Capstone Courses Beginning Fall 2008:

African Children
Sam Gioia, gioia@pdx.edu
This capstone will involve PSU students in assisting African refugee children in public schools throughout Portland. The tutoring will take place during school hours under the supervision of certified teachers. In addition to scheduled session at PSU capstone students will tutor and mentor children for 25 hours during the school term. In the classroom meetings PSU students will learn about and reflect on immigration, cross-cultural communication, education, and the needs of immigrant children. This course is particularly useful for majors in education, the helping professions, International Studies, and Black Studies.

Applications in Social Marketing
Debbie Kaufman, kaufmand@pdx.edu
Learn about social marketing and then apply it to an important public health issue in our community. Participants in this course will learn about the key features of social marketing, how it is different from commercial sector marketing, and critical components to implementing it successfully. Expand your understanding of customer-centered marketing and the 4 Ps: product; price, place and promotion. Bring knowledge from your own field of study, integrate social marketing principles, and support our community partner's goals to foster healthy change.

At-Risk Families ECHO Project
Jean Lasater, gmlasaer@3mail.com
Students will work with and beside youth from the ECHO project and homeless families from the Salem Outreach Shelter in creating a unique project that identifies lack of developmental assets, develops a program to strengthen and enhance assets, and applies those skills to help youth and families achieve self-sufficiency. This capstone will engage students to understand the psychosocial factors that place youth and families at risk and how incorporation of developmental assets can help overcome deficiencies. Students will work closely with participants to achieve pre-established, measurable goals, unique to each participant. This course will be held at the Salem Center.

Ballot Initiatives, Society, and the Environment
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.

Bilingual Education
Delys Ostlund, ostlundd@pdx.edu
This capstone centers on two community-service components. First, students will volunteer as tutors/classroom aides in the bilingual Spanish/English dual immersion program at a local elementary school. A course requirement will be preparation of two activities for inclusion in a website which will serve as a repository of interactive activities in Spanish. This website, which will serve as a resource for teachers, constitutes the second community-service component of the capstone. Students must be able to demonstrate oral proficiency in Spanish at the 300 level.

Building a Better Portland through Placemaking- City Repair
Courtney Dillard, cldillard@gmail.com
In this Capstone we will explore and apply effective outreach activities to promote the work of Portland's non-profit City Repair Project. City Repair is a unique approach to placemaking which encourages Portlanders to see their city as a community and their fellow citizens as neighbors. In many ways it challanges conventional notions of urban planning and community building. In this Capstone we will build a major advocacy plan to inform and engage a wider population in the work of City Repair. Class activities include learning about and participating in the City Repairs vision, researching and brainstorming unique ways to effectively talk about City Repair, and the creation of advocacy tools. By participating in the Capstone, students will delve into the important intersections between planning and promoting innovative approaches to urban life. Information about City Repair, the Village Building Convergence (VBC), and the PSU VBC.

Business Outreach
Gary Brown, gbrown@pdx.edu
This course is about the role of a small business consultant and how small business really works. It will combine lectures, guest speakers, class discussions, and an in-depth consulting project with a small business in North or Northeast Portland.

Civic Participation in a Business Environment
Stephanie Blackman, stblackman@yahoo.com
Students in this Capstone will research best practices and develop case studies of companies actively involved in employee volunteer programs with our community partner, Hands On Greater Portland (www.handsonportland.org). The profiles of exemplary companies will ultimately be used to showcase what businesses are doing in community and recruit others to participate in volunteer programs. Students will also participate in service projects through Hands On and may build skills in leading service projects that are designed for business teams. In class students will explore the role of business in civic affairs and the potential for both owners and employees to be civic leaders. Additional time outside of class will be required, but most service work will take place during class time.

Civil Rights Movement in Portland
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 African Americans who fought for Civil Rights in Oregon. The interviews will then be digitized and uploaded to the Internet and students will use photographs and clips from the interviews to create a video documentary that can be used publicly.

Collaborations: Boys and Girls
Heather Petzold, petzoldh@pdx.edu
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).

Communication Education: NUHS
Gloria Totten, totteng@pdx.edu
This Capstone explores developing and teaching lesson plans on basic skills such as liberal arts, math, science, 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 school hours (8 am to 4 pm). Contact instructor with questions.

