In 1989, the World Commission on Environment and Development defined sustainable development as "[development that] meets the needs of the present without compromising the ability of future generations." As the 21st century progresses, the concepts of sustainable development and sustainability have become increasingly complex. Partnering with Northwest History Network, this class will explore the idea of sustainability by looking at its historical meaning and document sustainable business and cultural practices in the Pacific Northwest through the medium of recorded interviews. The focus of the course will change each quarter and has in the past included the death care industry, ranching, logging, urban agriculture, and recycling.
Communities and Resources of an EcoDistrict
Barry Messer, firstname.lastname@example.org
The development of an EcoDistrict requires innovation in the way we configure our physical landscapes to maximize resource efficiency; this capstone examines the opportunities for communities to participate in and learn from creating the shape of their place.
CAP: EDUCATIONAL EQUITY
Deborah Smith Arthur, email@example.com
This Capstone explores a variety of issues related to educational equity, including culturally-specific and multi-cultural programming, segregation, school funding, standardized testing, curriculum choices, language and bilingual education, among others. Community-based learning may include being a teaching assistant in classes, tutoring and mentoring students one-on-one, and otherwise supporting the mission and goals of these two organizations and their students. This is a "blended" or "hybrid" course, meaning that in addition to class time, there is an on-line component. A successful background check may be required for participation with our community partner. Upon registration, please contact the Instructor, Deborah Smith Arthur, at firstname.lastname@example.org, for further information.
CAP: EFFECTING CHANGE
Being an Effective Change Agent
Heather Petzold, email@example.com
This course is for students interested in being effective change agents for the public good. Each student (individually or with others) will take the initiative before the Capstone begins to arrange a project with a community organization. This project may be an existing relationship or one sought for the purpose of this class. A minimum of three working hours per week with the organization is required. During the course, students will be supported and challenged to develop skills in speaking, listening, building relationships, and coordinating action. Through class discussions, practices, reading, and self-observations, students will recognize and explore the four University Studies goals and make meaning of how they apply to our everyday lives. Each student is expected to bring to the first day of class a confirmation letter from their community sponsor. This letter should include the student's name, the focus and timeframe of the project, a description of the types of people with whom the student will interact, and the sponsor's signature. Permission of instructor required. Contact instructor by e-mail (firstname.lastname@example.org) for full details regarding course requirements.
CAP: ENGAGING DEMOCRACY
Working with the Oregon Legislature
Richard Clucas, email@example.com
The Engaging Democracy capstone provides students with the opportunity to work directly with members of the Oregon Legislative Assembly in Salem during the 2012 legislative session. The students will be asked to help handle many of the traditional responsibilities placed on legislative staff, from conducting research on proposed legislation to working with constituents. During classroom time, students will learn about the position of legislatures in American politics and the character of Oregon politics. As a final project, the students will work together on a guide to the Legislative Assembly. The work in the Capitol will be arranged around each individual student's schedule. Carpooling will be available. This capstone takes place over the winter and spring terms.
CAP: ENHANCING YOUTH LITERACY
Enhancing Youth Literacy: Service in K-8 Public Education
Zapoura Newton-Calvert, firstname.lastname@example.org
PSU has been partnered with King School since Fall 2002. For the last 7+ years, PSU students have tutored at King with the goal of helping King students meet state and national (NCLB) benchmarks in reading and math, a primary concern of public education in Oregon. King is a Title 1, school-wide funded program, with Title I funds helping to support the entire instructional program. All King students are eligible for free breakfast and lunch. Recent challenges at King include difficultly meeting state benchmarks, especially in math and science, and the recent addition of 6th, 7th, and 8th grades.
PSU students will spend at least 3 hours per week either tutoring on-on-one or in small groups. Tutoring placements may include working as a teacher aide in the classroom, library, ESL, or middle school leadership program. Tutoring hours are generally flexible and range from 8:45 a.m. to 3:00 p.m. M-F. In addition, students will work in small groups to help organize and facilitate a Family Literacy Night for the school.
