Capstone Courses
Beginning Winter 2009

Creative Reuse
Sarah Morgan, smorgan@pdx.edu
Students will observe and read about elementary and preschool learning centers. They will develop a plan for schools to set up learning centers for children using reusable materials. They will work with the School and Community Reuse Action Project (SCRAP) to create the learning centers and publicize them to teachers and schools. SCRAP is a non-profit store that diverts useful materials from the landfill and makes them available for creative purposes. Please contact instructor for class location.

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.

Engaging Democracy
Richard Clucas, clucasr@pdx.edu
One of the most pressing problems in American politics today is that the public feels increasingly distant from elected leaders. To many reformers, the health of the nation’s democracy can only improve by getting more young people involved in politics. The Engaging Democracy capstone addresses this problem by having students assist Oregon legislators during the 2009 legislative session in Salem, where they will help handle the broad range of responsibilities placed on legislative staff. During classroom times, 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 web-based guide to the Legislative Assembly. The work in the capitol will be arranged around each individual student’s schedule. Carpooling should be available. There may be some funds to offset travel costs.

Empowering Communities with GIS and Asset Mapping
Margaret Merrick, merrickm@pdx.edu
Through the use of GIS, research, and asset mapping techniques, students will work with community partners to empower them to strategically promote their missions. Community partners have included: Portland Farmers Market; the Regional Arts and Culture Council; Johnson Creek Watershed Council; Caring Communities; and Portland Parksand Recreation. No GIS experience is required.

 Health Promotion in the University Setting
Gwyn Ashcom, gwyn@pdx.edu
College students face unique challenges in maintaining healthy behaviors in the university environment. This course will examine the role of the peer health educator in the university setting. Students will develop the skills needed to create programs, presentations, and materials that improve the wellness of students and the campus community. Participants will be provided with current information and research on relevant health issues and will work with the university to create a health education program/activity.

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.

International Community School
Sam Gioia, gioia@pdx.edu
Global Portland—International School involves PSU students Portland International School, an alternative school for immigrant youth whose needs have not been met in Portland high schools. Capstone students will help the youth complete their education by tutoring, mentoring, college exploration, and career development three hours per week. During the PSU classroom times (6 hours per week) PSU students will learn about immigration, cultural diversity, and the needs of immigrant children. Students will also complete a collaborative project to assist the international school. This capstone is an excellent opportunity for students who want to prepare for teaching and counseling with youth and families or for students who want experience with international populations.

Japanese Language Program for Elementary Students: The Moshi Moshi Program
Suwako Watanabe, watanabes@pdx.edu
Capstone students will work with the Moshi Moshi Program, a Japanese language program for elementary students in the Portland Public School District, by assisting a classroom teacher or developing teaching materials. Students may also assist with video production, web development, and program promotion. Students will address various issues pertaining to foreign language learning and teaching, including multiple intelligences, Japanese language/culture, and diversity. Basic Japanese (completion of JPN 201) is recommended by not a requirement. The class will meet at PSU for 1-2 hours per week, and a minimum of two hours of community service per week is required.

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!

Learning Gardens and Civic Affairs
Stephanie Blackman, stblackman@yahoo.com
Students in this Capstone will do community outreach work for the Learning Gardens Laboratory that serves the Brentwood-Darlington neighborhood in SE Portland. Students will be working to enhance community participation in the gardens, and their work may include developing materials to assist in the promotion, understanding and management of the garden, conducting research to support outreach efforts, and/or directly working with kids, their parents, and community members, to include them in the work of the garden. Students will also gain experience tending the garden. Class time will focus on issues of our food system and civic involvement. Some scheduled class meetings will take place off campus at the Learning Gardens, so please schedule accordingly. Some physical outdoor work and additional service time outside of class (about four hours per week) will be required. Students fluent in Russian, Spanish, or Vietnamese are encouraged to join the course.

Lessons in Tobacco Prevention
Debbie Kaufman, kaufmand@pdx.edu
Learn about and be part of the public health community's efforts to speak the truth about the impacts of tobacco on health, health care and the economy, and to change public opinion and policy. Students will explore various advocacy methods in the context of tobacco prevention. Topics will include participatory democracy, effective messaging, media literacy, counter-marketing, the impact of tobacco in various ethnic and social communities, legislative and initiative strategies, using research, as well as the history and current context of tobacco use and prevention, and strategies of the tobacco industry.