Cross Community Connection
Cynthia Gomez, gomezc@pdx.edu
This Capstone offers students an analysis of social justice theory; a survey of educational institutions and Latinos in U.S. society; a framework that promotes successful civic engagement; and an application of these principles in community settings. Students are given the option of choosing from several community partners working in the area of education and will complete projects addressing a pre-determined need, promoting lasting change and encouraging collaboration among stakeholders.

Educational Equity
Deborah Arthur, debs@pdx.edu
This Capstone explores a variety of issues related to educational equity, including segregation, school funding, standardized testing, curriculum choices, language and bilingual education, among others. We partner with a variety of schools and community programs designed to enhance the educational opportunities and success of urban public school students. 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. 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 may be required for participation in some of our community partnerships. Upon registration please contact the Instructor Deborah Arthur at debs@pdx.edu.

Effective Environmental Education
Stephanie Wagner, stephanie@tryonfriends.org
The Effective Environmental Education Capstone explores approaches to outdoor education relevant to metropolitan natural areas. Students are trained as naturalists who guide school groups on field trips through Tryon Creek State Park in southwest Portland. Course material covers local natural history, principles of formal interpretation, and basic steps to establish an effective learning environment.

Enhancing Your Literacy: Service in K-5 Public Education
Zapoura Calvert, zapoura@pdx.edu
The Enhancing Youth Literacy Capstone has partnered with King Elementary School in Northeast Portland since Fall 2002 after a 2-year Partnership at Beach Elementary in NE Portland. King is a Title I school with a 90%+ minority population. Capstone students work in K-8 and ESL classrooms, both as one-on-one tutors and as classroom assistants, and in King's after school SUN program in a variety of capacities.

Environmental Education Through Native American Lenses
June Rzendzian, rzendzia@pdx.edu
What are Native American perspectives and how can they affect environmental education? How does environment shape our lives? 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 at JEAN’S Farm on Johnson Creek, 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 our environments and contemplate our choices for interacting with the world around us in the future. Students will learn creative and relationship-building skills that can be applied to a final project at JEAN’S Farm and in their everyday lives..

Grantwriting for Environmental Advocacy
Celine Fitzmaurice, celine@pdx.edu
Grant writing skills are critical to the survival of many non-profit environmental organizations. In this course you will learn grant writing skills by developing real proposals for a local environmental non-profit. The rich history of citizen-based environmental advocacy in the US will play a central role in class discussions and reflective writing assignments throughout the term.

Grantwriting for Social Change
Tracy Dillon, dillont@pdx.edu
A grant is a proposal that seeks funds to solve a problem and normally is directed by a nonprofit organization [IRS 501(c)(3) designation] to a federal, state, or local government agency, a foundation, or a corporation. In this course, you should expect to prepare a business plan for an organization, identify potential funding sources, and prepare a grant. In my experience, many people enroll in a grant writing course because they already have a nonprofit in mind that they would like to help. With instructor approval, you may be able to work with this nonprofit in order to complete class assignments. If you are in the course simply to learn about grant writing and do not have a nonprofit in mind, I will work with you to help match your interests and experience with an appropriate community partner needing help.

International School
Sam Gioia, gioia@pdx.edu
This capstone will involve students in working with high school age immigrant youth in an alternative school in NE Portland. Each capstone student will spend 2-3 hours per week assisting in classrooms (M-Th regular school hours) at Portland International Community School. PSU classes will address issues of immigration, culture, and language acquisition as they impact the lives of immigrant youth. Capstone students will also engage in a group project to support the school and its students. Attendance at the first day of PSU classes is required.
 

Immigration in the Workforce
Andrew Reed, areed@seworks.org
Classroom topics will include immigration, sociocultural behavior, 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.

Juvenile Justice
Deborah Arthur, debs@pdx.edu
This Capstone partners with the Multnomah County Department of Community Justice, Juvenile Services Division. Through work in the community, as well as through supportive academic activities, students will have the opportunity to deeply explore current issues in juvenile justice. Successful background checks will be required for students to be able to work directly with youth, although are not required for participation in this Capstone. This is a “blended” or “hybrid” course, meaning that in addition to class time, we have an on-line component via WebCT. For more information, contact the instructor, Deborah Smith Arthur at debs@pdx.edu

Leading Latinos
Tony Martinez, martineztony@comcast.net
This Capstone allows PSU students to work creatively with high school students through a partnership with the Oregon Leadership Institute (OLI) and the Oregon Council for Hispanic Advancement (OCHA) to empower and mentor Latino youth. College students must design and administer OLI leadership programs for scheduled Saturdays during the term. In class, current social and educational issues that affect Latino youth will be examined in order to better address the needs of the high school students. This capstone is ideal for those planning to teach, counsel, work in the community and for those that enjoy being a part of a dynamic team!