CAP: EVAL CRIM JUSTICE
Evaluating Criminal Justice Interventions
Don Trapp, email@example.com
Project 57 is multi-agency, multi-faceted program to manage what have been identified as chronic offenders in Multnomah County, Oregon. The purpose of this Capstone is to develop and undertake an evaluation of this program from both a process and outcome perspective. Students will work with all stakeholders in this program at various sites in the community. The final product will be a summary, presented orally and in writing, of the research findings
Sally Eck, firstname.lastname@example.org
In this course, we will be working with our community partner, the local non-profit feminist bookstore IN OTHER WORDS and their sister organization, The Women's Community Education Project. Our project 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: GLOBAL PDX-AFRICAN CHILDREN
Global Portland - African Children
Sam Gioia, email@example.com
Through community experience and classroom, education capstone students will learn about the academic needs and cultural adjustment of African refugee youth. Students will either support the children in a classroom setting 3-4 hours per week, or lead an after school homework club from 3-5:15 either Mondays and Wednesdays or Tuesdays and Thursdays starting the second week of class. PSU classroom education will address the historical and cultural dynamics of African refugees, contemporary issues around refugee resettlement, and the academic challenges that English learners face. This class will be taught in a hybrid format meeting only on Monday mornings. Students will utilize PSU's Desire (D2L) to Learn online program to engage in discussion of the tutoring and readings. This class provides an especially rich experience for pre-education, Social Work, Child and Family Studies, and International Studies majors. Attendance the first week of class is required in order to be part of this capstone. You may contact Sam Gioia for further information by email: firstname.lastname@example.org.
CAP: 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: IMMIGRATION & WORKFORCE
Immigration & Workforce
Andrew 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: IND GARDEN & FOOD JUSTICE
Indigenous Gardens and Food Justice
Judy Bluehorse Skelton, email@example.com
American Indian and Alaska Native communities are suffering from the highest rates of obesity and diabetes in the country. This capstone will examine impacts of colonization on local and traditional foods, health and land management policies and the re-emergence of Indigenous practices with land, water, and food systems management. Revitalization of food sovereignty by reservation and urban Native American communities to reclaim health and address historical trauma will be central to student work. In collaboration with Oregon tribal communities, students will participate in the site assessment and design of edible and medicinal gardens at the Confederated Tribes of Grand Ronde reservation, one hour west of Portland.
Permaculture principles and indigenous land ethics will guide our process. Students will explore relationship-building, creative place-based projects, and analysis of current issues facing Native American communities. Class will meet off-campus for garden project.
CAP: INSIDE OUT PRISON EXCHG
Prison Exchange: Creating Understanding from the Inside-Out
Amy Spring, firstname.lastname@example.org
The Inside-Out Capstone course you are in provides an opportunity for a small group of students from Portland State University and a group of residents from Coffee Creek Correctional facility to exchange perceptions about crime, justice, and how societal structures and culture define crime, justice. We also will explore civic and social responsibility and how civic engagement contributes to community strength and self. Crime is often explained as an example of a person's bad "personal choices." In this class we will not deny that persons who find themselves in the justice system have ended up there by way of poor personal decisions. Yet we will also explore how social conditions disproportionately predispose certain communities toward life in the justice system and the ways that we can take leadership to respond to these conditions. We will examine the connection between civic engagement and concepts of leadership by marrying theoretical knowledge and practical experiences in weekly meetings extended throughout the term. This course will be held with a group of women at Coffee Creek, and topics will include criminal justice, corrections, and civic engagement's role in a democracy. Students enrolled in this class must be able to pass a criminal background check. Please contact the instructor once you have enrolled.
CAP: ISS PREGNANCY & CHLDBIRTH
Current Issues in Pregnancy and Birth: Expanding breastfeeding support in the greater Portland area
Carrie Cohen, email@example.com
This capstone will work with the Birthingway Breastfeeding Center in their efforts to expand breastfeeding support in the community. Students will examine the effects of breastfeeding on the health of infants and will help the center assess the challenges and barriers to attaining breastfeeding support that many women face during the immediate post-partum period. Students will devise methods to gather and evaluate information concerning the breastfeeding needs of under-served populations and how to best follow up with mothers to ensure these needs are being met.
