[
{
"url": "https://wou.omeka.net/s/repository/item/11604",
"dcterms:title": [
"Seabeck: Service Learning Trip"
],
"dcterms:creator": [
"Sean Stephen"
],
"dcterms:subject": [
"deafblind",
"service learning",
"trip",
"seabeck",
"culture",
"privilege",
"disability"
],
"dcterms:description": [
"This presentation was delivered on May 31, 2018 at Western Oregon University Academic Excellence Showcase (Monmouth)."
],
"dcterms:date": [
"2018-06-01"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"aes/137"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/20/2018, this item is in copyright, which is held by the author(s). Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author(s).",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"VIVO:departmentOrSchool": [
"Education"
],
"SKOS:note": [
"CM Hall"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7300",
"dcterms:title": [
"Roman Woman, Culture, and Law"
],
"dcterms:creator": [
"Heather Faith Wright"
],
"dcterms:subject": [
"women",
"Ancient Rome",
"culture",
"law",
"bath"
],
"dcterms:date": [
"1/1/2010"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"his/79"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"VIVO:departmentOrSchool": [
"History"
],
"curation:note": [
"Benedict Lowe"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/7275",
"dcterms:title": [
"The Extinction of Bison Culture"
],
"dcterms:creator": [
"Austin Marshall Preller"
],
"dcterms:subject": [
"extinction",
"bison",
"culture",
"19th century",
"American West"
],
"dcterms:date": [
"1/1/2010"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"his/84"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 06/09/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"VIVO:departmentOrSchool": [
"History"
],
"curation:note": [
"Kimberly Jensen"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4542",
"dcterms:title": [
"The benefits of imbedding literacy and skill development into content while embracing culture and diversity in the classroom"
],
"dcterms:creator": [
"Ryan Bell"
],
"dcterms:subject": [
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Civic and Community Engagement",
"Community-Based Learning",
"Community-Based Research",
"Educational Sociology",
"Language and Literacy Education",
"Race and Ethnicity",
"Sociology of Culture",
"Scaffolding",
"Sheltered Instruction",
"Literacy Development",
"ESOL",
"Culture",
"Diversity"
],
"dcterms:date": [
"6/10/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/115"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"ABSTRACT\nImbedding literacy and critical thinking skill development into content while embracing culture and diversity in the classroom\nBy Ryan Bell\nBy teaching the Socratic Method for discussion and debate, and classroom instruction that relies on skill-building critical thinking skills and literacy development can have a profound impact on creating deeper learning connections. By using sheltered instruction and scaffolding tools taken from the ELD framework, my Action Research shows that not only can I teach students how to break down primary and secondary sources, but also develop literacy skills, while creating a culturally inclusive and diverse classroom.\nThe methods used for this action research include evidence that allowed students to develop deeper literacy and critical thinking skills. Students were able to learn using my philosophy of teaching method of Social Constructivist. I believe in the Social Constructivist theory that students make deeper connections by learning and observing the experiences or opinions of others. I found this theory to be profound in my own learning and decided to employ it in my teaching practice. I believe that to create a classroom that embraces culture and diversity the Social Constructivist classroom-style curriculum must be present. This way, students are growing and evolving by learning and collaborating with each other. This action research argues that not only can a social studies teacher implement literacy development within their content area, but also while skill building the content areas core focuses on analysis and examination of issues from the past, present, or future using primary and secondary sources."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Melanie Landon-Hays, Kenneth Carano, Kenneth Ball, Zigmond Derochowski"
],
"curation:type": [
"action_research"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4450",
"dcterms:title": [
"Navigating language variety: ASL/English interpreters “giving voice” to African American/black deaf signed language users"
],
"dcterms:creator": [
"Nicole Shambourger"
],
"dcterms:subject": [
"African American Studies",
"Bilingual",
"Multilingual",
"and Multicultural Education",
"Critical and Cultural Studies",
"Discourse and Text Linguistics",
"Ethnic Studies",
"Other Languages",
"Societies",
"and Cultures",
"Race",
"Ethnicity and Post-Colonial Studies",
"African American/Black",
"ASL/English Interpreter",
"Deaf",
"Signed Language",
"African American English",
"Culture"
],
"dcterms:date": [
"6/3/2015"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/23"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/26/2018, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"American Sign Language (ASL)/English interpreters working between ASL and spoken English make linguistic and cultural choices that impact the success of an interpreted event. One task is the selection of comparable vocabulary to best represent their clients' thoughts. This exploratory qualitative study was conducted to identify how ASL/English interpreters transfer meaning when African American English (AAE) is incorporated into signed language. Each interpreter simultaneously interpreted an ASL narrative into spoken English. Participants were asked to complete a demographic survey to ascertain whether social factors of age, race, ethnicity, experience, mode of language acquisition, and/or age of language acquisition had any bearing on the interpretation. Following the collection of the interpreting sample and demographic data, two interviews were conducted utilizing a semi-structured format to provide insight into the strategic decisions made by the participants. The findings identify three strategic decisions interpreters used in lieu of incorporating AAE: omission, external processing, and discourse chunking. The overarching purpose was to collect empirical data that will lend itself to dialogues on how to best equip signed language professionals to meet the needs of African American/Black Deaf consumers."