Marketing for Non-Profit Organizations
JoAnn Siebe, siebeconsulting1@mac.com
Participants will learn about marketing for non-profit organizations and apply it to an international,non-profit organization with offices here in Portland. You will learn about the key features of marketing for non-profits; how it differs from commercial sector marketing, and critical components to implementing it successfully. You will expand your understanding of customer-centered marketing and the Four Ps: product, price, place and promotion. Participants will bring knowledge from their own field of study, integrate marketing principles, and support the Community Partner’s mission: To connect people, organizations and resources to help build a world where all people can live free and dignified lives.

Measuring the Effectiveness of Criminal Justice Interventions
Don Trapp, don.trapp@co.multnomah.or.us
This Capstone is an applied research project with the Multnomah County Department of Adult Community Justice. The course will examine the issue of qualitative evaluation in a community justice setting. Specifically, students will review and discuss parole supervision from the offender’s perspective, develop and administer an interview of current and former parolees; analyze, interpret and report findings in a written report, present findings and recommendation to Department of Community Justice management.

Media Literacy: Navigating the Making of Meaning
Mark Oldani, moldani@riverdale.k12.or.us
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. Class participants 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. Class members will work directly with members of community and media organizations, the general public, and/or high school or middle school faculty to research and prepare units of study on the issues surrounding media literacy.

Multimedia Production
Robert Bremmer, bremmer@pdx.edu
The multimedia Production Capstone Class produces web page marketing and education tools for community partners and community issues. Continuously taught for over five years, the class has evolved from video production trough CD ROMS, Interactive DVD's and now creates useful tools and marketing entirely on the web.
Each term a companion blog and web page will be developed around core issues and for community partners. The class self divides into groups: Client Liaison/Research, Content Development, Creative, Technical, Marketing and Management. Guidance and instruction is provided in each area, so expert knowledge is not required however it is beneficial if students have basic skills in one or more areas.
The goal of each class is to make a useful product which will continue to be used and even grow readership after the class has disbanded. This class identifies a target demographic and determines how best to develop a tool to alter the behavior and or thoughts of any user of the site. The prime objective of the class is not to develop a site but to create a dynamic group communication and learning experience, where students an develop to a higher level their leadership and communication skills and experiment with creative, technical and viral marketing techniques. Recent developed tools include: womenshealthawareness.googlepage.com and www.womenshealthawareness.blogspot.com also www.toxinfreetomorrow.com and www.toxinfreetomorrow.blogspot.com.
Students will interact with each other in the class, in different groups, and with a local community demographic primarily through survey and interviews. We will also launch surveys over the internet interacting with remote individuals and groups as well. Students should feel comfortable communicating at high level spoken and written English. The textbook used is Howard Gardner's 'Changing Minds.' The Instructor can be reached at: bremmer@pdx.edu.

Multiracial Families
Sam Gioia, gioia@pdx.edu
This indirect service capstone will engage students in researching and providing resources for a nonprofit center serving multiracial families. Classroom time will involve extensive personal reflection on students’ understanding of race and how it affects their personal identities. This course will provide an excellent opportunity for students to apply their knowledge from the fields of ethnic studies, sociology, and international studies.

Nature in the Neighborhood
Mitch Cruzan, cruzan@pdx.edu
Greenspaces support native wildlife and are important for our community aesthetics and quality of life. Many of these natural areas are suffering from degradation due to human-mediated disturbance and invasion by alien plant species. Students participating in this capstone work with METRO and park personnel to document the biodiversity of greenspaces and the impact of invasive plant species on habitat quality. We will be focusing our efforts to examine the impact of invasive species in the Clackamas Watershed. Students are expected to cooperate for transportation to study areas by sharing rides, and to cover their own transportation expenses. We will be working primarily at one site, but will also be surveying for invasive plants along the roads in Clackamas County. Students will engage in public education and outreach activities through interaction with the public and the development of written and web resource materials.