CAP: JPN/CHN LANG FOR ESL STDNT
Japanese and Chinese Language Program for Elementary Students
Suwako Watanabe, firstname.lastname@example.org
This Capstone course, students will work with elementary school programs that offer Japanese or Chinese in the Portland area, by assisting a classroom teacher and developing teaching materials. Students will also work on promotion of foreign language education at the elementary level. The class will address various issues pertaining to foreign language learning and teaching, including US language policy, multiple intelligences, Japanese/Chinese language/culture, and diversity. At least Second Year level of language proficiency is recommended, but not a requirement.
CAP: JUVENILE JUSTICE
Deb Arthur, email@example.com
This Capstone partners with the Multnomah County Department of Community Justice, Juvenile Services Division. Through their work in the community, as well as through supportive academic activities, students in this Capstone 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.
CAP: LEADERSHIP & MENTORING
Developing Leadership, Interpersonal, & Communication Skills through Mentoring in Education
Sarah Bunton, firstname.lastname@example.org
This course explores education as a key influence on an individual's social and economic future and investigates opportunities to contribute to the educational process in a leadership capacity. Through course material, students are exposed to leadership development, theory, and skills, as well as related topics like educational capital, social responsibility, and communication. During service activities like tutoring and mentoring at the Harriet Tubman Leadership Academy for Young Women, students will be challenged to use and develop communication, relationship-building, and leadership skills. Each student will be involved in activities at the school for 20 hours over the term and those experiences will serve as a foundation for discussion and reflection. The course's community partner is a Portland Public School and requires a background check before interacting with students (to be completed on the first day of class).
CAP: LEARNING GARDEN & CIV 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
CAP: LGBTQ HISTORY
Pat Young, younghst@Spiritone.com
LGBTQ History. Learn about local queer history from the folks who paved the way and help preserve their stories. This course introduces methods or collecting and preserving lesbian, gay, bisexual, transgender and queer history. Our community partner is the Gay and Lesbian Archives of the Pacific Northwest (GLAPN). Students will do an oral history and help process an archival collection. Students will also learn about local queer history including the anti-gay ballot initiatives, early gay-rights groups, and social groups.
CAP: LINKING GENERATIONS
Linking the Generations, Communication, Aging and Society
Cindy Koonz, firstname.lastname@example.org
Students will engage with older adults to complete a variety of life history projects. Students will address their assumptions and stereotypes toward the aging population and will reflect upon personal barriers and successes in the intergenerational communication process. Communication issues will be addressed in the areas of intrapersonal, interpersonal, and intercultural communication. In addition to the community work, the course will focus on interdisciplinary discussions, lectures, and activities to increase awareness of the older population. This is an evening course with travel to an off campus site and a background check required. Fingerprinting also may be required. Contact instructor upon registration to complete paperwork prior to start date. Processing can delay work in the community.
CAP: MARKETING NON PROFITS
Marketing For Non-Profits
JoAnn Siebe, email@example.com
In this Capstone, students will work with the Community Partner as a marketing resource team. Students will expand their understanding of customer-centered marketing and the “Eight P’s” of Non Profit Organization (NPO) marketing. Participants will bring knowledge from their own field of study, integrate marketing principles, and support our Community Partner's goals and objectives.
CAP: MARKETING PUBLIC HEALTH
Marketing Public Health
Debbie Kaufman, firstname.lastname@example.org
This course will integrate marketing principles and health issues as we support our community partners with formative research to advance their public health goals. Topics will include: social marketing + social change; ethical issues in social marketing; the role of policy, culture and social norms in public health; customer-centered marketing; theories of behavior change; and how one's own background and culture impact effectiveness in the work of promoting social change. This Capstone does require group meetings outside of class, as well as coordinating schedules with our community partners. Instructor approval required.
CAP: MED GLBL HEALING
Meditation for Global Healing
Julie Porter, email@example.com
Qigong is an ancient Chinese meditative healing practice that encompasses a philosophy of living with a quiet mind, open heart, and in service to others. This capstone provides an opportunity to explore the personal and community implications of this healing practice and mindfulness meditation. You will learn meditation forms and their underlying philosophies while exploring the concept of personal awareness and social responsibility. Working with a community partner gives you the chance to be of service to others and learn about their needs in the context of the course material.