],
"dcterms:available": [
"6/9/2015"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Pamela Cancel, Elisa Maroney, Carolyn McCaskill"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4341",
"dcterms:title": [
"FOR US, BY US: Why do we need an HBCU interpreter education program?"
],
"dcterms:creator": [
"Rencia Gravesande"
],
"dcterms:subject": [
"Education",
"Other Languages",
"Societies",
"and Cultures",
"Black",
"HBCU",
"Historically Black College and University",
"Black Deaf",
"culture",
"interpreter education program",
"IEP",
"anti-racist"
],
"dcterms:date": [
"12/1/2021"
],
"dcterms:type": [
"Text"
],
"dcterms:identifier": [
"theses/74"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"Western Oregon University Library has determined, as of 6/10/2022, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author at the email address listed above.",
"http://rightsstatements.org/vocab/InC/1.0/"
],
"dcterms:abstract": [
"This research document can be used as a catalyst for a proposed interpreter education program housed at a Historically Black College and University (HBCU). Currently, there are not any education programs for sign language interpreters at these institutions. This research is cross-disciplinary between HBCUs and the sign language profession. A review of literature addresses issues in current interpreter programs under the phenomenon of ‘White gaze’ in the profession explained through the lens of anti-racist policies. The aims of this research were to answer: 1) What are the benefits of having an interpreter education program (IEP) at an HBCU? 2) Why is there a need for our (Black/African American) own space? and 3) If given the option, would current and former Black interpreting students have chosen to go to an HBCU for their IEP? Bishop State Community College is an HBCU that once offered an interpreting program. The program was analyzed through four semi-structured interviews with administrators and alumni. A look into the inner workings of the program was coupled with survey results. A mixed-methods approach uncovered five major themes from interview and survey data. Those themes are Culture, Positive Impact on Black Deaf community, Increase Numbers/Representation, Racism/Microaggressions, and Program Structure. This study provides continuing conversations for recognizing the importance of not only diversifying the profession but educating the current/future pool of interpreters on serving, understanding, and working with the demographic of Black Deaf and hearing consumers, interpreters, students, and interpreter educators."
],
"dcterms:available": [
"12/8/2022"
],
"bibo:degree": [
"Master of Arts in Interpreting Studies"
],
"SKOS:note": [
"Amanda Smith, Elisa Maroney, Leandra Williams"
],
"curation:type": [
"thesis"
]
},
{
"url": "https://wou.omeka.net/s/repository/item/4332",
"dcterms:title": [
"Empowering the Arts"
],
"dcterms:creator": [
"Jeanine Newsome"
],
"dcterms:subject": [
"Art Education",
"Education",
"art",
"empowerment",
"holistic",
"inspire",
"understanding",
"culture",
"respect"
],
"dcterms:date": [
"6/11/2021"
],
"dcterms:type": [
"Text; Image; StillImage"
],
"dcterms:identifier": [
"theses/106"
],
"dcterms:language": [
"eng"
],
"dcterms:rights": [
"http://creativecommons.org/licenses/by-nc-nd/4.0/"
],
"dcterms:abstract": [
"The purpose of this action research project was to examine teaching practices and empowering methodology in regard to the researcher’s student teaching experiences. This research focuses on questions that describe the application of culturally responsive and diverse art curriculum, a shifted focus and preparation for holistic learning, and an implementation of online art projects in the context of distance learning in an art-based classroom during the dual-pandemics of COVID-19 and ongoing, systemic racism. The findings showed a growth in teacher knowledge of empowerment in the arts; however, more research upon further practice is necessary to continue improving as an educator."
],
"dcterms:available": [
"6/10/2022"
],
"bibo:degree": [
"Master of Arts in Teaching (initial licensure)"
],
"SKOS:note": [
"Jaclyn Caires-Hurley, Christa Schmeder"
],
"curation:type": [
"action_research"
]
}
]