Parent Math Workshop
Sandra Kralovec, sandyk@canby.com
Students work together on campus and at an elementary school. Students will observe the teaching of elementary mathematics and participate as student mentors. The final project is the presentation of a Family Math Night at the partner elementary school. Students will develop appropriate mathematical activities for the Family Math Night event to present to parents the mathematics the students are learning in school. Students are responsible for advertising, organizing, and implementing the Family Math Night event. Four to six hours of community service time per week is required. These hours also must be during regular school hours.

Portland's Water
Catherine Howells, chowells@pdx.edu
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.

Physics Capstone
Erik Bodegom, bodegom@pdx.edu
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. The project phase will take place at the community partners. Partners who have shown an interest are some of the following: Digimarc, FEI, Voxtel, University of Portland, Intel, and OHSU.

Preserving LGBTQ History
Christa Orth, christamae@yahoo.com
This course introduces methods of preserving lesbian, gay, bisexual, transgender and queer history. The course examines the ways community and academic historians document the often hidden history of LGBTQ communities. The Gay and Lesbian Archives of the Pacific Northwest is our community partner as we learn about recording oral histories and processing the archival collections of our queer history in Oregon. This course is open to students of all sexual and gender identities.

Prison Exchange: Creating Understanding from the Inside-Out
Amy Spring, springa@pdx.edu
This Capstone course provides an opportunity for a small group of students from PSU and a group of residents from Coffee Creek Correctional facility to exchange perceptions about crime, justice, and the ways in which marginalized communities are affected by public policy. It is a chance for participants to gain a deeper understanding of how income, communities of color are affected by incarceration policies in Oregon and the US. This will be accomplished by marrying theoretical knowledge and practical experiences in weekly meetings extended throughout the term. This course will be held at Coffee Creek located 20 minutes from PSU (carpooling available). The class will complete a project with inmates that will help enhance the lives of those who live at Coffee Creek. Participation requires all students to pass a background check.

Public Relations for Non-Profits
Walt Amacher, wseditor@aol.com
In recognition of the need for governmental agencies and nonprofits to access their constituency, the Public Relations for Nonprofits Capstone provides communications training for a selected organization including: 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, the course may include guest lecturers and field trips to media outlets.

Science Inquiry in the Outdoor Classroom
Richard Hugo, hugo@pdx.edu
In this 6-credit Capstone you will volunteer as a Science Mentor with Wolftree, Inc., an award-winning non-profit science education organization. Wolftree brings children in grades 4-12 out of the classroom for small group, hands-on field experiences. Wolftree's primary field site is in the foothills of Mount Hood, with other sites located 60 to 90 minutes from Portland. You are responsible for your own transportation, although carpools can usually be arranged. You will also spend several of your "field" days in classrooms preparing students for their outdoor experiences. You'll volunteer one full day per week (Tuesday - Friday) - please enroll in the appropriate course section. All sections will also meet on Mondays to discuss topics related to science inquiry and pedagogy.Wolftree's innovative curriculum is based on following student curiosity rather than leading formal presentations. This course is designed for aspiring educators and scientists, although students from any major will learn and practice a unique style of mentorship. No specific science background is required. You will be required to initiate a criminal background check BEFORE the course begins. As with any Capstone, students are highly encouraged to contact the instructor before enrolling to discuss the course responsibilities, activities and enrollment details.

Sexual Assault in the Community and on the College Campus
Bridge Gorrow, gorrow@pdx.edu
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.

Sexual Minority Youth
Molly Gray, mcg@pdx.edu
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 (GLBTQ) youth face a set of issues unique to their daily lives. We examine the paths sexual and gender minority youth navigate in American society, exploring such questions as: What challenges do GLBTQ youth encounter? How do they cope, survive, find understanding & celebrate themselves amidst homophobia and intolerance? How do GLBTQ experiences vary across difference such as race, ethnicity, class, religion, gender and expression? Has the growing strength of political mobilization and visibility of GLBTQ 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).

Sustainable Food Systems and Educational Farms
Cori Longstreet and Megan Kupko, greenfarmmama@gmail.com
Welcome to Portland State University's Sustainable Food Systems and Educational Farms Senior Capstone! 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 food and farm culture. Students will critically analyze the state of our current food systems while simultaneously be engaged in positive solutions to agricultural-related issues. Through participation in local urban educational farms, students will gain hands-on farming experience, explore their personal connection to food and the land, and positively contribute to food security in our greater community. Students will also build relationships within the local food network through experiences at the Permaculture Institute, Ecotrust, Zenger Farm, Portland's Community Gardens, and Growing Gardens. Ultimately, students will culminate their understanding of the topics explored in a sustainable food systems guidebook for youth. **Due to the nature of this course, it will be held at Learning Gardens Lab on SE 60th/Duke with the exception of the first class, which will be held at the designated PSU classroom.