CAP: MEDIA LITERACY
Mark Oldani, firstname.lastname@example.org
Media literacy is the study of the effect that various modes of communication have on the information that is being transmitted. Students will learn about the impact of commercial media on themselves and their community and develop various approaches to address the impact of media individuals, relationships, and various environments and communities. Students will work directly with community and media organizations, the general public, and/or high school or middle school teachers to research and prepare units of study on the issues surrounding media literacy.
CAP: MONUMENTAL WOMEN
Monumental Women: Portland History on the Web & on the Ground
Jan Dilg, email@example.com
In this course, students will document the ways that women are memorialized and remembered for their contributions to the cultural, educational, economic, and civic development of Portland. Encompassing the complete history of the city, students have the opportunity to research and write about a significant historical woman or women's organization, and develop public access of this history to the broader community. Students are introduced to historical research and writing, and public history practices. Course outcomes vary from term to term, but result in either a student written biography on their chosen subject for posting online, or developing a women's history walking tour. This Capstone is partnered with the Walk of the Heroines, a group dedicated to honoring women in a cultural park on the Portland State University campus, www.woh.pdx.edu. Student biographies are posted on the website Women City Builders, www.wcb.ws.pdx.edu, and the website links to the educational kiosk on the Walk of the Heroines.
CAP: MULTI MEDIA
Robert Bremmer, firstname.lastname@example.org
CRN: 45458 & 45459
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 email@example.com.
CAP: MUSIC IN SCHL
Music in the Schools
Susan Booth Larson, firstname.lastname@example.org
CRN: 44147 & 45487
Help with the decline in music education programs in area elementary schools by developing and teaching lessons dealing with music: for example, "The Science of Music", the "History of Music", "Music around the World", or lessons dealing with rhythm, notation, and other musical specifics.
CAP: NATIVE AMER GRANT WRTG CAP
Grantwriting for Indigenous Sustainability
Beth Lameman, email@example.com
CRN: 45460 & 45461
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.
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. 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: PROMOTING SUSTAINABILITY
Promoting Sustainable Living
Amy Minato, email@example.com
In light of looming environmental crises, what can individuals do to change direction? In this course we collectively examine our society to determine which cultural values support, and which inhibit, sustainability. Students develop and facilitate sustainability opportunities tailored to youth for Northwest Earth Institute (NWEI) and the Center For Earth Leadership (CERL), local non-profit organizations that empower individuals and organizations to transform culture toward a sustainable and enriching future.
Class discussion centers on the first two books in the Northwest Earth Institute series, Voluntary Simplicity and Choices For Sustainable Living. Each student creates an entry for a youth manual on sustainability using NWEI materials. Working with the Center for Earth Leadership and using the created manual, students provide these sustainability activities to local youth groups.
CAP: PR FOR NON PROFITS
Public Relations for Nonprofits
Walt Amacher, firstname.lastname@example.org
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 may include guest speakers and field trips to media outlets.
CAP: RECLAIMING THE COMMONS
Encouraging the stewardship of our shared resources
Celine Fitzmaurice, email@example.com
This course will focus on the concept of "the commons" - those resources that humans share and depend on to thrive and survive. Examples of the commons include clean air and water, shared scientific knowledge, or
publicly funded resources such as parks, libraries and schools. Increasingly, many aspects of the commons are controlled by the market or private interests. Students in this course will partner with the "Oregon Commons" project (http://theoregoncommons.org) to raise public awareness of the commons and encourage stewardship of our shared resources.
CAP: RESEARCH EXPER SCI
Research Experiences in Science
Erik Bodegom, firstname.lastname@example.org
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 MINR
Sexual & Gender Minority Youth
Molly Gray, email@example.com
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 ED
Sexual Assault Education Theater
Eden Isenstein, firstname.lastname@example.org
In this class, students will learn about the dynamics of sexual assault as they practice using theater as a tool for social change. Students will develop short plays about sexual assault and its prevention based on classroom readings, discussions, prior learning, and lived experiences. This play will then be performed for various campus audiences based on the Theater of the Oppressed Open Forum model, in which audience members are invited to stop and shift the action by joining the play, thereby practicing strategies for facing challenging situations and "rehearsing for the future."