Linking the Generations, Communication, Aging and Society
Cindy Palmer, palmerci@ohsu.edu
Students will engage with older adults to complete a variety of life history projects. Students will address their assumptions and stereotypes toward the aging population and will reflect upon personal barriers and successes in the intergenerational communication process. Communication issues will be addressed in the areas of intrapersonal, interpersonal, and intercultural communication. In addition to the community work, the course will focus on interdisciplinary discussions, lectures, and activities to increase awareness of the older population. This is an evening course with travel to off campus site and a background check required. Fingerprinting also may be required. Contact instructor upon registration to complete paperwork prior to start date. Processing can delay work in the community.

Local Justice: Social Justice Education for Adolescents
Cynthia Gomez, gomezc@pdx.edu
This course is an advanced exploration of diversity and social justice in the United States. This Capstone provides students with an exploration of adolescent development theory; a framework for understanding specific forms and the interlocking systems of oppression; a process to explore how oppression affects our lives; a pedagogical framework for teaching and training about concepts of oppression and diversity; and an application of these ideologies and skills in secondary schools.

Marketing for Non-Profit Organizations
JoAnne 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.

Mathematics & Society
Paul Latiolais, hmpl@pdx.edu
In the first quarter, students explore applications of mathematics in a variety of disciplines as well as the impact of society-sanctioned math avoidance on marginalized populations and on fulfillment of workforce needs. In the second quarter, student prepare and deliver math presentations to high school classes and/or after-school programs.

Monumental Women
Jan Dilg, dilg@teleport.com
This capstone builds on previous research and writing used to develop the Women City Builders website. Students will examine the choices communities make about who to honor for their contributions to society and how they are memorialized. Women from many backgrounds contributed time, money, and expertise to develop, fund, and shape the culture of Portland since its founding. The course will teach students how to conduct research with primary and secondary source materials, and to apply those skills by expanding and enhancing the content of the current website. In addition, students will explore ways to integrate the website into the Walk of the Heroines project.

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.

Music in the Schools
Sue Booth Larson, susanblarson@gmail.com
To help with the need for more music programs in elementary schools, students in this capstone will work in groups to develop and teach lessons that deal with music in some way – music around the world, vibrations and music, the history of music etc. All majors are welcome.

Reflecting Communities
Carol Gabrielli, cg@pdx.edu
Reflecting Community is a community-based learning class designed to ignite question, wonder and reflection particularly related to mentorship, leadership, facilitation and direct service, but not limited to that. Through lived experiences, classroom exercises, pertinent self-reflections and out-of-classroom assignments, students will gain a wider and deeper sense of self and other. Our community partner for Reflecting Community is Holy Redeemer Catholic Grade School located in North Portland. Holy Redeemer School serves a diverse ethnic, cultural and faith-oriented community. Its spiritually-influenced curriculum emphasizes justice, service and peace for over 300 students in kindergarten through 8th grade. Each Capstone student in this community-based learning class will commit to twenty-five hours of mentoring during the ten weeks of this term. Students are strongly encouraged to consider the magnitude of this undertaking. Students will be expected to work together with the school principal to schedule consistent hours that are suitable for both Holy Redeemer and the student. A criminal background check is required.

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).

Street Roots: Exploring Issues of Homelessness
Colleen Kaleda, colleenkaleda@comcast.net
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.

Tapping the Wisdom Within: A Community-Based Volunteer Tutoring Program for Lane Middle School
Leah Brookner, brookner@pdx.edu
The objective of this course is to provide students with the opportunity, via a volunteer tutoring and teacher's aid program, to observe, analyze, and participate in a local middle school campus community. Through direct participation and classroom experiences, students will learn how the provision of positive role models (i.e. tutors), within the context of a full-service school model, can facilitate positive youth development and outcomes. Students taking this class will integrate classroom learning about issues of poverty, prejudice, mental illness, and family dynamics into their tutoring experiences to broaden the understanding of culture and context as it relates to individual middle schoolers.

The Listening Project
Celine Fitzmaurice, celine@pdx.edu
This course uses a "listening" approach to learn about homelessness and its root causes. Our partner for the course will be the Macdonald Center, an outreach program for homeless and mentally ill residents of Portland’s Old Town District. Students will “listen” to members of the Old Town community as part of a daily hospitality program or a visiting program to residents of single room occupancy hotels. The course will also examine the role that listening has played in mediating conflict around the world.

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 mornings, 9:30-noon, Mnday evenings, 6:30-9pm, or Friday mornings, 9:30-noon, 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
Grace Dillon, dillong@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.

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.