The Natural Food Industry and the Cooperative Business Model
Pedro Ferbel Azcarate, pedro@pdx.edu
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 Spirituality of Being Awake
Carol Gabrielli, cg@pdx.edu
Students in this Capstone class will arrive with something they call spirituality or spiritual practice or spiritual curiosity or wisdom tradition. Through direct service with JOIN, St. Francis Dining Hall and Rose Haven, students will discover and explore the connections between their direct-service experiences and their spirituality/wisdom tradition. (JOIN, St. Francis Dining Hall and Rose Haven are places of hospitality and resource for persons experiencing homelessness.) Among the many questions students in this class will examine, students will wonder: How does my lived experience inform my sense of self and others? How does my spirituality/my wisdom tradition inform my awarenesses, my choices and my actions? What is the cost of being awake in a world of sleepyheads? For their final product, students will utilize their lived experiences to develop and facilitate a project that supports the mission of their affiliated agency. Students in this class will make a commitment to twenty-five daytime hours of service over the course of the term. Rigorous self-reflection is integral to students’ learning in this class. Please call with questions.

Tutoring Adult ESL at Portland Community College SE
Michelle Culley, mculley@pdx.edu
Capstone students will tutor small groups of adult English as a Second Language learners for 2.5 hours a week at Portland Community College SE Center, which is located at 82nd and Division. Capstone students must be proficient speakers of English. Students must contact Michelle Culley prior to registration. Tutoring will be either Monday or Friday mornings, 9:30-noon or Tuesday evening 6:30 - 9:00 pm 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.

Tutoring/Mentoring Native American Youth
AnMarie Trimble, atrimble@pdx.edu
This capstone gives students the opportunity to assist the tutoring center of the Native American Youth & Family Association (NAYA) as it tutors and mentors middle school and high school youth. NAYA’s mission is to empower youth via education, community involvement, and cultural programming by creating positive learning experiences. PSU students will help NAYA by engaging youth in activities, providing a role model for learning, and tutoring students on their homework.After initial training, PSU students will meet 2 hours a week at PSU with the instructor, then tutor one day a week for 2 hours at NAYA (see www.nayapdx.org for location). PSU weekly meetings will include discussions on readings exploring Native American culture, educational issues, and service learning. Students will also coordinate a book drive and gather other resources for the tutoring center and its library. Individual writing assignments include personal reflective projects, resource reviews/analyses, and final reflective narrative. CLASS SCHEDULE: Class meets 4 hours during the first few weeks on Fridays 10am-2pm, then will meet for 2 hours on Fridays for the rest of the term. The remaining 4 hours will be divided as follows: 2 hours on the class project, scheduled on your own time, and 2 consecutive hours scheduled during NAYA's regular tutoring center hours (Mon-Thurs, 3:30-6pm). A background check is required of all students in this Capstone. Transportation notice: Public transport to NAYA is difficult if coming from PSU/Portland westside, but quite accessible from most NE/SE neighborhoods via Tri-Met bus #75. If you don't have transport from the Westside to NAYA, there may be NAYA van service from a high school in your area; check with the instructor if you are interested in this option.

Water Bureau - The Early Years
Catherine Howells, chowells@pdx.edu
This Capstone class will work with the Portland Water Bureau to design an historical display for Bear Creek House in the Bull Run Watershed This display will focus on the early development of Portland’s public water supply (1883-1900). The class will study and research the needs for a public water supply, the site selection for the water, and the surveying, engineering, and building of the gravity-fed system. Guest lecturers from the Portland Water Bureau will discuss this historical background, and there will be a field-trip to the Bull Run watershed and Bear Creek House. The students will then catalog photographs in the Water Bureau archives, and search other archives for appropriate photographs. They will design a display (in consultation with the Water Bureau) -- picking the most relevant photographs and writing interpretive labels for each photograph. The class will also develop a visitor survey to help the Water Bureau measure the effectiveness of the display. Guest lectures for this class will include a representative from SPARC (Portland archives), engineers and others from the Water Bureau, and other experts in archives and displays to be identified.

Women's Oral Narratives: Girl Power
Sally Eck, ecks@pdx.edu
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.