CAP: STRGTHNG HEADSTRT: HLTH,GRW
Strengthening Headstart: Health, Growth, and Justice
Marylin Kissinger, email@example.com
Head Start is this nation's largest investment in young children to date. It is also one of the few remaining efforts from the 1960's "War on Poverty". Students will: 1) review data and documentation of the historical successes and challenges of Head Start, 2) analyze and reflect on the impact it has had in communities, 3) engage in a qualitative/participatory research project, and 4) design a collective action project in conjunction with Head Start community participants that will enhance or improve the health, growth or justice in that Head Start Community. Students will learn about and then engage in a qualitative/participatory research process from the Popular (Libratory) Education model used by the Highlander Education and Research Center. This approach will include the Highlander Methodology.
CAP: SUST RUR DEV NW ARGENTINA
Sustainable Rural Development in NW Argentina
Leopoldo Rodriguez, leopoldo@pdx
Where the pampas meet the Andes and tradition blends with modernity, nested on a valley 3,000 feet above sea level, sits San Pedro de Colalao, a small town in Northwestern Argentina. Join us this Winter term in a capstone where we will work with community organizations towards the establishment of eco-touristic services.
We start with 4 days in Buenos Aires, followed by two weeks in San Pedro de Colalao, where we will meet with town authorities and business people, explore natural and cultural attractions and visit with rural inhabitants, academics and NGOs. Our final report will evaluate the progress made during our stay, and suggest steps that the community and future capstones may undertake. Open to junior and seniors from all majors. Financial aid can be applied. MUST SUBMIT A SEPARATE APPLICATION PRIOR TO REGISTRATION! Application and information available online at: http://oia.pdx.edu/ea/. Application deadline is 10/31/2011.
CAP: TUTORING ADULT ESL
Tutoring Adult ESL at Community Colleges
Michelle Culley, firstname.lastname@example.org
Capstone students will tutor with English as a Second Language learners for 2.5 to three hours a week at Community Colleges in the tri-county area (locations and times vary) Capstone students must be proficient speakers of English. Students must contact Michelle Culley, email@example.com, to agree upon a tutoring time prior to official registration.
In addition, time in the PSU classroom will be spent learning tutoring skills for working with adult language learners as well as discussing and exploring the many issues that revolve around immigration in the United States and the world.
CAP: TUTOR-MENTOR NAT AM YTH
Tutor/Mentor Native American Youth
Molly Gray, firstname.lastname@example.org
For this capstone, students will be mentoring and tutoring middle school and high school youth at the Native American Youth & Family Center (NAYA). NAYA 's mission is to empower youth via education, community involvement, and cultural programming by creating positive learning experiences. PSU students will assist NAYA by engaging youth in educational and other activities, providing a role model for learning, and tutoring and mentoring students on their homework and/or in after-school programs. Mentoring activities may also include cultural arts events and assisting in sports activities. This Capstone meets two times a week: The class will meet 3 hours/week on Fridays at PSU for training with the instructor, and after the first week of training individuals will volunteer at NAYA for 3 hours/week during an afternoon of their choice (see PSU registration schedule to sign up for available days and times). The Friday sessions will include discussions on readings exploring Native American culture, educational issues, and service learning. Students will also coordinate a project in service to NAYA's Learning Center. (Projects in the past have included a book drive and gathering learning resources for the Center.) Individual writing assignments include personal reflective projects, resource reviews/analyses, and a final reflective narrative.
BACKGROUND CHECKS: Because we are working with underage students, background checks will be required of all students in this Capstone.
CLASS SCHEDULE: All students must register for the weekly Friday training session AND for a separate NAYA session on an afternoon of your choice. (See PSU registration schedule for available times.)
TRANSPORTATION: Students are required to attend both PSU and NAYA sessions. There is public transport to NAYA via Tri-Met bus #75.
CAP: WOMEN'S PRISON GARDENS
Creating a Larger Purpose: Organic Gardens in Women's Prisons
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, required readings, video, dialogue and reflective writing. Through the study of existing prison garden programs, students will develop a model for a garden program at Coffee Creek Correctional Facility (CCCF) and identify available resources and potential community partners. Working in teams, students will create a presentation on one aspect of a prison garden program for potential stakeholders.
Class time will focus on issues affecting incarcerated women, the larger prison system, and prison gardens as a tool for healing and change for female inmates. Specific educational tools and methodologies will be used to engage students in collaborative, meaningful dialogue and exchange.